for I.D. !/)9 c.r.tl for
by
.JTlrE, 1963
.L' _
v.:. ...e
.....
/'1
1~
. :..:.pi_-C '
-.-~j;; e~.
/.
ACKlJo\lL:EDG1:E:ITS
':i~he
author vrisl:es to express her deep apI)reciation for the valuable
l:~.nc1n~~ss Cl"l'~l
c'scistance of Dr. GeorGina L. lli.clcs, Professol of mclisll
l
arcc3. Forei,~:n L2.:1:~J.~[e, BaJ. l state Teachors Collc~e.
Hi thout her expert
;c::'da::1ce and 1L"1.derstandinr;, U:if] paper co..:LLd not have bee...'r1 v.Ti tten.
The nuthor
'H01J.ld
also like to acknm!ledgG her [rati tude to Dean
J erOT::.e A. Fallon, Ass: stont Dean of Instructional ,ill'i'airs, Dal] State
'loacl~ors Gollo~:e,
Procran
A
1JC1Q
to Dr.
for his l:evotoc_ cf'::ort xld support to the Honors
JaCCi1~C2
Goutor, .Assistn.r:.t Professor of Social Science,
s~)eciaJ. QC:T.m'lled~-;ment
Coos to Robert
\~.
Ca.n:~ad:;,-,
Director of the
Frcnel1
P:~oj Gct;
Pl~TILe
Tbivcrd_ty; anl to Leo L. Kelly, L'1structor in 110dern Lano"ac;es,
Purr11.le
U:~i."crcit.;T,
to aid - ,- tf-:io
to R. lr. lfuessic, Actin;; ChairmCl1 of
for t::leir
cODrlet:~on
~'1tcrm:t
Eler~ent~J
Eii1.1cation,
and tl10ir beneficial inforr,ation
of this paper.
TlillLE OF CC::?El:?S
Pace
Cllapter
• • • • • • • • • • • • • • • •
1
• • • • • • • • • • • • • • • • •
LI-
I
II T'I'2.0DU CT:-0:; • • •
II
FLES • • • • • •
III
P2.0BLEt:3
TV
I.T-SETT::rC2
V
COLLI.IA73
(~'EAC~iZ:t
'[1
0'1':.::2 1?J.O?OS·.dLS ?Cll FLES T3..tC!:3:-1S
VI::
COlJCLI"SIO:JS
• • • • • • • • • • • •
II
?Ela.CIL~·~, TP~J~~TI:G
• • • • • • • • • • • •
lc)
?E. lDTI::G
• • • • • • • • • • • •
~;COt:I;?K?jZD I~·
-/
~""
;1;;
• • • • • • • • •
43
• • • • • • • • • • • • • • • • • • • •
49
'S 1DL1OG:'Jl?:;:Y • • • • • •
APP~:DIX
FIES
• • • • • • • •
•
• •
... • • • • • • • • • • • • • • • • • • • •
e,')
.h......
57
IHTIODUCTIOF
Ti18 ")ur.lOS8 of t:1ir: ~~c~psr i s to Clcquaint the reader "ith the i,.""lpor-
tilllce of forci;::n lancuace i:; tile elementar.f school ru~.d the need for oual-
lor~:cr 0..'1
is no
area to be loo:'::cd
u~Jon
~::noHlcdge
lUXUry
but is nO'>[ a necessit;;·
As Dear-. von "rillicen L:::.s
for Harle:: understandin::; and uni t J-.
u!..
as a
statoc~,
of videly spol:en languages is essential for ever;/ C01.lI.try
'.:hi~11 •.:i::hes to share tr.e e.dvC-.'1tac.es of T.lodern civili~;ation. u 1
,.Jct.J~
to t:::'tuy
:::nO\!
Qrlc.t apr:reciate another cnl ture is tItro'J ~:h the
of it::: 1 ell ,'7-mc:e , for in thj s
~~anner
the peo:;le
expres~:
The only
L:()cj un
their entire 1;:C.Y
of l:tfe.
11..'1
:;ndividual travel inc abroad derives r,uc!1
lmable tel e:c:llain Hhc:.t he
c~esired
plea~;ur'2
to a salesclo2:k.
frof" oeic<: able
A fev \:ords of 3 1),,:.11-
bett'3r '_mdorstandin;; of each otl'.er1 s needs.
The i::1terdcpenClence of all nations no1:es lan:::;uase a crucial question.
other
Uould one conran lan[u3..:;e allev: ate this procler;; of
ton~}le?
Hhat la..-:C11a:;e 'Houl() be chosen as
t~jC
lcarnin~; 011-
lJ.nivers1ll
r:o(~c
of
1 Daar.l van Hillicen, ttpresent Trends in the ':::'eac},inG of Lodern Lan;JlJ.aC; 13 1f , l:ducat:i.on Abq..!:Iacts, Vol. 2.3, Iio. 3, 1961, p. 5-S.
e:-::;:-Jrcssion?
mslish.
l:any Ar.lOricD1'.s st,ill believe ttat eVFryon,o; should learn
';Ihy should Jmclish be chosen?
It is one of t~~e nost difficult
lcmZ7--'ac es for a persQ!l to learn correctly, even if it is his m-ill lan-
;::;t'o.;:;(,
bo~a.lse it
afton does not follolJ gramr:latical ru.les.
iCm1[: '.Jore :::.bJe to iln:'ose EnClish upon other nations ,would
inc em
u."'!:lerstandinl~
If
l.~e
",'0
be reveru.-
P:i'J.er-
of individuality -::'m.Jard other :?80plos or Houle: our
pm:or beC01r18 so creat that othor nations '·!Quld lose respect for us?
1·18
need to learn other 1 'lnV1B.6:8s in order to better underste.nd ot;1er peoples,
thei:r' cultures, and t'leir ;JroblcIDs.
St~aGe
.Ambassadors should spea:: the lan-
of the COl.ll1tF,f "vo 'Hhich tl:e;;t are sent.
In this i.Jay Duch mutl-:.al
respc)ct, lmowlcdge, a.:ld insi:::::'1t CaJ.1 be acl:ievec:.
',-all i ax-" R. Parkor :nen-
tioned tlmt
Today more and I~,ore Americans seem to be [rowing
sensitive to tilese li.'YlJ.i tations, feeling that a suddenly
cba.'1Ced vrorld1ccessi tatcs norc direct comr:ll.ll1ication.
T~lis nei.J and srowinc attitude has :::ade the rela.tivo "prio:C'i t;;rll of langu.ace study, as one of :-:larry neans to internatj,onal 1.L'1derstandinr,
an issue of nationcl ir:~;o::'tance.
:2
u
•
D[~ru:
van
~nllicen al~'o
s;:;eQ1:inc his lan':u.a[c.
. ·1·lzaL·lon.
-'-.
ClVL
The
plct:Ln,~'
It
uut1~or
bel: eves that
'flJnderstandin~;
one t:::; neichbor r:e2l1S
That is the foundation of 2.1.1 cuJ:t.nrc 2.:nd cf cll
3
fjrst becar,e intc:re:-::ted in forei;:;n laY..SU-::lCe after com-
+'\-10 ;,{ears of Latin in hj:::h sc}'ool.
She wished to bec:in the ::-tud;y
of S;)2Ili:--h but vIa:: :2.c1vi:ced to 8nroll in a third year of Latin, since the
school
cCI::ini:~trator
believe::. t:,at one
~7ear
of Sp1misl, lTolJ.ld be of little
:2 Uilliar.: R. Parl:er, "l;o.tional Interest [me: Forei,c:r.~ Lancuace", third
Sel')tenber, 1961, p. 1-2.
ec~it:Lon,
')
./ Dua:-:. van Hilligen,
OPe
c·t., l':Jo 7.
benefit.
Upon enteri:l[ coJ~eco, she najoroo. in elec",ontar;,' ed'..1cation ru1o.
desired. t::J have all hoI' electh-o
in a forei.:::;n lansuafe.
1101.1:'8
~rere
aGai~L
ac1.visorE: saic: i'':, C01.lld. be done but ni;;ht involve syccial procc-
dure~;
to graduate because of t:-e
ecl.'_lcntio!'. ap,o. foreip1
yeo.r~;
of
fore:'~71
load to ,wet
t~e
lan[ua~:e.
lCL.'Ylzw.c:e
st'ld~T
t:w p:::,oblen of
=~I.1~G::,,"'ati\Tc
The autbor 'Has able to corr:;lete t",'o
b'..1t fornd it necessary to tx:e Q..'t'J ovcr-
;1C~r
course of study, made :lor interested
sup?lyin~: COI1)(~tent
tl:c elenc:ltary school::;.
DIlcl
of required [lOnrS ir. cleL8:r.tary
1'oquiro:'lonts :or fo1'oi;;n langua::;e G..."1d eler;lentar.t- educa-
as this confusion in -Jlanninc
j~
nUJ,~ber
teachers of
fort:i~)1
la:1:::,u8.[;e in
Tho fiel(1, of forei[;n lo.n[,1.1acc study is essential
to tlle total learnine of a
op!:1ent tc 2:eo) it ali vo Q.."1d. to :-:lake it an
c~~.ild;
j
tJu_t it noeds Bore devel-
nt-egral part of the scheol
c1.'.rr:i Cull)J,l.
After havinc e)C'plained what foreicn languace stuci.y in tl:e elementary
school 8!':tail::, t;le autleor ".'ill e::Sl'1ine in tl:is pa;::er \'!I'lat is bein=' done
and l!hat
!:'.i~~1::t
)ossibld be done to :inprove the trainin2: for elementary
T
tc 3.chers of forci:::n
langua;~e.
Thjs area of lea...-nninz.:
~,8
too crucial, to
be forsotten or to be tau2:ht i:1 an i..'1correct or i:r:ferior:at:.ner.
teaCJler
:~.eed.s
tl-:.e b",ft lJossiblc traininc avoilable.
FLES
FLZ: is
terr.l t~lat rr_filly T)eo91e b.a.ve heard but that few~ understand.
0..
Just \·rhat is FLES?
nente.1J-
~cl1002.
T:1e letters stfu'1d for ForeiGn Languacc i:1 the Ele-
FLES involves not only lea..""'!linc; to spea1:, understc21d,
read a'1d uri to another la'1suace but alf;O the study of the culture cf the
pco)le
H~'O
make it a
lh"in~~
lanzaace.
to h; sIJI'eac3in:: VC::7 rapidly.
P:.llet,
;~e.""ands
(C:)
(b)
(G)
The entire conc:ept of FLES seer:,s
Success in FLES, accorc.in::;; to Dun::cl and
three r,ajor prerequisites:
The adninistration Dust be prepared to furnish both
financial and T'lOral sup~)ort.
JJ.. staff eonpetent to teach t}::e languace and to ,·rorlc
ui th elere!'.t<l!'J~-school pupils must be assembled and
r,aintaincd. This staf.'f must include at lElast one
,-,enber willinc Q)1d able to assune prillar,f responsibility ar~d to oi"fer leadership.
Only ,,;h02. ehce.:-te0 co-operation from the entire s :::!hool
f3.c~ -::'y 1.'ill :t'2:=3 ~')ossiblo meanincful intecratio!'l of
FLES natcria1.::: ,.-i tl: other ::ubj eets 3..'1d :9rovide tile
elh;,ate of zooel 1-:ill necessa.r'J :~f triG tr',f=.nc proble::~s
of sched. . :linC m.d t:18 rest arc to be adequate2.;;- solved. l
The :iY..:,ortance of :<'L::::S i.e !'lot l..U1G.crestiJ"J.oted.
vc~jd rer~sons
school lnvd.
for becinn:.n::; a
stud~l
of forei;;n lancua.ge at the elerentary
:'c 10l';::er is t:e cti1J. nerely
tionoJ. cor.'mmi ty but of
[ill
There cl.re several
0..
part of his
jrtornation21 co:r::r1.U1ity.
l~OLC
or no.-
Ee needs to bo edu-
ca.te:} for n:::.s "r:1010 cnvironI:cnt \Lich includes the :m()'tIlod,:;C' of other
1 Earold :3. Dunkel aDd Rocor A. Pillet, French in the Elementa.r-.L
School, University of Cl:.icar:o Press, C:1icaco, 1962, p. 139-1L..0.
