a peek inside an elementary world language program dawn carney, wan wang, lan wu mafla 2014

A PEEK INSIDE AN ELEMENTARY WORLD LANGUAGE PROGRAM

Dawn Carney, Wan Wang, Lan WuMaFLA 2014

Desired Outcomes

EWL Program goals Oral proficiency targets Curriculum development Assessment Success & challenges Chinese EWL – Driscoll School

What are the standards for our world language program?What should our students be able to do in each grade level/grade level span?

Program Goals

Program: Standards

Standards: 5C’s of ACTFL Communication

Interpretive Interpersonal Presentational

Culture Connections Comparisons Community

http://www.actfl.org/publications/all/national-standards-foreign-language-educationAmerican Council on the Teaching of Foreign Languages

K-5 World Language

Content-enriched FLES* (2008 Override)

Proficiency in the 3 modes of communication Understanding of and appreciation for other cultures Reinforcement of skills from other curriculum areas Development of students as language learners

Program Model Grades K-2: 3 x 20 minute lessons, 60 minutes/week Grades 3-5: 3 x 30 minute lessons, 90 minutes/week

*Foreign Language in Elementary School

Program: Proficiency-Based

ACTFL Proficiency Guidelines in the four skills of speaking, writing, listening, reading Novice Intermediate Advanced Distinguished Superior

3 subcategories: low, intermediate, high

Our Proficiency Targets

Novice

• respond to simple questions• use:

• isolated words • lists of words • memorized phrases• some personalized re-combinations of words or

phrases• ask memorized, formulaic questions• satisfy immediate needs• WORD level

Intermediate

• “conversation” partner in simple, direct conversations• describe and narrate • ask and answer simple questions • handle survival language • “create” with language • SENTENCE level

How to design an elementary world language program?How to determine articulation with an existing upper grades program?

Curriculum development

Our curriculum design, K-5

Understanding by Design integrated with 5C’s of the National Standards

Thematic approach, grounded in Enduring Understandings and Essential Questions of culture

Learning activities in the 3 modes of communication: interpersonal, interpretive and presentational

Knowledge and skills by grade level Spiraling curriculum K-5

Curriculum development process

Designated curriculum developer/leader Elementary and language expertise Time: research, site visits, development Plan: process and content

Learning Expectations

Grades K-2 Themes of School and Community,

Family, and Climate

Grades 3-5 Themes of Community, Leisure time,

Climate, Food

Internal Assessment: Our FY15 Pilot

Challenge: assess for oral proficiency Project that serves as interpersonal tool

Evidence of growth Planned addition of listening

Internal Assessment: Formative Activities

Sample learning activities, novice mid-novice high Classroom interviews/surveys; exchanging

personal information Descriptions of people and places Descriptions of daily life: school and home Asking for information to get around in a

Spanish/Chinese speaking country Asking for information to solve a problem Explaining by describing why or how

External Assessment

STAMP Standards-based Measurement of Proficiency PSB pilot 2012 in grade 8

AAPPL ACTFL Assessment of Performance toward

Proficiency in Languages PSB pilot 2014 in grades 7*

STAMP 4Se Anticipated spring 2015, grade 5

Success & challenges

Continuously developing & revising curriculum

Continuously transitioning existing middle grades and high school program

Hiring and retaining qualified teachers Scheduling Educating all stakeholders

Routines Opening routine K-4

G5

Space Immersion classroom environment.

Instructional strategies

Pair oral work

Culture

Chinese New Year

Moon Festival

Dragon Boat Festival

Authentic documents in instruction

Culture: Chinese New Year

Parent involvement

Chinese open house and morning coffee

PTO support

Parent involvement

Chinese open house and morning coffee PTO

Language and communication are at the heart of the human experience.

The United States must educate students who are equipped

linguistically and culturally to communicate successfully in a

pluralistic American society and abroad.

-Standards for Foreign Language Learning

Contact us

Dawn Carney dawn_carney@brookline.k12.ma.us

Wan Wang wan_wang@brookline.k12.ma.us

Lan Wu lan_wu@brookline.k12.ma.us

Resources

Books Languages and Children, Making the Match:

New Languages for Young Learners, Grades K-8 (4th ed), Curtain, Dahlberg

Practical Handbook to Elementary Foreign Language Programs (FLES*), Lipton

Elementary Foreign Language Programs (FLES*), An Administrator’s Handbook, Lipton