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LCPS FLES Program: An Interdisciplinary Approach to Early Language Learning

LCPS FLES Program: An Interdisciplinary Approach to Early Language Learning. Loudoun County Public Schools Foreign Language Department August 30, 2010. Why Study Foreign Language in Elementary School?. Research says….

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LCPS FLES Program: An Interdisciplinary Approach to Early Language Learning

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  1. LCPS FLES Program:An Interdisciplinary Approach to Early Language Learning Loudoun County Public Schools Foreign Language Department August 30, 2010

  2. Why Study Foreign Language in Elementary School? Research says…. • The National Commission on Excellence in Education has maintained that achieving proficiency in a second world language takes from four to six years of study, and is best begun in the elementary grades. • Recent research on the developing brain supports the initiation of learning a second language during the early elementary school years in order to take advantage of the natural process of language acquisition during this "critical period of development.” • Children have the ability to learn and excel in the pronunciation of a foreign language (Krashen, et al. 1982). • Participation in early foreign language learning shows no sacrifice of basic skills, but rather shows positive results in areas of standardized testing.  English, Language Arts, Math and SAT scores were shown to have significant gains. (Rafferty, 1986; Garfinkel & Tabor, 1991; Armstrong & Rogers, 1997)

  3. Why Study Foreign Language in Elementary School? • Children who had studied a foreign language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher order thinking skills. (Landry, 1974; Hakuta, 1990) • Foreign language study has shown to enhance listening skills, memory and a greater understanding of one's own language. (Lapkin, et al., 1990) • Children studying a foreign language have an improved self-concept and sense of achievement in school. (Holobrow, et al., 1987; Caine & Caine, 1997) • Children who have studied a foreign language develop a sense of cultural pluralism, openness and appreciation of other cultures.  (Pesola, 1991; Curtain, 1993; Met, 1995)

  4. FOREIGN LANGUAGE IN THE ELEMENTARY SCHOOL (FLES) Objective • All children will have the opportunity to have an extended sequence of a second language beginning in first grade. Rationale • Living in a culturally changing society and within the larger global community, students need to become proficient in other languages and to develop an awareness and understanding of other cultures. • Recent brain research and the research in second language acquisition indicate that young children have a natural aptitude for language development. • The young student is attitudinally more receptive to learning about other cultures and people and is developmentally at a critical period for language acquisition. • The organization of the elementary school curriculum lends itself to the study of a second language as an integrated part of the curriculum. • The learning and strengthening of basic skills, curriculum integration, enhanced student creativity, improved self-concept, and future career awareness are outcomes of elementary school second language programs.

  5. Program Philosophy • We believe children learn a second language best when provided with a natural, communicative, whole language approach through the sequential development of the four skills, listening, speaking, reading, and writing (grade 6) where the target language is used as the sole language of instruction.

  6. Where are we today? • Completely integrated into Elementary School Program- Grades 1 to 5 • Curriculum is content based and revised yearly • Students are highly motivated and enjoy the program • Taught by many international faculty • Grade 5 Exit Assessment

  7. FLES Methodology • Methodology is based on the Natural Approach to language learning • Total Physical Response Activities • Songs & Rhymes • Interactive activities • Communicative activities • Fast paced and engaged lessons

  8. FLES Themes Greetings & Introductions, Weather & Seasons, All about Me, Colors, Numbers, Clothing, Alphabet, Community, Directions, School, Hobbies, Commands & Expressions, Feelings, Food, Family, Human Body, Shopping, Sports, Transportation, House, Health, Opposites, Professions, Restaurant, Adjectives, Time, South America, Central America, Spain, Puerto Rico, Mexico, and … Ecosystems, Estimation, SOL Verbs, Zoo Animals, Habitats, Geography, Animal Classification, Farm Animals, Plants, Artists, Shapes, Antonyms.

  9. FLES Lesson Plans

  10. Around the World Fly Swatter Survivor What’s Missing? Hot and Cold 7-Up Charades Mystery Box Tic-Tac-Toe Race Game Memory Match Bingo Tingo, Tingo, Tango Class vs. Teacher Simon Says Jeopardy FLES Games and Activities

  11. Opening Routine

  12. Animal Puzzles

  13. Simon Says

  14. Puppet Dialogues

  15. Around the World

  16. RIESGO

  17. Primera Segunda Tercera Cuarta 100 100 100 100 200 200 200 200 300 300 300 300 400 400 400 400 500 500 500 500

  18. Row 1, Col 1 La ballena

  19. 1,2 La foca

  20. VERTEBRADOS INVERTEBRADOS CLASIFICACIÓN DE ANIMALES

  21. VERTEBRADOS • LOS MAMÍFEROS • LOS REPTILES • LOS ANFIBIOS • LOS PECES • LAS AVES

  22. LOS MAMÍFEROS EL CABALLO LA VACA

  23. Symtalk • The Symtalk Method is designed to promote oral language fluency. • Students create sentences with visuals and learn how to substitute words for pictures. • The goal is for students to create full sentences immediately in order to attain communicative proficiency.

  24. Symtalk

  25. Reading inFLES Loudoun County Public Schools FLES Program

  26. Several 30 minute lessons have been set aside in 3rd, 4th and 5th grades to focus on the teaching of reading.

  27. “Guided Reading is a teaching strategy in which a small group of students is guided by the teacher through reading a text that is at the students’ instructional reading level.” p. 402 (Reading, Writing, & Learning in ESL: Peregoy & Boyle, 2001)

  28. Reading is taught holistically to emphasize meaning and comprehension, rather than phonetically with an emphasis on isolated syllables.

  29. Strategies used • Brainstorming • Cooperative learning • Semantic maps • Graphic organizers • Guided reading • Role playing

  30. Story Map Completa el mapa de la historia: Nombre:_________________ Fecha:_________ Protagonistas Principales: 1.El niño________ 2.______________ ¿Dónde es la escena?: Sitio: _________ Hora:_Durante el dia.________ “Si le Das una Galletita a un Ratón.” ¿Cuál era el problema?: ______________________________________________ ¿Cómo se resolvió el problema? ______________________________________________________________________________

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