From Research to Reality:From Research to Reality:How to Start an Elementary How to Start an Elementary World Language Program World Language Program

in Your Districtin Your District

Mandy MadderomMandy Madderom

Gina PagelGina Pagel

Waunakee Community School DistrictWaunakee Community School District

Waunakee ExampleWaunakee Example

FLES model: Students learn grade-level FLES model: Students learn grade-level concepts while developing proficiency in a concepts while developing proficiency in a second languagesecond language

Content based, Social Studies (1Content based, Social Studies (1stst – 3 – 3rdrd gr.) gr.) Content related, all subjects (4Content related, all subjects (4thth – 6 – 6thth gr.) gr.)

Waunakee ExampleWaunakee Example

Started in 1Started in 1stst and 2 and 2ndnd grade in 2006-2007 grade in 2006-2007 Expanded to 3Expanded to 3rdrd in 2007, 4 in 2007, 4thth grade in 2008, grade in 2008,

etc. until full implementation through 6etc. until full implementation through 6thth grade in 2010grade in 2010

Meet 3x/week, for 30 minute class periods Meet 3x/week, for 30 minute class periods in 1in 1stst – 3 – 3rdrd grade grade

Meet 2x/week, for 30 minute class periods Meet 2x/week, for 30 minute class periods in 4in 4thth grade grade

Meet 2x/week, for 40 minute class periods Meet 2x/week, for 40 minute class periods in 5in 5thth & 6 & 6thth grades grades

Program Planning ChecklistProgram Planning Checklist1.1. Hold district-wide planning meetingsHold district-wide planning meetings2.2. Complete mission statement, program Complete mission statement, program

philosophyphilosophy3.3. Select program model and goalsSelect program model and goals4.4. Select languageSelect language5.5. Develop budgetDevelop budget6.6. Develop curriculumDevelop curriculum7.7. Plan articulation with 6-12 programPlan articulation with 6-12 program8.8. Plan for evaluation of programPlan for evaluation of program9.9. Design public relations activitiesDesign public relations activities10.10. Disseminate program informationDisseminate program information

Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola

Waunakee ExampleWaunakee Example

District conducted a study of the entire District conducted a study of the entire world language program in 2000-01.world language program in 2000-01.

Conclusions Conclusions • An area of concern: a high percentage of An area of concern: a high percentage of

students enrolled in the MS world language students enrolled in the MS world language program (Spanish) take Level 1 Spanish program (Spanish) take Level 1 Spanish again at the high schoolagain at the high school

Initial study of an elementary world Initial study of an elementary world language program began in Fall of 2001.language program began in Fall of 2001.

The ProcessThe Process

Formed an Ad Hoc Committee Fall of 2004:Formed an Ad Hoc Committee Fall of 2004: classroom teachers classroom teachers world language teachersworld language teachers principalsprincipals parentsparents world language consultantsworld language consultants school board membersschool board members

The ProcessThe Process

Gathered informationGathered information research research contacted other successful elementary programscontacted other successful elementary programs developed rationale for elementary world developed rationale for elementary world

language programlanguage program Visited sitesVisited sites

Menasha Menasha Madison (Leopold Elementary)Madison (Leopold Elementary) Kettle MoraineKettle Moraine

The ProcessThe Process

Sent out parent survey to all elementary Sent out parent survey to all elementary families in Winter of 2005families in Winter of 2005

Developed a proposal to present to the full Developed a proposal to present to the full school board in Fall of 2005 school board in Fall of 2005 including a budgetincluding a budget potential schedulepotential schedule space usagespace usage

Parent SurveyParent Survey

Questions we asked:Questions we asked: Do you think a language other than English should be Do you think a language other than English should be

taught at the elementary level?taught at the elementary level? What do you see as the benefits of early lang. learning?What do you see as the benefits of early lang. learning? Should the district offer the same language at all Should the district offer the same language at all

elementary schools?elementary schools? What language should be offered?What language should be offered? Should the study of a language be required?Should the study of a language be required? Is a language other than English spoken at home?Is a language other than English spoken at home? Have you traveled or lived in another country where your Have you traveled or lived in another country where your

native language was not spoken?native language was not spoken? Have you studied a world language?Have you studied a world language?

