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This historically significant booklet explores problems and practices in the teaching of foreign languages in the elementary school. Specific chapters discuss second language offerings, student age and ability, enrollment criteria, program articulation, teaching techniques, and teacher qualifications. Variations in presentation for different levels of instruction are discussed. An appendix includes a selected bibliography of syllabuses, guides, references, and source materials with 15 sample French lessons. (RL)

A 1994 study investigated foreign language instruction in the elementary schools (FLES) in Austin, Texas. Data were drawn from telephone interviews with school personnel, from documents and records at the state department of education, and from visits to schools offering FLES instruction. The report presents information on the seven school districts of the county in which Austin is located, highlighting the number of students enrolled in FLES programs, basic characteristics of existing programs (languages taught, primary goals, teachers, program structure, materials and teaching methods, articulation between levels, funding and support, evaluation, major problems), findings concerning the socioeconomic character of the communities under study, and implications for extending and strengthening foreign language instruction. Both in-school and after-school programs are considered. Contains 51 references. (MSE)

A 1994 study investigated foreign language instruction in the elementary schools (FLES) in Austin, Texas. Data were drawn from telephone interviews with school personnel, from documents and records at the state department of education, and from visits to schools offering FLES instruction. The report presents information on the seven school districts of the county in which Austin is located, highlighting the number of students enrolled in FLES programs, basic characteristics of existing programs (languages taught, primary goals, teachers, program structure, materials and teaching methods, articulation between levels, funding and support, evaluation, major problems), findings concerning the socioeconomic character of the communities under study, and implications for extending and strengthening foreign language instruction. Both in-school and after-school programs are considered. Contains 51 references. (MSE)

SUGGESTIONS FOR ESTABLISHING AND MAINTAINING A FLES PROGRAM (FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOLS) ARE GIVEN. THE GUIDE EXAMINES THE CONSIDERATIONS AND PRINCIPLES THAT ARE IMPORTANT IN PLANNING THE PROGRAM, AND DISCUSSES OBJECTIVES, BASIC ASSUMPTIONS ABOUT LANGUAGE LEARNING, RESEARCH IN FLES, AND THE ROLE OF THE FLES TEACHER. INCLUDED ARE LISTS OF REPRESENTATIVE FLES TEACHING TECHNIQUES, CHECKLISTS FOR EVALUATING THE PROGRAM, AND A BIBLIOGRAPHY OF TEACHER REFERENCES, RESEARCH MATERIALS, AND INSTRUCTIONAL MATERIALS FOR FRENCH, GERMAN, AND SPANISH. (AM)

"Notes on Foreign Languages in the Elementary School" is an article from The Elementary School Teacher, Volume 4 . View more articles from The Elementary School Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-993267

"Notes on Foreign Languages in the Elementary School" is an article from The Elementary School Teacher, Volume 4 . View more articles from The Elementary School Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-993267

TWO POLICY STATEMENTS ARE INCLUDED IN THIS BRIEF DOCUMENT. THE FIRST, PREPARED IN 1956, LISTS QUALIFICATIONS FOR FLES PROGRAMS. THE 1961 STATEMENT OUTLINES OBJECTIVES AND POLICIES OF FLES PROGRAMS, AND CONCENTRATES ON SEQUENCE, ARTICULATION, EXPERIMENTATION IN PROGRAMS AND METHODS, AND FLES TEACHERS. (AS)

To assist FLES teachers, language teaching techniques are described and illustrated with sample materials in Spanish and French. These materials usually illustrate techniques for the middle and upper elementary school grades, and would also be pertinent for other languages. There are sections on listening comprehension, pronunciation, dialogs, narratives and descriptions, and incidental learning. There are suggestions on how to incorporate simple visual materials, games, and songs into the learning process. The testing of oral skills is discussed. Some brief hints on the introduction of reading and writing skills and on the use of a teacher's guide are also included. (AF)

Research studies from different areas of the country are cited to support a favorable view of the effects of FLES instruction and to identify the most effective FLES instructional arrangements. Effects of FLES instruction on language achievement in elementary and high school and on general achievement in elementary school are noted. A study on mental maturity in FLES and non-FLES young children is also cited. Such instructional arrangements as time-spacing during the week, sequence of oral skills, physical involvement, and effectiveness of the classroom teacher are considered. An annotated bibliography is included. (AF)

A list of materials for use in foreign language instruction in the elementary school groups these materials by language with subgroupings under such headings as: (1) teacher materials; (2) student texts and readers; (3) children's books for native speakers; (4) disc and tape recordings; (5) film materials; and (6) songs, games and charts. The languages treated are French, Spanish, German, Russian, Italian, and Hebrew. The professional materials include books, bulletins, reports, language journals, and services for teachers. Addresses of publishers, distributors, and importers are supplied. (RL)

A colloquium convened at the Deutsches Haus in New York is summarized that brought together experts to discuss (1) the significance foreign languages have for other elementary school subjects, and (2) what function the other subjects serve for early foreign language learning. The following six topics, guided by session leaders, provided the structure of the colloquium: aims and objectives of elementary school education in the United States (Constance Gonser); the role of foreign language learning in the elementary school curriculum (Myriam Met and Nancy Rhodes); the role of German in the elementary school curriculum; how content, culture, and skill building can be combined in foreign language learning (Carol Ann Pesola); how the needs of elementary school children can be met (Marcia Rosenbusch); and the appropriate teaching methods for the elementary school foreign language program (Helena Curtain). Works cited and discussion questions accompany some sections. Appended materials include: a learning and teaching model; curriculum goals for reading/ literature, science, and math; the National Education Goals; total and partial immersion programs in U.S. elementary schools in 1991; several ERIC Digests; a framework for curriculum development for foreign language in the elementary school (FLES) programs; and a description of "Curriculum Development Framework for FLES Programs," by Carol Ann Pesola. (LB)

The growing practice of beginning instruction in a modern foreign language in the elementary school has created a need for many classroom teachers to become oriented to a whole new field of foreign-language teaching methodology and materials. Since teachers tend to think of language instruction in terms of the English-language arts, the language which their pupils had learned to understand and speak before starting to school, they need new techniques for language habit formation when a second language is introduced. While essentially the process by which the preschool child learned his first language is duplicated, the learning activities must be suited to the interests and abilities of the age group concerned. The purpose of this publication is to suggest procedures which will be useful to teachers who need assistance in this field. It describes a variety of teaching techniques now in use and gives examples of types of materials that have been developed for the elementary school classroom. Sample materials to illustrate several widely used teaching techniques are included for Spanish and French, the foreign languages most commonly taught in the elementary school. Following a foreword and an introduction, the following topics are covered: (1) Listening comprehension; (2) Pronunciation; (3) Dialogs; (4) Narratives and Descriptions; (5) Incidental Learning; (6) Visual Materials; (7) Games; (8) Songs; (9) Testing Oral Skills; (10) Reading and Writing; and (11) Using a Teacher's Guide. (Contains 3 footnotes.) [Best copy available has been provided.]