early language learning: world languages in the elementary years

Early Language Learning World Languages in the

Elementary Years 

Helena Curtain, Ph. D. University of Wisconsin-Milwaukee

(Emerita)hcurtain@uwm.edu

Key Concepts for Success with

Elementary & Middle School

Language Learning

fromLanguages and Children—Making the Match, Curtain and Dahlberg

2010, 4th edition, Pearson / Allyn and Bacon

Children learn new languages best when…

Learners are active constructors of meaning rather than passive receivers of vocabulary and information..

1. Learners as active constructors of meaning

Children learn new languages best when…

Teachers consistently conduct instruction in the target language with minimal use of the native language. Teachers keep the target language and the native language distinctly separate.

2. Consistent target language instruction Target language || Native language

separated

Children learn new languages best when…

Units and lessons focus on a thematic center aligned with content and performance standards. There is a balance among the basic goals of culture, subject content, and language in use

3. Thematic Center for Lessons

ThematicCenter

Language in use

(Communication)

Content(Connections)

Culture(s)

Timeline of Columbus’ Voyages/Routes

DescribingFood

FoodPyramids

Geography/Climate Where Is It Grown?

Foods Of the

New World(Circa 1492)

FoodsOf the

Old World(Circa 1492)

Popular Common Foods: StaplesThen and Now

Other Products Exchanged

Beans Corn Beets PineapplesOkra Carrots Eggplant SquashPumpkins Sunflowers

Cacao

Lettuce Wheat Peas Peanuts Tomatoes Potatoes Beets Strawberries Peppers Broccoli Onions

Columbian Exchange

Content (Connections) Engaging with the Regular Curriculum

BeetsBroccoliCarrotsEggplantLettuceOkraOnionsPeasRadishesWheatYams

Eastern Hemisphere

“Old World”

BeansCacaoCornGourdsPeanutsPeppersPineapplesPotatoesPumpkinsSquashStrawberriesSunflowersTomatoes

Western Hemisphere

“New World”

Sequencing/Chronology4000 B.C. Oranges and watermelons3600 B.C. Popcorn2000 B.C. Marshmallows490 B.C. Pasta and macaroni200 B.C. Potatoes1395 Gingerbread/Lebkuchen1484 Hot dogs1544 Tomatoes in Europe1553 Potatoes in Europe1762 Sandwiches1819 Spaghetti

Children learn new languages best when…Teachers plan for classroom management as carefully as all other aspects of instruction.

4. Classroom Management

Ich bin leise. Ich melde mich. Ich höre zu.

Children learn new languages best when…

Teachers scaffold instruction so that learners become increasingly independent in their use of the spoken and written language.

5. Scaffolding and Modeling

Children learn new languages best when…

Learning takes place in communicative contexts that carry significance for the student.

6. Communicative, significant contexts

Children learn new languages best when…

These contexts include meaningful social and cultural situations, subject content instruction, storytelling, music, games, rituals, drama and celebrations.

6. Communicative, significant contexts

Children learn new languages best when…

Students learn grammar in context through usage not through analysis. Grammar for its own sake is not the object of instruction.

6. Communicative, significant contexts

Children learn new languages best when…

There are meaningful opportunities to use the new language beyond the classroom.

6. Communicative, significant contexts

Children learn new languages best when…

The language program draws from and reinforces the goals of the general curriculum.

8. Goals of the general curriculum.

9. Learners experience activities that:

Learners experience activities that are intrinsically interesting, cognitively engaging and culturally connected.

9. Activities: Intrinsically Interesting

Children learn new languages best when…

Learners experience activities that take into account the distinctive characteristics found at each level of cognitive, social, psychomotor, and educational development

9. Activities: Child Development

Children learn new languages best when…

Learners experience activities that provide frequent opportunities for student language use.