The ProposalThe Proposal

Made a recommendation to implement an Made a recommendation to implement an elementary world language program in elementary world language program in WaunakeeWaunakee

Recommendation includes a FLES Recommendation includes a FLES program, integrating social studies and/or program, integrating social studies and/or science into the language instruction, so science into the language instruction, so nothing is “added to” a student’s already nothing is “added to” a student’s already busy schedulebusy schedule

The ProposalThe Proposal

Spanish was chosen as the language for Spanish was chosen as the language for all three elementary schools; parent all three elementary schools; parent survey strongly suggested Spanishsurvey strongly suggested Spanish

French would be introduced at the 6French would be introduced at the 6thth grade level in a semester long coursegrade level in a semester long course

Required curriculum for all elementary Required curriculum for all elementary studentsstudents

Elementary World Language teacher Elementary World Language teacher should have a strong elementary teaching should have a strong elementary teaching background and fluency in the languagebackground and fluency in the language

The ProposalThe Proposal

District will explore K-12 scope and District will explore K-12 scope and sequence so students are able to attain a sequence so students are able to attain a high level of fluencyhigh level of fluency

An inter-disciplinary approach will be An inter-disciplinary approach will be implemented (science or social studies)implemented (science or social studies)

Program will be annually assessedProgram will be annually assessed

How to Gain SupportHow to Gain Support

Parent surveyParent survey Establish a well-rounded committee Establish a well-rounded committee

(advocates of the program, but also (advocates of the program, but also skeptics)skeptics)

Research!Research! ERIC Digest (ERIC Digest (www.eric.ed.gov/www.eric.ed.gov/)) Center for Applied Linguistics (Center for Applied Linguistics (www.cal.orgwww.cal.org)) ÑÑandutí (andutí (www.cal.org/www.cal.org/earlylang/earlylang/))

How to Gain SupportHow to Gain Support

Informational sessions were held for Informational sessions were held for parents and grade level teachersparents and grade level teachers

Invite community leaders and school board Invite community leaders and school board members frequently to visit and observe members frequently to visit and observe classesclasses

Speak at Lions Club, Rotary Club, PTO Speak at Lions Club, Rotary Club, PTO meetings…meetings…

How to Gain SupportHow to Gain Support

Include grade level teachers in curricular Include grade level teachers in curricular planningplanning Teacher investment in an Elementary World Teacher investment in an Elementary World

Language is crucialLanguage is crucial Grade level teachers are share holders in a Grade level teachers are share holders in a

group projectgroup project Seek their inputSeek their input Make your program a help not a hindranceMake your program a help not a hindrance Share curriculum with grade level teachers Share curriculum with grade level teachers

before you start teachingbefore you start teaching

The First Days of SchoolThe First Days of School

Start slowly: Plan lessons that are inviting to Start slowly: Plan lessons that are inviting to your students and colleagues.your students and colleagues.

Explain how the class will run. A new immersion Explain how the class will run. A new immersion experience could be overwhelming.experience could be overwhelming.

Teach language learning strategies (listen for Teach language learning strategies (listen for words that sound like English words, use visual words that sound like English words, use visual cues, use gestures and facial expressions to aid cues, use gestures and facial expressions to aid comprehension).comprehension).

The First Days of SchoolThe First Days of School

Establish a routineEstablish a routine An initial routine prepares students to “switch” An initial routine prepares students to “switch”

languageslanguages Routine also allows teachers to prepare for Routine also allows teachers to prepare for

the upcoming classthe upcoming class

The First Days of SchoolThe First Days of School

Expect a little tension; change is difficultExpect a little tension; change is difficult Allow students time to accept the new Allow students time to accept the new

challengechallenge It takes time to build confidenceIt takes time to build confidence

Explain your content to grade level Explain your content to grade level teachersteachers Consider a weekly e-mailConsider a weekly e-mail

The First Days of SchoolThe First Days of School

Expect visitors!Expect visitors! Your program is new and exciting!Your program is new and exciting!

AssessAssess

Assess your program after the first month, Assess your program after the first month, first semester, first year…first semester, first year…

Make changes as needed for students, Make changes as needed for students, staff, school, communitystaff, school, community

Questions?Questions?

Mandy MadderomMandy Madderom amadderom@waunakee.k12.wi.usamadderom@waunakee.k12.wi.us http://www.waunakee.k12.wi.us/faculty/http://www.waunakee.k12.wi.us/faculty/

amadderom/amadderom/ Gina PagelGina Pagel

rpagel@waunakee.k12.wi.usrpagel@waunakee.k12.wi.us http://www.cms4schools.com/waunakee/http://www.cms4schools.com/waunakee/

faculty/rpagel/faculty/rpagel/