5
13n;}':la~es.
c!1:L."1~:ecl.
In no othc;r 1,·m. y can ie,co..s a"1d knoVlledge :;e adequo..tely exForeicn lan.ill.age is needed in the fut:lre of our children for
tro..v(;l, science, research fu"!d understo..:.'1.dinC of other peoples.
le6.:~n
of
8.
Sonc ~mo\{-
fm:ciCD la."1[,uo..::;e cannot :'1ann a ci:ild but Y.la.y he a definite
benofi t ":0 hil, in }:is lo..ter life.
lmo.J:her vcr:;'- llJ'"':·:)rtnnt reason for initiating foreien J.a:1GUage study
in tLe elenentary scr.:)ol involves
t:~c
iJnitative pOIJcrE of tl:e pupils.
It b.as been noted that cl:ildren learn to speak foreigr:. languaf,os Lore
easily
a::~d
Hi"::.h a r":ore acc:,ratc; acccr.t then do adole3c:ents [md adults.
Dr. 'Hilder Prmfielcl, Director of the Eontreal. IIcl.:.rolo[:icCi.l Institute,
believes that tl:crc is a physioloGical basis for tilis phenomenon:
T:le physiological. developnent of the orean of the
rr..ind causes i t to speciali ze in the learninc of laYJ.;;u.aGc
before ti1e 8.[;es of ten to fourteen. After that, ;raduo..l1y,
ir.evito..bly, it seer.1S to becone r'igid, sloH, le::;$ rccc~)tive
i::-:. tili:: l)articular function, as it becomes reaCLY for reo..sonin:; ar:d abstract thin:dn:::;. One VJ~lO is n:i ndi'u~ of the
chan::::inc ph~TsioloCY of the human brain miCht ma..rv':cl <::.t
ec.ucat~l onol curricula.
Hhy should foreicn 1 aDf:-ua=:8S. • •
ll1::.l(e t~leir first appearance 10nE~ after a boy or Girl has
lost full capaci tj" for 1[ll1~;uo..~;8 leo..r::lin~~? 2
Theodore l'l.ndersson presents Dis r(:!asons for becirminc forei,:;n lanzuage at fLYJ. early ac;;e:
The natural. 1,.Ia:7 to learn a language is to learr. its
sounds befol~e learning its \:ri tten s;ymbols. The phonetic
?otenticlities of the infant or small c~lild are alnost infinite. Ch:llc;ren have been observed to learn ~)everal lanCtLacos sLmul tC:...'1eously Hi t:i:.out confusion. TU s ability declines steadily throllCll cLildhood. Loa.."'Ylin&:; t:le sounG. pattc!rns of <: 13IlL,1..lU2;e, which is to say learnir-g to spoa: a
lc:.ncnac;e, is a l)rOC~Ss therofore \{hicl~ conos Dost naturally
to :rou::.1C childre:Y:.. J
2 ?arker,
~
0,,).
cit., p. 19.
.,.-' ~~l:eo(.~.orc .Andersson, Teachinr; of Foreif:n La..'rlguar;e
Scho!?l, D. C. Eeath "md COrlP8..'1Y, 195.3, p. 9-10.
j~n
tIle ill..eI1entary
6
1:~.11
be learninc -;Jhat lan:::;-.1o..,:-;':l n2.turoJ.ly
D..D.d eotl=,Tehension of
81.1
0:" 1122
as
118
irai tc.tion of Sl)eech
does Lis o"m native ton;_uo.
sCllool yeo..rs plus useful experience to r,aster
and vita"!. ski2-l.
t~.r,-e
sOl.mc~;:
throu~h
By l)ocinnin: a lan[,"L1a[;e early, the
thrcu:hout his school
pro;~raJ-:t
proficier.c:r tl:.rou:::·h the nat'..lroJ.
and '7I'i tin;>
Theodore ..meers son
t~'.is
~,tuc1ent
Cl'.azin;;
has enouch
to achieve control of t:le secone la..'1-
sec~ucnce
~las
of spea:in::::,
hearin~,
reo..dinc
said tho..t.
FS7CholoZicaJ.. considerations favor be.r:;innir..;:; foreiCn langua,:.:es i:1 the elernento..ry :ochool, for tile cor:~'Jlex
::;~::ills required t.o na.stcr t11em ore best learned at this
a~:e level.
A cl:i1c1 vIho beeins early to learn a foreicn
lC:21zuace can learn to spea: it Hi thout. accent [md Y'laster
it in its compl$:': as:?ects in a Hay ,·[hich is difficult. for
ay, adolescent. 4
.Aut',ori tics j.n the area of FLES believe tbat stud:l of a foroicn
le~1:::'W:':0
carries ,!i tt it aclcJi tionaJ. educational eX!lsriences.
Arnone tne
r..ost :Lll')ortant periplceral benefit·s they list the follOi,rinc:
,
..L .'
')
,~
.'
Foreisn l8ny.ase ;:tudy contributes to U:e chilci t s ceneral educc,tion by :~ivin~~ hi;;, tlle o::perience of learnin.::;
a :.wcond lrulC:llLl~;e.
Tlc:'s study 1101]8 to en:dch th,? school enviroY1"::'~er:t so
the.t tho secone. la.n~Juaf;e beco:r.:es natural a.nd neceptec..
Fayorable attitwles tO~Jarc~ learninc~ forei:Jl lanCL1c<:cs
art? devclo~ocl.
,~.
- ..
Interest in a:~c. rC8~JCctL'or otilor ~Jeople, eultures,
and c0l.1l1trie8 a.re avmkcmoa.
CJ:lildrcr, c:re nade lincuisticeJly conscious.
Cl'~_J.::rc!l cettel' unci.crstru1(' the natl:re of Innzuac:;e.
L. AlXl()rSSOn,
"
.
r
OD.
Cl• t . ,
7
7•
8.
9.
Ch:~ldren vIi th special aptitude for lan;:.:uace, can be
discovered earl;;" c:.nd their abili t:"es ca.'1 be developed to their l!laxiJr.-c1I;l. 5
:::t trains t~1C r::.ino.:::21Q sharpens the Demory.
Fo!'ei;.:;n lc:c:yc.c;r:' in 'ctru.ction provides a sui.table
cho.llen:"e to fast-achievin;< llilU c'iftod. d:ildnm in
the ole;::cntc.r:,· school. 0
SlOH lcar~v'r;:; T'l:::'Y acJ:ieve :'n FL~ 8l"-d cain a r-iNlsure
of success.
Ct:Udren :r'8coivc dec,,,) cud. s~)ontancous el1~o;y:;ne;rt fron
foreiD1 laDcuac:o st:~dy. 7
'-..J
10.
12..
/'
.:iccol'c:.:in': to 1:ora3, Catl':ol:'c
t'~olro[', tl"O.t
is
nOH
C)
C)
.
,.
in
::-.:lSSJ~Onarle8
t:aine as early
0.3
16of;.
Frere;:
Fron
-',
T
;:::lrts of
t~:e
latter
~)o.:rt 0: t~1€
',cerE il1cl1.:.l:.ocl in
t~-.:.o
nation.
To a
li:':~ite(:
/
o
3hane, 1:D.l:::-;/, J.ccldi::1, :u:d Gillespie, L'TiDrOvin;; L<lJ1r:ua~;e Art::: Instn:ctiOD in Elonentar;,- Scl:ool:o~, Cha:::-les E. 1;er:!.'ill T.3oo::s" 1<;<,2, ~). 20>20/,.
(".
U
T:'
EdE1U1d A. I'loras, A Lancua:-;e Teachers G;'lide, Ear:Jer am' 3r08., 1954, .?
1-2, c~__;-ed :'.1". Lookiw' 1uhead in Ford.D1 Lan~:ua?;e, Coliforn:i.Ct State DC:J&.r"tr:ent of :1il1cation, l<:\jl, :7. ].
()
s?oc:i uli ~;ed
p:,~_blic
2clloo1s. /
In C:IE'"elo.."1c~, m:io, ~'l 1.9 ;2, &:ile de Sauze ini tj c.ted a jJro.::;rc.rl for
drnd ten •
In Pu"21.ic .3c~-:ool 208 in Broo::J.yn, French
.:7~n :in J.S'31.
t:les
The::c ,:er8 pro:=;rar:s established in U.e
rcr..:in~'f~~orr, 3D...'!
\Tore beiMen~~ie::;
o.."1c1 fo1'-
Die::'), California, to Sonerville, 1':01-, J er:;cy, 2.n:::1
fraY.;' Sec.ttle, Has;:incton, to El Paso, Te::as. 10
.'J.
r[L~;:'c1
:dso in foreir:n J.onE}Hl:e
un9.ftcr l1or16 '.Iar J I.
f:s.cl
of
rcvC[QC'(~
~:tllcly
at the elementary lev81 be-
Tiw need for bi-lin;::-;ual people duri:1:": tIle Uar
a serio1.:s dei'icic:lcy in tLe nUT.:ber of Nwricans
trav,~l anc~ i.'or~:
aCro3.u.
H;lO
cOlJ.le}
Eo loncer 1,.'ero '.:e l:.;;:oricalls able to rennin
nonolinC121 2nd isolt.tionist:i c.
'"Ie had considered tLe United Sta~~e[; as
rich, ) o'\Jerf11.1 , ancl cuper:or in >::1101110(:'[;0" ::;cience,
tho ",;01'1(:, esped:;tll;:: to R.lssia.
£L!ld
cult." TO to 011
After the ap1Jearance of
nS:)l.ltrli:~II,
our
.
L an6UIl.::;e ~n
. AJ..cr.:en
171
11:e P rosress 01~ F ore~bn
l,.3J.~J
School::: It:, Educatjon, April, 1955, p. !;.9E~-)OJ, cited in LookinG i'ille['..d in
Ji'orei:n ~.Jan,c;U2J;C, OPe cit., lJe -"e
q
,
I" . l ' ,
/ "
Lerme .j.vl1:l_Cten01.Tcer,
11 Ib~ d
--==--. ,
tI""
I
.l..
9
LaDY l)ro::ninent innericans, such a~; Earl
(;uage :)l'Og'rar;1S '.ras reru.izec.
lic Grath, C:o::I'.J".'dssioner of Edl.:,cation; Eerbert G. Espy, Comrlissioner of
Educat:'on for t::e 3tat( o=: Laino; a..'1cL Oliver J. C0.1 dHO 1:. , A:3Sisto.nt Cor.J.Offico of Eiuca-;:ion, be.:;an to stress t:10 il:l'Jort3l1ce of
rdssioncr, U.
tC2chin:~
scltools
:::'o:-ei;n le,llLut.L::;es in the elm:'.entar:,- schools.
0:'--:
fifty-seven scatteree. k::erico.n COI.1L:l.mities.
ei=:ht~r-n:ne
~,er"
cor::r:unitie::
'.·;j-;:;h 145,COO
~articipatinc.
ilTlolved.
of
t~1:i.C
3y 195.3 there '\lere 145 corrmnities
By 1955 tl:e mmber of
to D.t lec.:::t 357 Hith 300,000 pU:;ils..
One :,ron.r lO"Ger
cO=.~Jn.mlc.les
lla.d CrOi.ffi
1:0 one }::noHs the preso::".t clincnsions
l)heno:cenal developr.:ent, but t:lcTe ere at least 8 /iOC
~-ll.1blic
school
at least cne r'lillion children in t},e FLBS pro:-;r81:. 12
la.'1:]J_a~:.; ~::,o
seeI"~
n c:lild.
