Norma Garnett, EdD
U. of Rhode Island
Spring, 2004
 

I.  Goal: To prepare second-language teachers in effective methods and manners of teaching world cultures/languages specificially directed for the young learner in an academic environment, grades K-8.

II. Objectives:  Participants will be able to...
 

•      understand the major issues of FLES instruction (K-8),
•      explain  the basic factors in  Early Language Learning,  and
•      be prepared to serve as a beginning education leader of FLES instruction.

III. Syllabus:
 

•      Theories of Early Language Learning,
•      Learning variables for young learners,
•      Curricular areas/process of development and modification of FLES programs,
•      Sequencing and Articulation issues,
•      Tech-based appplications in FLES instruction,
•      National and State Foreign Languages Standards,
•      Assessment; modes, instruments, applications, and administration,
•      Roles of school, parents, and community in Early Language Learning, and
•      Advocacy policies and strategies.

IV.  Implementation:

Process of course will be a combination of  16 hours of lecture, studies, demonstrations, discussion, analyses,  independent research  reports and observations of FLES classes en situ.
 

Basic texts will include the following:
 

1.           Practical Handbook to Elementary Foreign Language Programs,  Gladys C. Lipton; Blueprints for Learning, Inc., 2004.  4th edition.
2.           Proposal: Early Language Learning K-8, Rhode Island Foreign Language Association, 1999.
3.           Standards for Foreign Language Learning in the 21st Century,   American Council on the Teaching of Foreign Languages, 1999.
4.           Teacher to Teacher: Model Lessons for K-8 Foreign Language, National Network for Early Language Learning (NNELL),  National Textbook Co., 1999.

V.  Evaluation:

     Assessment of  student achievement is to be based on a matrix comprised of the following elements:
 

•           10%     attendance and class preparation,
•           30%     written and oral reports-quizes based on research,  readings and studies,
•           30%     demonstrations and/or performance of instructional strategies, activities  or  early  language teaching   techniques,
•           30%     a final written product:  a  well developed , comprehensive FLES  Resource  Book  designed for actual implementation.