9. Activities: Students USING languageChildren learn new languages best when…

Children learn new languages best when…

Learners experience activities that include concrete experiences: visuals, props, realia and hands-on experiences

9. Activities: Concrete Experiences

Children learn new languages best when…

Learners experience activities that incorporate frequent opportunities for physical activity.

9. Activities: Physical Activity

Children learn new languages best when…

Learners experience activities that that appeal to a variety of learning styles

9. Activities: Learning Styles

Children learn new languages best when…

Learners experience activities that move students toward increasing independence and self-direction.

9. Activities: Learning Styles

Children learn new languages best when…

Activities, lessons and units are affectively engaging and made meaningful and memorable through the use of story form and contain a clear beginning, middle and end.

10. Story form

_____________________________________________________________________________________

Children learn new languages best when…Learners use reading and writing as communicative tools appropriate to their age and interests, even in early stages of language development.

11. Reading and writing

Children learn new languages best when… Teachers and

students assess learning frequently and systematically to provide information on progress and language development.

12. Frequent assessment

Sample Assessments: InterpersonalA. Interpersonal Mode

• Give and/or follow directions such as describing the way to a location or share “how-to-do” something.

• Role-play a real-world task such as conducting a telephone conversation, ordering a meal

Sample Assessments: Interpretive

• Complete a cloze activity to indicate listening and/or reading comprehension.

• Sequence sentences or pictures to indicate listening and/or reading comprehension

Sample Assessments: Interpretive

• Listen to a passage and follow a map or diagram.

• Draw and/or label an illustration such as a house, clock or a map according to oral or written cues.

Sample Assessments: Culture and Connections• Identify features and products of the target

culture.• Prepare a culture capsule.• Produce crafts and/or artwork that are

representative of the target culture(s).

Key Concepts

Program Models

Adapted from Languages and Children: Making the Match, 4th Edition, 2010

Minimum90-120 min.

Weekly

MaximumFull Day

Full Immersion

Intensity and Time

Content Focus

Content

LanguageCulture

Language Focus

Language

Conte

ntCulture

Continuum of Intensity and Focus for Early Language Programs

Leading to Proficiency

Language, Culture, and Curriculum Content are essential elements of every curriculum model.

The focus changes as time and intensity increase across the continuum.

Adapted from Languages and Children: Making the Match, 4th Edition, 2010

Minimum90-120 min.

Weekly

MaximumFull Day

Full Immersion

Intensity and Time

Content Focus

Content

LanguageCulture

Language Focus

Language

Conte

ntCulture

Less thanMinimum

Programs with less intensity:• less than 30-40 minutes daily, and/or • less than three times per week • may not be able to meet the performance goals of the Standards for

Chinese Language Learning and K-12 Performance Guidelines.

Continuum of Intensity and Focus for Early Language Programs

Leading to Proficiency

What about programs with less time and intensity?

Proficiency

SuperiorCan support opinion, hypothesize, discuss

topics concretely and abstractly, and handlea linguistically unfamiliar situation

Proficiency Inverted Pyramid

LOW

LOW

LOW

MID

MID

MID

HIGH

HIGH

HIGH

NoviceCan communicate

minimally withformulaic and rote

utterances, listsand phrases

IntermediateCan create with

language, ask and answer simple

questions on familiar topics, and handle a

simple situation or transaction

AdvancedCan narrate and

describe in all major time frames

and handle a situation with a

complication

Anticipated Performance OutcomesAs Described in the

ACTFL Performance GuidelinesFor K-12 Learners

Considering the content and the intended K-12 sequence set forth in the Standards for Foreign Language Learning, developers of the performance guidelines for students felt obliged to assume that accomplishment of such content standards required students to be enrolled in

elementary programs that meet from 3-5 days per week for no less than 30-40 minutes per class;

middle school programs that meet daily for no less than 40-50 minutes;

and high school programs that equal four units of credit.

Through learning about language

we learn about culture

Through learning about culture

We learn respect for others

Through learning respect for others,

we can hope for

Peace