1......10
:i2T:)o::;sible to one
doos not fully cODprehend his o'\om ton[,'Uo ma:r
'1.-11:.:0
=:ore:i &'1 J..mc:;ua::::e stud:".
doe:: not
~:nO'\·1
':'ho aural-oral ap:proach to languaGe learn5_ng
involves ::ml:." hec.rin: .(ud spea2::inc.
a nOIT l[i.:l£;UO:;O as
~e
does
t;l.e aural-oral approach to
'I'nron:::}) t};is Y;-,ethod t!'.c c:1ild lea.rns
:r~is OV11, b~:r
e. natural process of h;:;arinc
<:L.".cl
In ::';lost. in:>t.e21ccs the c!lild recci';cs t\·;o or tbree ;;rec.rs of
al-'-ra::~-oral traini:r:~c'
before he
he
j
2:3
12
abJ e to do so
:~s
i.ntroduced to the readilY; of the
n tDe :::ocond 1rulL'.lac;e also, for the sarc seq___wnco
---------- ------UEliam.
forei~
10
T,e 3.nral-oral o;:;:;ro3.ch to foreign lanru3.:::;e stud:{ ean l:.cl}l devel-
T:-;.ese characteristics :l.nclu.cle accurate prommciation,
and
cenerr'~L
c1ereanor.
List(;n:~J::' onl~r
ce:3tures,
to tapes or recordin:;s \·rill not
Learin
3.
a~)l)ro?rio..te
N'
as Hill ini tatins
.=;ood Bodel.
dri1lr:ast0r to help
:in~:
o.r:c: spea;:inZ.
1;~thin
of thi"
~h?)
Tl:c c::ilci ;.w.y learn only a l:i1"1i ted amom:t of
a ;;iV8r::. year, 'tnt
T.~E!t~lOcl
child i'u11;r lmdcrste.nd and learn 'iG.at he is hecu'-
tJ:TO".l~~:;' tl~e
of lcarr:inc,
tj'0
l'elJcti tion of
c>ild 1:ill
so~.ds
.~;radually
~:no',.'ledce
and \wrd::, he
c1nveloD a basic for
F'orci,::n
bili ties but
lc:.n:-~,-ase·~Yl
develo;)in~;
serjoc.:!s ;;roblens.
ct'.rric1l111.:.'11?
t::e eleY.'.entaY'J school has outstandi:1S possia satis£'actoY'J FLBS I)roGran presents several
IS~I):cei;n
lc.n[.:"Llace study possible in our eler.'.entary
School a.cc-;;inir:,trators sonetill.es feel that there if:, not
enouch ti::(C in the cl'Oi.J'ded curriculUlCl for foreicn lnnetJa:.:;c
s;:,cllin:,,:, nusic, art, physical education, lanf,ua,r;c
social studies.
t:te
curr~.GuJ:um?
H011~C,
art~;,
trainin~;.
science, end
the introduction of a second languaGe overcrOi.JCl.
EOHard
~(e1
.a:;-:.d
Roi~;cr
Pillet, in thoir jJrJCran at the
Universi ty of Cilica;;o laborator:,' school, f01.L"I'ld tir:-:e to be
i3l1
jJ,l)Ortant
f9.ctor in clloHinc; foreiGD lancr!.ac;e study to enter the curricull1T;.
teacr:er
WiS
perrni tted to :Jut
for forei:;::n IDnf,',wge
no
~::nd
t;~e
languace into h:::'5 classroo::l :::;.i tuo.t i on
five ninutes \Iere renoved frOT:l t:le Imlch J'our.
subject had to be orouded out of the
The forei,r;n
st'J.d~T.
Each
lo..'·\~~,la::;e
curricu~uLl
to initi.:::.tn t.ho study
can also be integrated "lith
ot~18r
areas of
The social stvdies can help develop international-nindec1 citizens
by learr.inc about a forc.i;;n people throuG;h their langu2.[;c.
1 Dnni:el and Pillet,
on.
cit., p. 15 and 28.
11
A.rt displays
12
ane. pUFpet:3 can be usee". to depict tllC habits lli"d langua;:;e of the :::;cople.
CO'.mtinc ,d tIl nev mrr::.bcrs a::d tel] in~ t:ir:le in a different \:ay can Stir.1Ul<:!.te nm: i:J.tcrest in ari thnet::.c.
Physical education and :r.msic provide
e::cellent <):!lportunities to crin:; in the fol::songs, [;ar::es, and dances of
t!~e poople. 2
Foreign 1ani}la;e can be an enrj.chinC activity \'Thich con-
tributes to the learni:1gs of tl1C other areas.
Anotber problem w:lich has
~levcloped
allm:inc oll pupils or only selected
concerns tue advisability of
~)Ul)ils
to
~)articipate
in the study
of 2. :"creisn IMQ.1age.
One of the oldest plMs, that of Cleveland,
creooces st.udents IIith a
Y:~ini.,,;;u.'J.
intellicence quotient of one hu."1drcd
f:.ftcI9n for a"1 cnrichx:ent proc;rw. of foreicn languD.[e f;tudy and students
,7:ith an intelligence c;uotient of one !1Undrcd tv:ent:r-f:i:ve or bettor for
maj or iTorl: in a forei[:1 lan;::'"Ll2.~:e.
Theodore Andersson has presented scv-
eral o.r[,"'tlIlents in favor of' tree selection of specific pllpiJs for '::orc1::;;n
1.
2.
3.
4.
5.
Treere i3 a Dossiblc correlation bc-c'Heen hiGh intelli~once ru:d l~bLlabo aptitude. j
i\. better student, easily accejl"ts a foreign la.n2,ua~;e as
docs the avcra.'.;8 student. Sone studies havc~ ~:ijOlm t1:e
slOl,;er )11~;=-1 to 100 :;:,.orc :llli1.dica:)jJed in h:~c ',JOr:: i,.. i th a
foreign lrulGuaGc.
If apt and rcac1~'" stllc2ellts only 2re ta:cn, T:lOrC can 1)e
8.C c0T1:9l2.::11 'cd in a givcn tjJf',e.
l:e do :;lot lmve en 8.dec:ua-ce su.?:'l~r of qualified teachers
-'so tal:e ca:.~e of all the students.
Foreign l~ll1;Ua:::c stlcC.:' enriches the curricullID. of the
nd 1-~)u'):
1
1 ........
bC"l' -"'+
.1. 1.,1,-,
3
of
l.
'IUe 2:~e ~enerally dubious of the effectiveness of the I.Q. as a predictor
ac~!jc·.'c:lent in fOr9l.[,11 larlCD·aze 'Horl:." See Dunkel and Pillet, OPe cit., :?
4 "maersson,
' ,
OPe
't
Cl '.,
p. 32-33.
62
E:J.!W ::,eoplo are a{'a2nst selectin£~ only the most capable stl.lder_ts
because they feel tnat all students should be Given a chance to i)articipate in foreicn la.:."1GUacc study. 5
If a child snO\-ls a desire 3..'1d
8.:1
ability fo::- a foreic.:n ls'1;.;u.ace, he sho"Ll.ld be allO'YTed to study the lan-
Dw.GC as lon[; as he is havinc; a rleasure of success.
also provided ::;.rgurr.ent8 for
forei[~
perr~i ttin:-;
Dr. imdersson has
all students to tal:e
l)art
in
languase study:
1.
2.
3.
Tl:e
t~le application of tile democratic
principle.
There is no inevitable correlation betueen high intelligence ruld languace aptitude.
Sor.e feel t::.ere ni:::;ht be a feeline; of snobbery a;:;;onc
cllilclren rocei vines specinl lanQ.lase traininc;.
After t:lO introduction of the lancuace to aJ..:!_ students,
those 1Lo &re not s'J.cccssful should be nlloved to discontinue.
There is a.r: obj ective of lcarr..ir..::.; the lanC-lace but also
an obj active of lear.:lin;~; to a)prsciate tLe people and
cul ture of [mother country, lIllicn C3..'1 be ca.:,necl b:r tr..e
::;lO"\:er learner.
Forei;;n lo.r.[).1.a:-:e stud:/,' arouses enthusiasn and Eay prove
to be r:.or~ bencficicl to 8101[or learners ,-rlio arc ~:;uc­
coss£\li. b
l:an;r people desire
;:mtllOl~ ncrce~;
,·Ii tl: the idea of aJ..10Hins all pupils to partici-
pc.to in t:lO st-:.:.cly of tl-:.e lanGUace o..r:.cl then pCI'Di tting the advanced 0tu-
ClYll;:: in this 1·:a"'./ cn..'1 \Ie disco'ler tl:c st1.lc:ents \-rho are capable o..r:.d c.esirons 0: n:::.sterinc t:lC con;Jlo::i ties of a foreisn la"1;yacc.
Dec"_din;:; u-:)on uhich lanzu3.ce to teach at the clcm:entary level hc..s
also created a )roblc:-,.
The ?:'8scnce of non-Enclish spea:in::;
chil(~ren
5 nIt tends to be ir:lpossible to select the stuuontE accurately.1t
Dunkel c..r:.cl Pillet, OPe cit.• , p. 66-67.
6 Andersson,
OPe
cit., p. ::3-34.
See
is one factor to be considered.
Trle educational pla..'1s of tl:e parer.ts
children elso cletcrnine tIle lc.nGua.r;e to be taucht.
for
ir)ort:mt factor to consider is the
ni.ty.
{~oe::.:raprical
iL'rJ.otl:er
location of the cornnu-
EruW :)crsons in t:le Eastern :;Jart of the United States
~Jrcfer
In the
French il::.iJ.e the EiCdlc iIest teactes French, Spa.'1ish or German.
soutlIi-!est E;panish
j.s
preferred because of the l:e:dcan influence.
The
finol dcci:::ion as to \!:1ich lanS"LlG.[;e is appro)riate der)ends upon the local
needs and ':!onditions.
The Createst proble.n nou facin,; FLES proGra:I2s is the insuffic:Lent
n'c:''nJ.be:!:' and t:;.'J.ali ty of
l[?.n~~~--:e.
ele~.ontaI7 teaC~1ers
J)repared to teach a foreit;n
\ol'r..at attributes should be e:;:;ected of c. teacher of forei::;n
lc..'12:Urt.::;e in tho elc."1entary school?
1.
2.
.3.
L..
5.
The -;:,eacher sl;ol"cld be acquainted llith the philosophy
::L'1d practices of tj:,e elementary school.
The toad.or s[lo1J~d love cilildren m1d be auare of the
best teachj n; I'lothods •
Tl:.c teacher should have a broad education c.nd should
be rcso"'J.rceftu.
The teacher shol;.lc1 po:::SC[;S a l::no\!ledge of aml sJ:ill in
the foreig; la...'1~1.1ace Cl.Y2d should ;:1101-J of tl!e ::istor;;.-,
civ:i Ii zat::i.cn ~'21r1 Cll~ ture of t::e countr;:r.
The tcac~lcr s~~orL.ld rr:1atc t:l0 foreic;r. lOTI[}..1!lZC to the
rest of t~v' Gc21oo1 )rOGrarl. 7
The nOft difficuJ.t reCl."'J.irer.:ent for a FLES teacher is
t:r~at
of a
tLo1'OU;')1 ::no\!l edee of t:le In':llLl.:ar;e and culture of the :?oople of tIcC fo1'eco'.mtry.
trainec.~
In riany
•
lYlS
.L
uBl1ces U:e reGUl2.I' classroom teacher is riot
tcachc;r in forei::;11 1C:l1guace.
Should 'He nake use of the
0..3
fOl~oi[n
7 Sister LaJ:""'J Eelon, Itpre~)Ql'ation of the Teacher for llodern Lan:.o-v.c.c;es
in t'1e Eler::.en·~ary 3c1-;0012", ~'iational CatDolic &ucaticn Association Bul~, it.::o;..st, 1959, p. 291...
}I. 3.
vcr..! stronc;ly abo"'cct havinc a :::;ood.
;~odcl
J)~~:el
feels
:for tile ;:.rOlillC child.
