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E-raamat: Tale of Two Schools: Developing Sustainable Early Foreign Language Programs

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This volume documents a sixteen-year longitudinal study of two elementary schools in which Spanish and Japanese foreign language programs were implemented and evaluated. Evaluation of the programs involved documenting children's language development, assessing the attitudes of various constituents, and examining critical issues related to the introduction and successful operation of a well-articulated sequential foreign language program in schools. The volume concludes with a discussion of possible reasons why over time certain sequential foreign language programs flourish and grow while other programs are reduced or eliminated from the school's curriculum. Parallels with the theory and practice of environmental sustainable development are used as a framework for this analysis.

"This book will be invaluable to educators and parents needing practical and accessible research-based advice on developing, implementing, and evaluating foreign language learning programs in elementary and middle schools." Merrill Swain, University of Toronto, Canada

"Using the contrastive stories of two early foreign language programs, the authors provide longitudinal research-based evidence of program practices and outcomes that focus attention on the critical questions of students' ability to achieve language competence and cultural understanding and on program sustainability. The authors provide implications for future research and invaluable recommendations for enhancing the sustainability of both new and on-going early foreign language programs." Marcia Rosenbusch, Iowa State University, USA

Arvustused

This book will be invaluable to educators and parents needing practical and accessible research-based advice on developing, implementing and evaluating foreign language learning programs in elementary and middle schools. -- Merrill Swain, University of Toronto, Canada Using the contrastive stories of two early foreign language programs, the authors provide longitudinal research-based evidence of program practices and outcomes that focus attention on the critical questions of students ability to achieve language competence and cultural understanding and on program sustainability. The authors provide implications for future research and invaluable recommendations for enhancing the sustainability of both new and on-going early foreign language programs. -- Marcia Rosenbusch, Iowa State University, USA The longitudinal study of these two early foreign language programs broadly provides fascinating insights into language learning and teaching in general...Most importantly, this volume makes a signifi cant contribution to the fi eld of language education by illuminating the ways in which internal and external factors impact the implementation processes. -- Sachiko Y. Horii, University of Minnesota * Studies in Second Language Acquisition / Volume 34 / Issue 03 / September 2012, pp 520 521 *

1 Introduction: A Tale of Two Schools
1(19)
Rationale for this Monograph
1(5)
Essential Questions
6(3)
Brief Review of US Experiences
9(3)
Brief Review of International Experiences
12(8)
2 Program Development and Implementation: A Contrastive Story
20(13)
The Japanese Program: 1992-2005
20(4)
The Spanish Program: 1995-Present
24(5)
How Did the Program Begin?
29(4)
3 A Comprehensive Model of Program Evaluation
33(26)
The Culture of Assessment and Foreign Language Education Programs
34(1)
Profiles of Success: Our Emerging Assessment Plan
35(1)
The Challenges of Conducting EFLL Research
35(7)
Programmatic Issues: Transitions and Connections
42(3)
Principles of Assessment
45(3)
Areas of Assessment
48(9)
Summary
57(2)
4 Documenting Student Language Achievement
59(37)
Students' Cumulative Oral Language Development: Year 1 of JFL
60(2)
Students' Cumulative Oral Language Development: Year 3 of JFL
62(4)
Documenting JFL Vocabulary Development in Year 3
66(2)
Students' Cumulative Oral Language Development: Year 6 of JFL
68(4)
Students' Spanish Literacy Development over Time
72(14)
Relationships Between Classroom Instruction and Oral and Written Language Development
86(3)
Relationships Between Classroom Discourse and Student Independent Performance
89(5)
Summary
94(2)
5 Documenting Language Program Development: The Views of Parents, Children and their Teachers
96(27)
What Do Parents Expect their Children to Learn?
96(7)
What are Students' Impressions of their Language Study?
103(6)
What do Students Believe they can do with their Languages?
109(4)
The Role and the Contribution of a Foreign Language in the Life of a School: Contrasting Experiences
113(5)
The Foreign Language Teacher as Agent of Change
118(3)
Summary
118(5)
6 The Sustainability of Early Language Learning Programs
123(14)
Internal Conditions that Create Challenges
123(6)
External Conditions that Create Challenges
129(5)
Summary
134(3)
7 Emergent Themes of Successful Programs
137(12)
The Vision for the Program
137(3)
Support for the Teachers
140(2)
Concern for Participating Students
142(2)
Positioning the Program within the Life of the School
144(3)
Summary
147(2)
8 Summary and Conclusions
149(17)
Lessons We Have Learned
149(7)
Implications for Other Districts
156(1)
Implications for Additional Research
157(2)
Sustainable Development: An Environmental Perspective
159(4)
Concluding Remarks
163(3)
Appendix A Modified ACTFL Rubric for the Presentational Mode of Communication of Intermediate Level Learners 166(5)
References 171(7)
Index 178
Richard Donato is an Associate Professor of Foreign and Second Language Education and chair of the Department of Instruction and Learning at the University of Pittsburgh. His publications include studies of early foreign language learning, sociocultural theory and foreign and second language learning, and classroom interaction. In addition to his work in North America, he has worked in Mali and in Thailand.





G. Richard Tucker is Paul Mellon University Professor of Applied Linguistics at Carnegie Mellon University. He has published widely concerning diverse aspects of second language learning and teaching and language policy and planning. In addition to his work in North America, he has lived and worked as a Language Education advisor for the Ford Foundation in Southeast Asia and in the Middle East and North Africa.
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