elementary world language programs: getting started, staying strong pam delfosse wisconsin...
TRANSCRIPT
Elementary World Language Programs:
Getting Started, Staying Strong
Pam Delfosse
Wisconsin Department of Public Instruction
Lynn Sessler
Menasha Joint School District
Academic Achievement
Window of Opportunity
School/District Asset
Development of Proficiency
Benefits of Early Language Learning
ProficiencyContinuum
Degree to which one can interpret, exchange and present information or ideas
Capacity to use language effectively within new cultural contexts
Development takes timeEarly start, extended/articulated sequence, effective instruction with progress measured through performance assessments
Organizing framework for program development
The Proficiency ImperativeInterconnected, interdependent and competitive climate
Linguistic and cultural diversity as norm
Access, participation, and success require global competency including proficiency in languages other than English
Language proficiency as 21st century life skill
local diversity
international dynamics
responsible citizenship
employment opportunities
status of language education
cost of inaction
need for support
Local, National and Global Statistics That Speak
State Level ResponseK-12 Teacher Education/Licensure
2009-2011 Biennial Budget RequestsElementary Program Funding
Heritage & Tribal Language Support
Wisconsin Early Language Learning (WELL) Initiative
Critical Language Fellows Project
ECB World Language Assessment: Get In The Mode!
World-Ready Wisconsin Agenda
Implementation & Growth:Things to Think About
Funding (cost vs. investment)
Local planning process, timeline, participants
Incremental development & plans for sustainability
Staff qualifications and responsibilities
Language(s)
Delivery model (goals and outcome)
Instructional resources and technology
Student and program assessment
Connections beyond the classroom
Hire the “Person”, not the credentials
Needs of the school, program
Sensitive to existing staff (from the beginning)
Look for good “mix” of qualities in the WL staff (native and non-native speakers, varied certifications)
Look for additional “strengths” beyond the teaching of WL
All Students “CAN” Learn a 2nd Language
(and a 3rd, 4th…….)
Be vigilant and work with all staff (special Ed staff, regular classroom teachers)
Have a plan in place for working with students w/special needs
Keeping the content rich, meaningful and worthwhile (no time for “fluff”) means all students will and want to succeed!
Snowman
Japan USA
Elementary WL as a “part” of the whole
Build an “atmosphere”, not just a program
Be “what” you do in your school, your district, etc.
Look for best practices to integrate beyond the daily language lessons
Be a part of every place, every program; not something separate.
“Little things mean a lot”
WL Standards: Communities 5.1 and 5.2
Show what your kids “can” do
Help the community understand not just “what” you teach, but “how” you teach it; get them involved!
Strategy: Community “buy in”; finding it, tuning in
Communication about programs “MUST” be consistent and constant!
The Long Range Plan: Get it in Place Now!
Key Question: What will the “end” look like as you look at the
beginning?
Plan for elementary grade level implementation
Develop a MS/HS transition team, “early on” in the process
End of HS: how will it change? (don’t assume the obvious)
WL teacher professional development, mentors, contacts (district versus school program)
Plans for “extended” learning (home stays, CLV, trips abroad, key pals, sister schools)
Plan for LCTL’s (i.e. recruiting staff, materials, support)
Survey everyone! A lot! Don’t forget the students!
Closing Comments
Thank You!
Pam Delfosse
World Languages Education Consultant
608-266-3079
Lynn Sessler
Japanese Teacher/World Languages Curriculum Coordinator
Menasha Joint School District
920-967-1950