Tl:e youncer child 1 s advar"tar;es in lea...'Y"l1inc to spea.:
a.re all :-cally Lsed o:1ly ",hen the nodel he :U:li ta'ves adeo.l:.a-~el~" repr.~sents the forel Cn lans'uace as it is spo~:cn
b::r Eative s:?ea.:crs. Unle::s a sCIlOol can l)rovide a teacher
1.'i10, by birth o~.. 'c;,,, t11ai~:_ClC, s~,eaks the 1 anQl[lC,~ tlli~:e a
nat.ive" , these n,c'lva.'1ta;~os arc corl)letely "mstcQ. If [ooll
nodals 3..I'e not available, schools sho1.,uC not introduce fore:i~;n la:1c:uace in tile elcnentaFJ cC:lools, or tbey sl,Q1.Ucl eJn---''1_C.{....:.w
"""'l' "'0 o'o~J eC~-l'-res
0-'--''''''-'
-'-'1M
-'-~'1P
CO""~"Wl(' 8
. .", v , ..
lJi.;;.....
0..1.
t.....
c"'U'Y'~'
..
u..L- or",l
~):
~
~,:-_
rOv! teachers arc mept
irl~e
tLe
;o:cei~~:n la:1c_:ua~:0
az:[:oc}, [1 t'J O!!
r.~cc
i~
~;....;-.
..l.
.l,_~":<.::..w...:..
l,ot:, e.:eC-s of elor:entar;;r education c.nd
classl-'oo::! teacher
lS
best able to intec;rc.te
::.')ecialist has a better co:nr)Jl1cl or t.>e foreisr" l<lll-
t'ln~~s c...,:Q to roac1 ~~'rofcssioYl:::..l ;,1ub1ice.t:Lons--2.ctiYi t:~cs
'~
~," 1:. ~;. Dll:1~~el, It,A. Fe\·! ~?c..ct: iilic:·~t Fo:"'ei(~::r..l. L&y)'~~~·~D.;::O .st~J.c.:rll, E.ler::entar;/·
3c}:ool Journal, Cctolcr, 1';):;2, p. ;;2-:;3.
roo:--:: tC3.chnr 2.:l:.l the
fcrei~;n
lc.n::;ua:c
S'~;8ciali st.
Estb;l'
Lo::co.:to L::t[; vcr-.l
recont::..~·
statos.
'!)~8
:L::.::r.:oc.iate
~;roblen 0-:
a shortaCE of
c;ualii'icc. 'Coachers:
If forci:::;n lc.n:;na:::;e pror,rar::s continue to CrOi-l as ticy
in the past decade, Cl:d there appears to be every indicatiOl: t~lat F1CY ~';'ill, the current sDorta:..:e of co:;;;::etcnt
lalJ~l'3.Ge t8ac~1ers ,;:ill bcco:::~e ,:1ore acute as t:L:ile coes on.
T>:re c.!''2 relatively lev: universit:i.es 't-Jhich have established
):cc-~;rD.T:,:3 f01' t2 e tra: nill:; o=- teacl:crs \:1:0 are co:;q.::t.ent in
bot!l. ele-:e~t3.:r::: Cc1Uc2ction c.."Cd forei[T lru1cuaces. This Lay
1)c o.:'le to ~lle fact tiw.t olc:1.~e21tary education or:C:~ farei;:;n
l~:rlC~ ~<l~~: c:e:)Ql. .t:'.;.e::."-.. ts i!l :.~~i V81'si ties 11ave been ,.rCr;y~ far
il3.VO
.T)~I."t
__ .... _
"'r""r'l-)~-.l·Or01],'
V
L.._
I
_ ..
-cJ
-;n
_.......
er~uca+'ion
__ '"
v_· .......
-I.
~
10
ers for FLSS:
IJo need qLalif:"jQ tcac:::crs. 1,Te a:'e ~01I at the point
of bein:::.; unable to b'lild 1~:p IM~cuage in the ele:raentary o.:nd
}l2.·h scbocl nO~J because 0: lc.cl: of interest but bec9.l'sC of
t':'J~ lac:: of \-.'Gll-qualifj ed teachers. 11
Elcn'jnta.r:t teachr)rc trained in foreic;n lc:mcuac;e are vitally needed
to meet O'.lr present der;w.11ds.
',D,:;, clo more el enenta.r;i education naj ors
happeninc in our colleces
9 E. ~). 1Circi1, ItSpecialist or ClassrOOI:l Teac:her for FL3S?It, ~'~odern
Lanr1.1a"'c Journal, Larch, 1958, p. 132-135.
10 5S-LtlOr
...,~,
1T:.. Lopato, tiTLES 2.r.c: Acade:c:ic Ac:1ievcnent,tt, French Revie\·; ,
AprH, lS6], :h 504-505.
11 1'"
, v-"
-'-. -L.
>_." 11
__ 0:::',
Lanf.11a~;e
1-.C'8(~_, -',/, P
I ''lore Lane-uace ,."loacners
'It , 1<0 d ern
rey:tre
Journal, January, J958, p. 47.
If",.e
T
17
In r.:.any
lr:st~l:c.CO:::,
foreicn la:12,1J ~,::e is not rec"clired ei thor for er:tra..'1ce to or
:~ssoeiation
conducted :L: 1 C)55 di:3closec1 tllO.t th'}rc
ate :Lnstitutions in t:-;.e United States, incluclinc
collo::::;e8, schools of ec:ucation i:1 uJ1ivers:; t:2.o:::,
)ro:;n.rin~.·
';O::C'C
221 -.:nclcrc:rad.u-
inde~Gndent
3J.'1c)
0:: the one hu.'1clred
.
eiCht, tvent:r did not offer any
Cnly three :'100 a forei-.-:n lanr;uace
enty--t\-;o cchool::; of ed.ucation :211 universi tics
f[~cil:i tic's,
t::8 olc::-:cr:t2.Y"J
The elemontar:r
odL~cation
C·::::'l'.cat~on
:::oaj or
rec~1..1_irer.'.cnt.
~)rovidG(
rJ.aj or is unable to elect
1-8
C~'ll~r
furt'ler e::cludccl fror:.
2Jl
Q
~~ilG
stu:lJ
forc,i::::;n
oi:)~t~r-8~::
elect:' 0:1 of
At lca:::t fort;;:-f01..T Lours of crcc1i-::, aro rec;nir'3cl b:" the forc-
e:q')orlence.
r).-
h;ent;:r-:::ix of those hours can be alJpliocl to
Sev-
fo:cei::n lancna[;e
At 132.1J State Teachers Gollc::;o, one h1.mclred
conr:;08.
co11e~;N:
l:i ber31 arts
teachers, reco':::;riized for listinc by the :;ationaJ_ Council of
te2.c 1:ers' col1e:::08.
t~.on.
teachers'
Senester hours fl.:1d quarter
hou::.~s
also lJrovide
Q.
var:'..:cT:.ion.
S. Froem::m, "E:·:;.)andin::; t::c Teacher';:: IIorizons!l, School and 30cict;;-,
Decer.bor, 1958, p. 453-/,.54.
r:'
1
~U
At
PL~.rC.'--lE'
University elenehtar7 ec.ucation
~ajors
have a one
Because Pl.lrc1ue ~~ni'iersit~r is able to offer ::lO:~'Q Quarter
ter hour::. 13
hour:, a" credit than Ball State Tee,chers Collece,
l~:mcnacc
hi::;>c aJld senior
L~
PUrc.~le stu'~~ents
study !laS ::at been strccscd
enou~:J.l
enthl:.sj.~,s-t,ic la:l~71.1c<:C
j,n t',:c s(:;100l S 82xl a lac1: of qualified st.udent advisers
::riCh 3c11001
opportl"11:lties in
at the jur..ior
ell sc1'-.001 levels to :)crpetuate a deep interest in
steI". fro::l a s:lortase of well-ouali£,ied,
~'cnnel.
stL~de~1ts
do not realize tile
forei~~, la'1,~'lQce
Ol~
teacI'.ers
C_lidancc pcr-
si[}1ificancc~
of c."d
study so turn ai:ay fro;,: it in
hi~;h
Freman haE: s33.d ti'at:
If lancuace is \7ell tauc;ht 821d studied long enou[;h
to reac') t;18 ;:,oint 0:[' real unc1orstandin~ aDd reasonable
Laster,f, t:1C 1:asic OQ'UC[),t:i anal tas:: has been pc::rfoI'lJ:ed
i'or all 1a:··cuc~;es c.nc1 for all cO"Lmtries. 14
1 ')
-".) For a discussion of the PurC.l'e ~')rocra"J, sec 'pages
l-,~
"'-
.!! ,L'cer::a..'1,
Lave
in the area of
a ':Jetter o;)Tlortlmi ty to elect
Fo:::c5 en
1~J.mc.:c'cc~
0'0. cit.,
~.
39-41..
DT-SKtVICE TEAC}:ER TP..AIIJIlJG
The nast serious ?roblen
~ow
facinG FLZS is tbat of dev210pir.C pro-
Grano::; for training tLe teachers uJ;o arl? so vi tally needed.
elel'"l":cnta::r school
Sj~2tcn:o,
l:01'e
m~d morE~
are beGinninc t,o ir.corporate forei:;n lan[;tlace
into t!;eir curricula, but the su:?ply of cor:r?etent teachers
croc.:3ir.;; rapidly enouzh to nect the demand.
j:3
not :'n-
The classroon teacher \vho
has :lad c:O:::1e forei[,n la.'1[,'UaGe study in college feels inadequate when
faced l:i th t;1e inporta.'1t tasl: of teachinG a class a seco:ld
Sl.~rJ"ey
0:='
A
FLBS literature reveals inmU":lerable efforts on the part of schools
and Golleges to meet the prob1em of tile teacher shortage.
these en'orts are of b:o
C"L:lWTl
l~'1cuaco.
~:j.:lds,
In ceneral,
in-service traininG procrnrls and cT'.. rri-
revisions at t}le collece level.
In-f::ervico trair.inz allm·rs the classroor.l teacher to cain COr.'.iJctency
af, forei~::n
in em are;:', ::1.wh
f,L'.rc:..:,) to a class.
Th~
lanClJ.3.[,e "Thile actually prm:entinc tho lan-
clo.ssroor teacher bas yossibly hacJ provious forc1
ien la,'1£r:caze study bJ.t does not ':nm·J tJ'.o ?rcsent r:ethoc1s <md techn:ic1LCcs
of :;;:::'8scr.tation.
The teacher ,,:;ually doos not possess a hiel1 level of
fluency end is not s;-:,ccificall;y certified to teach a :':'oreiCll laJl[}l<-<:;C.
Because of the classrcor. teacher's n8ed for addi tiona.l study, s)€d.cl
't.[orJmr.op:o and aids are providecl.
roon tCQcl1cr
FLES teachor.
C[;JJ.
caire sl:ill i:l tl1e
Several
t~TcS
Throuch in-service traininc, t.he classlanL,ru.Q~e
and can bECOr'ie
Go
successful
of in-se:rvice traininc l'rocror..s incluc.:c:
19
20
1.
Grass root3 efforts - These are effortf of local schools
to develop FLES ;::>rosral-:ls usinC the resources of the
comrnll1i ty •
Educational television
lTational Defen~e &..ucation Act Sm:rr,1or Institutes
2.
J.
Throuf,holJt the COlmt:r:r educational i:r.sti tutions Dre tr:;rinc to allet~G
viate
problen of
:)roc(~(l1J.rcs
scribed
3.
lad: of qualified. teachers by inau[,uratinc; neH
in their systons.
Somo of these ,:::rass roots efforts arc ele-
belo~!.
1:1 ::ri:1ce George COlmty 1:1 l:aryl.snd, the Parent-1'eacher Association
set up a special cOrlJ']i ttoo for FL.ES to get the larcest. nUDber of cJasses
u:.th
tl~e
best possible teachers.
The
~roup
began
~JOr}::
ed.t::l the Univer-
sj.ty of La..7lo..'1.d to inst.i tute eveninG courses in the rnet},oc.1s of instructim~.
Tventy students Herc resistered.
For one scme:::ter t},e clas::;es
::net once a \Jee:: for h-ro and one-half hours at a tine.
each
TLro13
Fort;,{-fivo rdnutes
1.'as SIlent i,n actually teachb[ French to elementar,f students.
lICO":
~:roups
of teachers i,'ere fa rr,w d , including native s!,)oa:ors, colleGe
crac".lc,tcr; ,-:it:, no o:q::orionco in elementary education, o.J.1d
t08.c:~e::::·s
felt
'Hi th no c::"'Pcrience in a FLES proCra.r:l.
tha~;
elene~ltm'Y
The co-ordinc:.ting body
familiexi t:.' with FL:s3 eet-hoels Has the L'.ost irilport.ant as1ccct.
T118 ,e:==,o::'inont \TaG successful as a \-rhole, <Jl thou:.;h pro::::ress ...Jas not even
in t::"!o t:lrOO sroups.
l:ative s]ea:ors shoHed the create:ot resistance to FL3S r:lotl"ods,
especialJ.y if they }wd tau,-ht previously ucinS a different
a~jproac}~.
IJati'lre s:)ca:ers leaned touard artifici.1.l, ovcr-si,'uplifioc:, slo'., spnech.
Soneti,,'oG the native sDoa.::ers used
int.roduced.
liative
t.heir aceont
~'1d
c~)eDkers
~)!lraSeS
or voc:::.bclc,r-J not previ01.lsl:l
are needed hocauso of the CLl1t:1entici ty of
:ntonation, :-'ut thoy 1100d
s~)ocie.l
traininG in FL:L.3 ".:.och-
n:i.qw~s.
The re[e;ular elcncntar-J teachers em:)loycd too
foreot Nsenti.21 drill.
thoti:3clves Hith
t~lO
devices and
T:1e elor.:e:1tary teachers also felt unsure of
lanD-w-ce.
createst iI1prove::.1Cnt.
flD...'1Y
The foreicn lru1Qla___:e najors sh01-1ed the,
The accent::; of t:1e
forei~;n
sUlJerior to t:10se of the elementary teachers.
lan:}l'"
~;e
r.:aj ors \;ere
The foreign lr:..'1[,uagc rr.aj ors
lcp.rncd the teclmiques of teaching quite raI)idly nnd 1.-rell, althouGh they
a).so needed
s~ecial
training in FLES nethods.
Even
thou~;h
differences
occltrred in t:lO three grol:.ps, all 'Here better qunlifiecl to teach ?LSS
after one semester of work. 1
The program institute::l in Jefferson County, Colorado, exen:plii'ies
t~le
9ffol'ts of local groups to devise their
FLES teachers.
gin
3.
O1-m
ways of helpinG to train
L'1 tte absence of a trained staff, it Has decided to be-
pro,Grarr. 'Hi tl;,
t~e
regular classroom teachers.
In this school system
ther9 are n fO\-J nathe or near-native sDcaJ:ers of Spanish, sone \-lith
tLre'9 to nine years of fornal stl:d:\- nne. r.wny '..:1. th one to b·JO years of
Span ~_sh.
About one-r alf, :lavinc; had no previous experience, rely on in-
service elasses, aduJ t education classes,
aids.
colloL~e cla~;ses
o.no. teachinc
The plan for helping these teachers Has beQ.U1 j.n 1952
Olld
unl
renain in effect lmti1 1964-1965.
The follQi.,d.nc; ccnclusj,ons have been reached concerning the effective::1ess of the .,:;rogr1JI1 from its inception until 1961:
I..
2.
It has been f01..U1d to be productive to extend the lanQ.1D.ge cor:tact t:L':le as far as possible, within the childreYl t s l:ixd,ts of attention ar~d interest.
The effectiveness of: some hiChly prepared ~'.eachers suffered because they aSSUJled their prep:;;.ration uas s-clfficient. Nest
the untrailloG. teachers r::ade :::laximur.l use
0=
---------------------1 Jean V. Alter, "Potential FLl':S Teachers a'1d Their Trainingl', :r';odern
Languo.r.e Jour::J.al, Januar~r, 1962, p. 1.. 2-43.
22
3.
of in-service trai~inb a~d teaching aids. Teachers
Hith insufficient ~)reparation in lanE,'1.1age a~d/or pedacogy can 'lcquire the needed preparation v;llile teachi...'1t;
an effective FLBS program if the pro;:;ram provides the
necessary toachinG aids and enough tine .fo!' teacher
development.
Teachers of all ages and levels of e:xperience are abol1t
equally 1 i~:ely to show a desire a.~d abili t.y to do effectiYe FLE:s teaching. 2
Another ex.tensive prozra.'":1 of foreign language in the ela.llentary
established in 191,6 in Los Angeles to neet the social needs
school
'Has
of t
ltrge munber of Spanish-speakinG; people.
1"3
learn Spa.nisl: along
gexten lovel.
uj th
The teachers ,..Jere to
their jJupils, which was beLi111 at the 1dnder-
Instrv.ctionaJ. devices such as records, prints, and tapes
Here nac'.l; to aid t1'.e classroof". teacher.
Sponsors for each of the elo-
nentarJ :,chools Hore recruited from elerilent8.r'lJ, secondary emd adult
teachers vIho 'Here fi1..;.ent in Spanish.
Special afternoon ar.Q even:'.n~;
classes Fere held to help the class!'oon teacher cain Gompetencc.
Teacher
Insti tutE! Sessions ilere also set up to create an interest in the cw. ture
of t::e Spanish-speaking people. 3
This procrClIll is still in effect t>oday
and is )r'ovin[,; to be quite successful.
California instituted another FLES proerar. in 1944 in the San Diego
Public Schools.
Since the n:.unber of quo1ified FLES teachers Has li.r:rited,
a special traveling teacher visited the schools to introduce conversationc::l Spa.nisr.: in grades four to six.
ther,
~]ner
To help the cla:ssroor;: teacher fur-
workshops vlGre established.
A special department in the
2 Paul EcRill, IIFLt""S in District R-l", Eodem Lan.&01Cl...-:;e Journal, Deceraber,
1961, p. :368-369.
3 Ruth R. Ginsburg, "A Large City Teaches Spanis~~ Ll t:1C Elementary
3chool3 Jl , National Elementary Principal, Septenber, 19/.6, p. 200-20.3.
school E'yst8J"':'. ,'as cri;Qtc r ;. to provide
t~:e
::o'LES teacher Hi th aFd:'o-v·isua.l
roOT"
Hill be e::plo.ined >::101:.
sj O!1 clo..:32 in Fr8!1ch for
CE"'1t,
ront.hs.
li culninat:inc test ',m:: :)'1on to
nacl test scoree, of ::: ~':'~J- or belov.
T}18t
t:'!3.t
c·:l"l~t
·~.::e
this achioyeT.'cnt
achiev8':ont of
\:0.8 ~):::,jy:D.rily
cl[ts;~es
based on th:: contribution nade
\:hcre the teacher ilru:1 no ;:.no"t1edse Hhat-
soev8r of t: s lo..Err"a·o or only one or t\10 yours of hi,,;h school traininc
---------- ---------
4 Ln.rr'it liT. l:acRae, Te?:.911inp; ;Wruli_sh in _i1:~~rades '.
COJrIIJa.",'1;r, 1957, p. v-viii.
~IO')-:~::.tO:l l:ifflin
Frm:ch iT: ei thor :1iCh school or colleGe for a feil; year:,.
t'
Ol">
~Jcnc;:erG
thenselvrc
03..[01'1;:;
learned fron the daily teloyi:3ed les:::ons,
st:L"'!.1.111.!.s to t:,e child"'en t s loc.rninc; e::pcrience.
tl"-i~~ e~:,>,:·,'i;1ent
tC''::'~e::: ~~lQGO
Trl r.:ost cases
bas sl:Oim that tho natural
Accordi:~c;
to Edi tr Kern,
langt~a[e le'~.rr;j~'1C
of tho child
ir:forr-all:" and i0 r.ot based on the teacher's prese:·lCe.
CO!l-
st2nt ro:' ?-;::i t::Ol: of sounds CallS;?G tl:o child to learn to "ic:: Ol:.t tl'e
A
)::'Clj
oct. Has be::'1r'l i:, Denver, Colorado, in 1957 to inteGrate forehelped
t?'e clasGroor: teC',c;;or:3
:Soettc:1C:"~ SC~lool
C(J.ro:f'1111~r
~:;["cir:
of t-o Air
co:.:·,;C'tOl~ce
WiG
thr!)"
presentinc te1evisecl lessor.s for tr'.e
studied the lessons preso:oted or: this television serie:::, and
Ir. Jm1ua.:';:r, F)59, the ::::rocr31: be[,;an with French or S~'1anjs'J beL,s offered
froT' l::'G to 1:15 daily.
Tl:e :JrOcrar.l
7:00 for reviou for ";',:le 1J1.J:'j,ls
of
t1~e ~:Jrents.
a:.-~d
vIaS
rerJeated the
su:-~e
to encourage the interest
evoniq; at
G.:ld
support
Tl:c )roc;rru-:s holpoc: tho teQchers Cet nel' r..et:lods of 'Jre-
Specicl t91ecast,s from .,.'hich nel! ic1.eas could be aco,uirod
1-?'ero alsc 5:ivon
for t',e clas::roOl'1 teachors follolJin!· c:chool. 6
,~
5 &i~h Eern, TlCan Fore:!.:71- LanQ.w,';e be Taught b~r Television?", Looking
Ahead in Forei,71 Lan;-',la;-;0 , California State Departnent 0:: Educ at ior:. , J 3nUa.r;'r, 1960, p. 39.
6 ...........
'l..,..t~~."..l.
.. ,~ ,.,
;,1... Ol"'on
'-'
,
"Learninc F01'ci01 LanC;cla:::e by Televisj on", lJational
Ele:r..entar:;;~J?rinciT.'al, Eay, 1960, p. 20-?1.
2)
In 1960 the
ers
l<iQl.'f~st Pro:~rlli1
l!oulc be usin . t::e
'.;]:0
Tile
cl~Gsroor.:
toac~'cr::: vIi tIc -:-,~le
t]'TCC~
tc :i::.
'l~,e Gla:::sroo~,:
on Airborne To1evision Instru.ct:"o:r.
S8:::'VlCCS
of LPATI.
teac}:er ailc studio t(:)ac:wr nOGd to 1:11011 of one ["'.Dother
)Ul')O::"N;,
~)rOCGdllres ond problens of television teac11L.'1[. 7
FO'lr, tvJonty-min'xte -telecasts arc prov:lded
r'
Ohio State "Gnivc::::i t:,r
3,;,(:
Inc1:3na Univerd t;:( are
7 tr-T,-,iyW 7 .... 1('y~.-,~0"·n tIl"v Cla"""-'~o,\,··tI
Tclm-is::,on Im:tructio:1, };cGrmJ :;ill 300::
lo-
"~',--J
-\..--
.•
-'"1-'_.
~-
D.l1:'al-
0
Concll1sivo rr;soa:::-cll on t::e results of t:-le use of
....
i·;ee:-.
C2C:-:
teac:lcr :Jrov::d'Js folloH-r:.p act5vi tics thron;;h t:::e
t:-~c elt?l~~;::lto..~:" ~=r3.cles.
fror~,
Ua.3
.---'-
~'-',.J.
JI".; ....
,
teJ.cv:is:~oI'.
L:trnc-
\.JOr::in:~
~}roj ects
0::1
l':l'cl','cs+ Pl"'o::,r'''',''. 0': .lU.._
n~rbOr!10
_
1961, p. i~:-50.
...
\0.
v
_
'--'
{..)"l
J. ...
Co'~pany,
8 Zel:L:: Zeff, 'fJ]01",iOl'r los Enfr'cntsrt, l:rATI Resource unit:::, 1S'00.
seneral conclusions h~cve beon rN'.c:t1ed conc8rnin;:::; t~w ~r'o::;ross of l1'ATI
berinnin'"
'-'
~,
1.
./.2.
'_}.
o.
/
7.
r'
(
C;,
..
ill
lC;60.
'Ene pro:::;rm:s can be trans",i tted to enon::l :?eol~le to be
econoEicnlly feasible.
2,500 schools 2..re nOI-! using l:?A':.'I.
The tccimical C;.'.'al:..ty of tile pro:rans is Good •
Tl:c bn.sir] of t;~o ~~/olEJv·ise(l. :}roGrru~~s i:3 D.cce~)t2.blo to a
largo m1!:1ber of tC2..cLers.
Tllc're j.::" [l l1ecc? fo~~'" cO::t~!111011S irl~)ro"'v"'er:lcnt ,3J1C. rcvi;;ion.
7}lcre 11[,~8 ;)8011 ::el1c:'~1l a~)~o~ro.]_ of l:F.luI 1J27" i-t,s use~s.
Thero i:::; co:.-::r.llLYli t~· 2..·:1~)roval.
.3me.ll schoo10 G~~~)eciQ.~_l~~ liJ:e t~:G ~eatLlr(";; of l-?ilTT.
Tiec 'JersonnJ.i tv of LiO stnc.io toac1wr can he tral1s~:itt~cl off,ccti:Joly. 9
rmch success in :t1elpin:: tile olr-:::iontar;:r teacher cain CO:.JiXJtence in the
Or..e of t::o best ;:nol1n pro;::;rars
ReCL~lnr cla~;1sroo';1
clas'Too~'
1.
"
i ~.
')
./0
teachers do :ollou-up 0::'
1.:::::ed to:
Prcy:Jare the) class for tho teleyis:Ion lesso?1s.
1'Iatc11 t:lC tcle"'II~:_s:i.o~~ les~=ons ,,;:. tl1 t..}:e cla;]s, )Qrt=~ci:Jatc ;:"cti'-?l~' in -[,:18 leeson, aY',d oc;couro.:~:; class res?on~e.
;)0 at least f~.fte8!;' ;::inu-!:.es of follo\I-UjJ or:. the days
\-Then t;1el~c :~s no tclevis::on lesrc;n, '.-ri~:J: o.:)]ro:Jrie.to
?ro~)s ,{hen neccssar"J
Usc lessor:. I1atC1'2.al for :~.~1ciclental :"ollo',!-uP u:~cncyor
possible i~~ t~le r'3cnlar curricnluc.•
0
9 1-: •.3hcrra3J1, "LI'ATI's Pro~lisG, II S1J1YIl:lin: uplt, Phi Delta I~a;)pan, Lay,
1962, p. 328.
:It should b8 noted that tl18se cor:chi.sions refel' to the total 1·1' Nl'I
.ll.11 c"flaluatj."Jn of t~-lC lorej. :;n. l[r~~;ll[l~:o :::ro~:rar2s alOllc 11[1;: not
,
,
ocerl ,-.aG8.
2!rOCJ:~o.:m.
~eD.c:lcr
t>e Clr;.ssroor;
rlD.stE):'"J' of D. l:iI,1~" ted body of French material I::: th
ul'.ic'l to eor:.duct follc'H-up m:cl a
~:.rea
of
ap~ropri~lte
clr;.ssrooT'", pro-
One c.ovicc developed for the ac;!ievcncY'.t of
cedures ::or sucL follci{-np.
tr'i::; trainin::; i.s the
:~0\·JledC0
,:orl:s:lOp_
Re[;ll~ar nOl1thl~r Leetin~;s
of teachers
arc conc.-J.cteo. by areD. co-orclinators of t'1e 1:odcrn LnrlQ13{;0 Proj oct_
ql~cnt.
T:le FI.=S to;;,c:lcr usinS "Par Ions Fran'iais 11 is also
,
"
[1lS
01.11
a~ded
These
by teach-
p(;rsonal usn or for use in telC cla:3sroo:r:. 10
?"es8;3.rch has bee}! cn.rri.cc. out by tlle Eoc1ern
Lan[}.~a{_;c
Proj ect con-
Dr. ED.rlc Randell,
1.
2.
...
/y.
usc of: teac;!.8r t s
tel.o~{i~:·cc1
~···t}i(].cs
~cacberl
s
8'=-'00.. co-or(linatol"S
:)l"o£rn:-~;3
";~';O
visit
Clt13SCS
:~o:-lt~:..lj-.­
for·t~r :jl[:ts~j.c lon:-~)la:r c1.isc~,
for t~:e tcac~·!el" [;,,:-..d c~~ass
u:;c u.ccl for i'0110lr-up.
br""'''''' 1-,",-"1,, ",'-;llco' l""'~l"Te
?,:J"'rl':n-_'c~
)."n+o
l.;,.o.v
_
tl:e class~~oo:-·, t1J~) ti,-:es per \Jee:: w-:u :)rcpD..~'es t:c classroan teac:18r to Conc.~I_~ct tl10 fo11ol:-UP af".:-or t}lC te1cvi-·
;.i.o::: lc~;sl')ns.) 11
:~or )cI':Jonal
--l"Oc,.,..··'T'
( '1'>0
..L.....
',_......
U.,L. (..J.l..
~""""""' ... J "
•. _-'- ... -' .... "---"..
~- ... _
:;ut into si thcr'l flu'cr.-I:. or :lon-fluent croup_
in
a:.:cl }:[. . \f·8
:::COtil1;:S 02~d ~.rO~~=S~lOl)[~
...
1;;...,
_~_
~
__ v
'i'he non-flu_ent ::;rO'_l) '\-las
trD.~_nilli-;,
Qualjf~cat -:. ons ar:d
'~'cache::.'s
11.,
1
.tJar- 8
C'
,.:J.
Trainir.::; of Teachers of ?V::S II
02: ::?::.'cnc:l, Dece::-:cbor, 1961, ~"). 14-16.
:1.a.r:dall, rtporlOl1S Fran\ais fl , French Reviev', Lay,
572 •
28
of
trn.i;l~nc.
Each teacher
iJUS
assiQ1ed to one of four experh:(mtal
tr82.t:-:,entE ilhich ?rescribed \J!1ether or not they viel-Ied the series of
televi~;ec1
teacher-traj.ning prozrens 8...'ld the kind of folloT,.J-uj? lJr2.ctice
used:
(8)
(h)
(c)
(c'.)
1;0 toacher prograns, plus tape recordincs.
Teacher proGrfu~s, pl~s tape recordinGs.
No teacher pro[;ram::, plus teacher-orGanized prac-;:'lce.
Teacher }FOCrnr.1s, plus teacner-organi6ed p::-actice.
TIle :fluent teachers were Dore effective directinc their
\;j.thcut h:mefit of tDe televised teacher's pro[,rru,lS.
in t 1·.e u1 :'::ence of teacher
tr~cj.r'
procrru~,s,
O1-m
lJractice
Hon-fLwnt tcac;lers,
attained better pronu..'lciatioYl \:i th
clCLsses through the use of tape recordings.
In :::hecl:iYlG the dif-
fcrerccs in the fluency of t::e teachers at tIle becimli.:1[, anc. t'le end of
tho year, there 1-ras a slizhtly creater sain by the tea:::hers vie1"inC the
procranc.
The teache:::- traininc procrams provide a certain psycholoZical
support CLod reassuran<"!e, but active practice by the teachers is r.ecded
1-lithin a ranee f:::-or.l :1or.-f2.nent to !:1oderately-fluent teachers, rouchly
COJ;;;:.~ehension,
ec:.uivalent r8sul ts Hill be obtaic1od on
rhythtl, ru:d i11tonatio:1, 1-1hen thoir classroclr.l
Hor~=
jl1nctj on Hi th televis()cl instruction in French b:7
pror.ur_ciat.ior.,
is carri0c on in cont~10
[;ural-oral pethod.
I1C!1t on tlw separate tests of conprchension, pronur.ciatj on, rhytlm, Dnd
i:r.tonatjon.
ence~;
The total fluenc:r of t 1 ,e c::ildren \Jas affected by differ-
in t11c fluency of tl,o teachpr.
fluent toaC!1erS obtc.i:10d
T;le classes directed ·o:r r.!oc.erc.tcl;t"
statj~::;ti cn.l.ly
sicnificEillt hicher nenn scores
than those directod by non-fluent teachers. 12
12
Summary of Research on Parlons Fra.'l~ais, Nodern LWt)l.::.::e Proj eet.,
September, 1960, p. 3-12.
Professor Ralph Garry fccl::; that "PE.rlons
Fran~aislf
can be worth-
while to the classrooD teacher.
''Fcrlons Fran<1aisU is successful even if the classroom teacher has had no ;::>revious traininG in French proviC:~ed t:lat (a) t~ne classroom teacher is interested and. enthusiastic and (b) t::e entire ~)rogrmn, includine suppler~8rttR'fTV' I;1aterius is used in tIle nanner ot.~tlinec1 in tl~e
-v
1':'
t::ac::er's cuides. .-'
:>irn-'ol E. Guerra, a teacher of Spanish at the elementar::
~1~1S 1:~sed
~-,:veJ_
who
<television, l:.as e:Qresced the follol.n.ng ideas concerninc :.ts
Llse:
I l1ave ta1;~;:;ht Spanish on television for seyen years
2.:Cd I fully a-sprcciate its potential. Bodern foreicn Inn-
c;ua::;e teachers rmst adapt thenselves to this neH eouip:r.ent
a.l1d direct it to their advantac;e. It is easy to put all our
faith in the efficiency of the machine. Tlc.is would ce a
co;:tl~r error.
\-le 1:[1.1st reJIlenber that there is no substitute
fo:::- -!:h) c;,rncnie teacher; t.}nt nechanis,tic instruct::.on T'iLlSt
h~:"le t}::e SLlOSt1:J1CO t;wt Hill Yiour:ish the iracinat:io:1 xl.d
~1 ,," l-en tn' e 'j1"""t'U1 "'-)';"r'H 1/
1..-.... (_...
D:~.
.o,...!.J..(
...... ,.:.
:la.ndal1 has 1)est
...... _
......
u.
1"
sUl1!,[~ized
t:le possibilities of :'-SinC telcvi-
T},c J11_ost jY:,?o::.'ta21t clevelopner.t to suppleLelt FIZS is
t-::levision. It rcq'..tires careful ~)rc:'Ja.ration by tllc ::taff
2.:>..1 prcpo.ro..tion of aicls for Y'1011-S11eciciist 7.,eQC'~Cl'S c_~ Q
follO"l-J-up. Teacher's J.:.t:'l1uru.s are i~clis?ensable. Telovi::i:::-1" ir.stl""!}ctj_on uOl1e iri t::O',lt o..~pror\riate fol1oy!-u~ is
i:1offect~.ve.
Ta:::.'c recordinGs t'11.y hel:? nOl1- or :::oclcrctclyfJ.U8;:jt t.eacl1er;~. Sli:::;ht.ly bettor ::."'esul ts occur 11:'t1:1 r,ode:::-o..tel~· n'J8'!'lt tcaC;}0r::; rather t:'.an ;lon-fluent.
CIa;;:: srOOI:l
t:;D.C;'.Cl'S Cml, 'vr.'~th CJldjo-ylSU::',). aids o..~ ___c3. trall1J DG~ conc,~ct
0'~~:CCtj-~lO .foll!,)l.~-1.1?
I~
15
1958 tho !Tatinnal Defense Education Act \,ae ::assed to :)rovi:ie
[;OVerl"lroent aid for foreicn
In21G11a~;e
prosra",:".s.
By t:}e end of 1<)60, t'lirty-
1:3 Present:"Ln;; Parlons Fre.n,ais, IIoDth de Roc}:enont Corroration, 19C,l.
ll~
Larmcl II. C,cLCrra, "Tl-e
October, 1<)60, p. 27/,.
PrC)blo~:s
FacinG FLBS!!, hoder:l Lan.M.la,e Journal,
seven sto.tes ho.d a!)l'ointed foreicn lc.n[;'a~:e
S:"lpO!'VJ 801'S
to hel:;.) local.
orizc.tioY'.!
to n.rra..'1::;e t:,rouC:1 contracts \d th instj.tu~i<:ms o:~
hi :::;l:er ocll1cd:.~on for t:1G operation b~r tho!' of :~ ::-Jrt-torr
O~ rcr.:-u.lrtr scss:.LO!1 i~'lS~-=--:-/llter) for aclv~YlcO traininG, -'Je.rticulc..rl:T i:n t.}~!:; use oX' ;"l(,'.t tGac~lin::~ -"lpthoCls rrio ir. Gtrnct3.orlD.l E3.tcrj D.l:;, fo::.' :':1(~:'7i(Lcls vli:o n.rc en;:a.::;cc.~ i:: or
):"8::[',:r:Lr~:~ to CE,~~c.~:e
tT·air~ill~: ~Co.C}lC118,
t>0 tcc;.c>:.i;~S OJ..'""
::!}.
0::
S-\.l:~c:rvisir,:: 02. .
.:t.....: .. :~o(""l('IT. fOl-e:!.:·~~: J.,c.:n:"_:,::,:~~c
:.?-:. ,,::2"c-
',r;:1t3..r~; or rcc0:1(la:r:,r GC:lools.
Intcl1f.::iva
'be:::;ir:,}:.,,",:
3.;'0(1
e'ect of
e1lch ::.nstitutc.
The c::el1craJ.. director
0:
the 1959
.
.,
:l..11CrCrLSec..
16
17 J.
.;;o;..,,,,,·j.::_:.....,,,c,,,ic..t,;;._,
J:.
in~;t!, .@:..:.lC:"
p _ 1.3_
Spillx:c, nTurf: of t~"o Tide iIi l..ocer:l Fore l.::r
&ucat::oll, .TL:ne, IS'S.:?, p. ~~'-lO.
La;-::~;'cl<l~;e TeO-cl:'-
Those iYlcluc.o:
FI:t3T LBlEL S1.~lJ.IE...-q IIT3TITr~j~ - These are tl"le J-:'ir::t Slrr.;:lcr
ir:sti t'_ltos that a ;;articipant attends. vIi th t::c m:ce)tion
of one, I·Tl-~.cL 1,,-::.J.l ;-'0 cOLducte6. in Ca.'1aG.::l, all. .-!ill be Le~d
ir:. the Un: toc~ St8.tes.
SECOllD FIELD SU11::SR Ir;ST~:':T:'F'iE - For the first tjTO, 3..'.-: J.:1.stit.ut;~ ;:lU:; been !:3})cciclly desi:;ned for teachers of nore
tha.'1 orlO 1 cn[l':.lc;e HL>'J l:.ave clroal;/ attm:clod [;. first-lovel
su.:"J1er iYlstituto in C)~::e lanGuace ru1d. nOlI \-Jisb to :i.r.:)l'OVC
t;,e~r ~)re::.:ar2..t:'.on in 2.. seco::::.d 1anC:,112..Cc •
SEGC=;D Ll!,V3:L SC L:;~R ~:;TST::Tl-TES - These of:cr e..G.va:.""ccd
trainin"" to nartici-:;ants 1/10 have suceessfu11'.' co~:,plotec:
a first:'lcveJ. instihltei:n the :::a.:::e la.r~;.;uacc." HitL three
c::ception:::, they uill be held o:J.tsido t1c 1h-::.5.tcc. states.
'I'~:I?J) L~TELSnLl::-? I:;S'I'~':,[~'ES - These o1'fe1' advanced
trm.ninr; to =)[;.!'tic:l.:;,Jo..r:t::; Hhc have successfull:; co::::~)lotec1
'ooth a first-level Q.l-:d a second-level SUl:'lUOr inst.i tute ::'n
t:~le sa~~c } 2J.'\=n_a~e, or, i l l t}:e co.~e of GemDl1 on1,;},-, \rl;.o
};.[!.VO cOTI:;Jletod an acada"1ic-yec..r inst.itl~te in t}:c 1a..'1Ql8se.
One thirc1-lcve2 ir'.s;:ttute :..::: to be held. abroad ar:d on~ in
t~le Uni toe: States.
ACAD:sr :IC YE.i'"4"l :::TSTI'~':j'r:2S - These contimle for a .f',)~1 acade:1j c ;)Toar. TeacLers Ifho have co::;[pleted a Slli"1Y.lor incti tute
arc incl iCib1e to ::.ttenc~ tilose insti t'..ltes. 18
I.,
..:' t'
/,t,
:TDEAo
()r1~y
Of the first-level insti tl.'tes, ten i-liII bo e5peci:il.l;;: for 8J.o"en-
inst~tut0
one
and one
£'01'
EirDE.
j:::
offo:,cd at t,:le tH.:'d-levcl for elenent[!.ry toc.che!'s
secondary teacl:o:'s. 19
E. Bir::rajer feels t;lat if the 1!D:&A insti tut-es cOl1tinue, the;:r
'Hill help other outstandin::; 30·.:.rces supply the nod ern l0.J1Lu2Ce field '.:i th
Ie
T'.
De.Lense
.c>
La.'1i;UCl.{':e Institutos,
S. Departnent of Eeal th,
iliucatim~ alc1. HolfarG, t.: ° S. GoverT1.cent PrintinG Office, 196.:::, p. 4-5.
'T'
~.atlonal
19 __
Ib~d
l~
..L_o, p. r7 -..:...
i;rell-~ro)ared tcache:.~s
in service.
HOHover, t:here aria c.lso
It
of froD t!rrce to
abro,?c~
fo~,-:' SlUT[JOl'
th18 to con:sider a SeOllenCe
insti tutes, '.:i th the f:_n<:1.1 insti tute
f()r tho enthusiastic e1eJ:lentury school teacher
toach e :::'oreicn
lonzna:~c
~;1'oblcT:::';
1-TI10
:~eld
'",ould 1i2:e to
but cannot ta2:e a year off to zet "\:.::0 ncce:::sEW.7
20
institutns ca"l provide F'uch learninG D..'1d builclinc of cor.:petenco fo::- teacl:ers cl'rrent1:- involved in FLES.
Hot all of our teachers
are able to atte!1d tl'e;'e =ns-c·i tut()S so ot:::cr :neans of i!1-scrYice
~~ust
88 ::.vailablo.
Cl,ltUl~e
Possibly
D.
];:c1'son '<Jell-versed in the
trainin~~
lan~::uaCo
a:c:.d
of 2.)8ople, uho '.JO'J.lc.1 be \.ril1inc to help plarl in-service pro-
schools, is
t~0
In-c~ervicc
pre:)?J:'2.t:~
D.l13Her.
trairin:; C3.!: be ver;:! effective and bcmefici::ll tor tile
on of eloT.:O!:tar-J teacl:ers of FLZS '.mtil
to be t1'c.inecl in foreign lanzuo.::;e at
of in-:.::e:C7ice )1'o:7o.;-s
~,:o1'c
8.:::c1 ::01'0
ti.~e
~':o1'c
te,:,cl-:c1's
collece leve:'..
:::c~lool::;
Q1'O
TITOU:]l}
able
tLc use
,:ill be 0.11e to provide com-
Au£lio-Visuo.l
In :3tudyinG
FL?S teaehers.
and i n
-':.r~acbin[;
tl~e
pl'olJlens of teacher +,raininz t!irlGh are ')eir:: on-
traj.:1in~:
In-service
FLES.
To
~1eet t~~,e
preparcc1. to teach a foreicn
to d'8volop
has
fut·'l'e
lEcs~~a~;e,
s~ecial :9ro=r2r.~;.
bee~1
able to pl'ovide nunorous
dcm~'lds
for elencnta.rjT toacher,3
the collc;:es 2nd universi tics need
Since tice
colJ.e~;es
a:-:d -;.miversi ties arc
tl'.e ·x::'8i::; of a teacher! s traininc, the CrOl)21QUor:: for FLES
trainin~:
bo~;in
s·,~.bstitl~te
at this level.
In-service :c,rozrams cannot )rovide a
Lust
1.'1 1961 tl1e Ar:lerican Associat.::.on of Teachers of Fronch carrieC'. 01).t
an ezten:::d.ve s11rvey of the procrans desicned by colle[cs and universities
to pre;J8.!'c FL::!S teaclY,rs.
~-.c1
One l11L'1dred five qucstiol1l1aj.rcs llore sent out
[d.x-ty-ninc of the colleges aLC: lJniversi ties reh:rned the infornation.
Of t:le
sj
xty-nine collc2"es a:::.d l)-'1iYl?rsJties that retl'.rncd tLe qucsV on-
!1aires, ovor onc-!mlf (th:rty-scvcn) had no provisio~1 for ~roparinL ?L:C:S
of these teachers.
Aboet one-third of the colleges ar:d universities :lave an ontrance
requireT.lont of hlo or trlTee
;:,reQ.rc~
of hi;:)l school forei;;n
lanL".1.a~e.
1-Jhen
::'s
1-:'S'tW.1-y
b,rel ve cr0di t }]()ur:: be7i0:1d tl,e ele.nentar:t level courses or
s:i.x llO'...lr:} be;/ond tLe intCI-::wc.iate level.
b:elve
cc~edi t
1':10. basic r:::Ln:i:.:llJ:l preparation
h01..,rs 'beyond the GlementD.IJ- 2.evel to a
r.a~
or in foreien
Practj.ce ~each:'ne also becomes a pnrt of t!le FLES teacher's
l2J1C;'l3.S'e.
prepnrd:~on
C'2'_c1 varies in lenc;tI: fron six 1-.'eeks to a i.hole acadeY:l:ic
~"ear.
The FLES C01!T.li ttec of t}lC &"'TIericll-"1 Ansociation of Teac 1;,Gr::: of French
su~~:-::ests
that the coJle[,cs end 'Jr.:iversitics ass-ewe the leadership
~.n
strj:'.rin~:
for t1::.e follmdnc standards in FL:s5 t8ache::c m).ucati on procr8hls:
11 :r::inil:;'luu of 24-30 credit hou:::'3 in tl:e forei[)~ In:J;;-,n.:;e Hitr consider::;:,le eYilphasis on aud:::.o-li'l:=;-l!.cQ
sl:ills.
A course in FLES netb.ods [cd naterinls.
Practice teacl,j~li..: (at least si::: cred:Lt hours) in the
senior ye2.r jjrecedec1 'Oy a perioc'c of obscrvati.o::l in
the junior :;rear.
Superv:'~sion of ):!:'2.ctice teachinG b;y sU.lled FLES te:acI:crs 3.i1.d n. supervisor fron the colle[e or uni versi ty
1~D.vinc r;rE'.ctical e::perience in FLES.
Ed:J.cation courses essential to 221 1,mdersta.llcl:i.n;,,; cf the
elon8ntaIj' school child CLnd curriClJ~u:T!..
J'estinc of 1anCl1.2.,::e and ~jro=e8sional proficiency to
1 ..
5.
dC:lcr:-:5-rlo t> c str_c-:e:-~t tCG..C}lC:;:-'S T'ati~~, lJ.S:.11C tl:e
tl1dO 1·/.. 0'>..<.,
'·:~t:)l"""t
Lr-.~r."''''1~.--('':\
'~C',.... ~""i-·
~ 1
C......,..~t·~~a
-'- ,e...:.....LC ~·.el, l'n 1__
'-~""""\-,":'L"\J'-' lit-'uOC~u.
,lOJ..L.
C'
THo
701v:il!.2
t:r~)es
cj\,(1:it~
cllTr:ir;~;.lu2
'"'-
V1..1..'
) •./
l_
of colle2:e .'lro;;rers are nov ocin:::; instj.tutcc.:
:,~_c (:st[~blishcc.
on::: to
(le;::;:;:,;noo.
e::prc;:,,;l~r
lc.nc:.a:::e to chj lc.ren.
those in-
curricula w';,d tl:ose presentJ_n.:..; a
to trzin elorr.ent8.Y'J maj ors for ?L:SS.
Collece sends students once a viCe:: fro;.::
R02..1101:C
1 ;,.,UPT)
c.
1;r.-tUal"1. f'-; cat"lons n:1\_~ TraJ.Il1.ng
."
o·f ':'eachers of FT,'FS, ,,\r.:cricc:l'l
k::soeiation of Teachers of French, 1961, p. 4,5 2l:d 7.
Cl
;J
one-balf hour ;>eriod.
~1.1n.:;e
These Gturlent:::: :'3.'rn previously st11c.::iod the lan-
for tHO or ,Jore :rca=G c.nd are tho best sbl,der:ts Hi th tl:8
~'lO!:'t
prind)nJ..s ::;refor tl"lD.t tie students tonch ~lore ofto!"~, [:'::0. (2)
t~je
Q(':C:::l:2,stc:ntors believe t:.at
tIle
st:'l((n~ts
SOI~e
studer:.t::' accent!:' are not perfect, that
lac}-: ba.c}:crOllnd x1cl fluency, fL:d tllat they' eto not ::no".!
Since t;len, the tine of i:1strucUon has beon
tonc'!; rcceiv0 no })ny or coll('-:::;", cY'edit, 1il'.t ti:d,r enthusiasT: rC::1Qirc-
r:cdc:::-nize t>e trainir:: of their FL::lS teacllCrs.
,\;:i,-::'" e.
tltirn crede class,
Ghica:::;o
per
1 ToeJ:
of
01:0
110llr >?acl;.
l~Si;l:::;
closod circuit telev::!,E:ion.
'l'oac:~or::::
i~
t>c
GoneSe South Y'ec:u::res tr:o fol101;inC
bC.SJ.C
elc:-.:eD.ts of tte lr~r:'C;L1ac~e.
'T}:c
--------------------------------------2 Patricia
i:.
Revi'~:l::, ,T 2...'1:tary,
Gath?rcole, tlA rLRS Proj ect Hi th Volunteer Teachers."
1961, p. 292-29.3.
r.
Lan,01.:3.;:;e .Journal, Feb:..-,;u::.ry,
Ge.rc m·T, ItTcacher Train:'n;-; via TV",
1<?C:3, :). 69-70.
Eodorn
Frer:ch
T!~ere
is a )l'obler of
t?J.e
h~ve
T}~e
?rercch
r.1a,~ ors
of Frer.chtl :)l:ls
l!lG
t~xcc
sci
French DC!lartnellt recocnized
are 1101;; tal:inc a Dodified
to four ....'801:8
02~
l:lct~,O(: s
practice
t~~e
nm:
CO'-,1'3e "Tcacl1-
teachn:~
001.
Eacl:
5
1\10 of
a callin::::
fellOols so
7:0
t~_y.:cs
SOY-
e
Ea~T
e:!.oct to teo.ell
o:::l~~
!
Ci~,.:J...:'lo-:.tc ;{~iQzzc<!1, ItForc5<:n LD.r!.~;~~aCc Deetjr;h?~ a Ftar-~ of" l'8ac~-!.cl-' 'lr['~in:L",[lI, 911ica-;0 SCilools Jour:-::al, April, 1962, p. ]38-3L/;.
.... 1'"
"i
~ E. ? :tostas, rtA F:::"r::s Pro~')ct
.Apl"-i:~, lS')C::, p. Lr5'3-L~.54.
:::l2-:d TcaC:lcr '.lra~n:nt.;", Frond: Rcvic1-:,
tl~.e
~~Ro[;'li ~>}l. I - CO~-losi t5.oJ} c: L~~_ to!'D;~~D_:..~e
*3iolo:.-:,r I - Gen'3ra,1 ]j,olo.=:'!
~'1';e3tern CiviIi ;jaticr..
*~:·Ror:tnce LDl~:]:;Q~::; ~~Per"co~c...:' ~~EcJ. t.l-: ,:::;J~C
{}Er>,;.:::list II - Coc-,odtion 2: LiteratlTc
*Seconu CO'ctrsc ::.11 Biolo[ic<D. SCiC2"lCe
~~Je::t,')!""n Ci "'v"":il~ ~~c;:Lio::-l
":~·P..or.:unce L<::"''"1;]1o..;':<:· - Sp::D.:.is ~'.
5-6
c;
SlJa11i211
.-'
*Speech nmdru:8:1t,:l.l.s
:i:r2:i0:18
')
15-16
SOPHOl~02E
><EnClish III
-l:-En:l:ish IV
**Ho:::once Lo.l1,,)J.C1.::e
~~.Art l·lethods
S",)Cll1i:-::h
-**Rorwnce LCJl2,"11.o{;,:')
~~Gen.era.l r~':lcl:01oLJT
~~Cl:ildren t;: Li tn~:--at'Ll~:'0
~(·F\.l!1dcrlcntcls O~~
YEA..B.
-ll:1::",ic
l
Geo:ra.ph:.r
:2
Het!~od:::
*Pla;-n:;ro'md Activ:Lticc
--'-
16-17
15-16
JlJI:IO? YEilll.
~~HoI2e Eco:r~o:sic2 .- C~i Id
{~:E;Ch.l_catior.c..l Ps:,-c~-:olo~:r
Dove ~.o~)Y.1e:1t
~~Intro(1~.~ct:,c':: ~"~ &:;:.c:::.t~,o::c.l
~,~~ ':~RO:·:~Cll1
'<?h~rs::_c::.l
I >:)C!.S~~~~~0:::
c 8 L:-T,n'---:.,1_ 0.,-'n -
S~J32.-:.iSll
1 ,-,"\
.Ar.:'~l"'le:l.~ -Pr\("'I~'
- '. ~"1"""'- -
5
~
I!i st.or:;.1"
-
SeieYlce -
SlJ:::'~J"c~r
Latj~:'1 A"""1c:r:~CWl Geo.(~I~:l~:~}:~:­
r,
,r,
..4..-
Lati:1 .Ar.:eriCC21 l:istor:=:ispru:ic Ci vi1izaV(,;~
.i\..:r't of L3.til1
2.r.~
;~,.cJ~~LcL!.
1
Lo...ti~l ..!\l~~orj.co....."';. C="l.itil:L:;:~at. =_o;~
.l..i
-""'"--
17
.ESSGllti['.ls 0:
R.ea(:'n~:,
I:ot:'lOC~S O~L Te[tcl~.=-:~:=
:Ln. E1 G~.~entc.r:­
3C:'loo1 Scj.ence
l·:et~lo~·}s ~~~ El~::e:1·;':'cs..~,'"
':·-::-Ro:·:2."'1ce Loy<:~ua('-e Cit.izen:-:>.ip
Political Science
:sJ..ec:'iv<?::::
3-5
-:~Evulue.t:,on of 'I'c1:Lchjr:::- Procccl":_ll'(,
*Practico Te2.c~,i '1-LL~
'CSUTI'c:· of Amcric:::m ll::lucat ion
~:-Sc]lool AcJ.r~j r:istr£..t -I 011
0!Jocj,cl Fiolc:r O~~· Stl_ld:,'1~o(J.c:c::; 3ocio.l P:"c.cticG I
-::l~oc.lc;I'l Soc~oJ. P:""D.ct:iCQ II
,:2
2
2
17
0tlldellts
Tl:i:.-.tcQ~,}
-111 ~.-lL>l sC:-locl tn.1:e u )ltl.CO:;lC~lt test.
_~ld 0el':: 0:~ CO~"-:'::'SC~, i~)cll1..(:=_ll=-: c.'Ji.~··,. -"(;l-":·G:~~ '~-::"l
Dr.
tozral :;mrt of tho
c=i'c~t
;Toc:::i.n~
:::0 tJ:o.t oach :::tuc.ent nest J1Q.intain Jl:l:" 8.'..lal=_fiGatiOl:::: or be F::' th-
iypro:dJ1\8.t81y
tion
T.l.:!.j c:cs
f1J1.st t32:e. ci tb.cr a
~1'Jcn. ty-four
7 RltO'l FOC'-~l'~
-b' "Porso!1no1 OJ1d ?eacller
on ?LES, La:", 1961, p. 17.
.I..Ll...
8
...
T1 • 1..
.~
....1.
~
... -,-
, p. 1R
0.
>.our
co~te!~ t
rl'raini~crt,
22~Oa :.~ culc~i tion
Indiana Conference
40
al educntion r'S;C1c.lire:.lo:,t.
tho Pnrci:J.o four-:Toa:c- eleI".ontm·y education
~)ro::;rar.:
Hit:}
Q
Gpec::cl con-
tent 8..:rca llhich miC;h-':. bo in forej::;n 1cmZU:J.Co if the stu(ent so Gocired.
FCJ.DL~E ~...:~:r\rKc"~I~Y
,SchoD1 cf
3cie~lCC,
lliUCD.t::"O~1
c;;::c.: :.:Ull:2.":.::" t.:: C~=
Di"!::.8~O~. 0~~ E,:ll~.catio~~
il.rl~[L"'l :ej'-.(;:-~ t
~~or 0..:-02.
o:f
Conce:,~J·,ro..t~1c:-.:.
·:Jf Cour"scs
jr' ElO!.~~~-.ltQl~f~
&l:lc0.,·:~=-c~. .
Er!GlisTl l::~::
1
English 101 or 10,3
J. S. 1':;1
Lathe2:lD.-c1.c:: l:'J,
l:Q..l~:lorlaticc
l<odcl~rl Llli2..~.>\.~QC;E?'
11CLCr~!1 Lml~).~Q:_;8
'-I. _. _,.,'"1 -:: ')
1;,.,
1
1
PIiitl 100
FEL-l 10~
Sr: ')cch J_1Cl
')
--'--
122.
J.02
P'i:,] lOC
Ps:rc::olo;..:;- 120
~-ScconG.
Eaj or
~
17
17
SOP::OI:C?..E YRA..'1.
3jo1o~:y 206
ll.estLetics
G. S. 2';4
P:::ysic~; :>11 or C}'lC'-I;':idr:i 214
3io1oz::,i 20.5
E..'1:1is!::. 230 or 231
G. S. 2::3
~H~~:P11j"':ics
':'l:oc' 8::''Yl
:~o 01'-' Cl1or~:~_=tr::/
Lo.;1~"l1 D.:e
3_1:
20] or SecolJ.c:
1,:0.: or
~"':Oc1c~1'n LD..[1~~Ua6e Ol~ SeCO:1(::
PEtIIOO
{:'SeCOLc. l:aj OT
l!~ii..lco.tion .-')(-c::
...' - ' /
..
lliucat:.o~ _1#:"""""
~.,n
wucation J21
oo'L:Co.tioD 1,29
Creolos;:,- ~7 (or ?ilYsics 210
OT Cher:d,stT""J 11.;;
>~-Sec:)nc1 Eaj or
,
,/
,+
"
],
,.,
.-'
--i-
Aesthetics
EL'L:cat"ion 3e5
&lucation 324
llillC::.tj on 1')0
... ./
.~,....-
G. S.
P]l~
I ~~
",;;u
- PEW
*SCCO!j,f.l !:D.~
208
or
':;10 :Jr 311
A. D. 201
En;;lbh 202
G. ·3. 4::5
~-Second 1:aj or
E::lucation
Educatior:.
:&.1ucat: on
m'<.lco.tjon
;;22
laO
It-80
580
/
\,)
It
~~·C01.U~3eS cO::1sti t;u.t2-:'1f:
~:~*If
l:u't-] 01"
1
2
1
2
:2
-..2.....
Ie)
17
?hilosop~:y
"
~
c. secor~d r:a.j 01' or ~L"1 n.):-;~"lO"lGC. ?J..y-::"O:.ll'll
il1 tlle stc.r::'c3cl s:;aces.
t-:'-lC s"tuQcnt· ~las 1100 or1.e :>-ca.r~ of Cl:(~T~.j_::::t:r:" or )ll~y"~~LCr:: 1.21
er:roJ.l j.~1 [ooJ.o:;:,- :'r:. :.:~G so~l::.ot~oJ::'e :/2<J.:r.
42
its 0£'::ectivcness
thai~
ca~1not
tllis clrrriC1lla,
~-:clS
:,'et
l~e evoJ.uatcl~.
D1.1cb r:8ri t a:d
The rL'utllOr believes, >oEeV'3r,
fea.si"blc :Lor otl:er co110:os
Dr. ParJ·:er expr(>sses his viei" concerni::l::: tJ:e
:leces~;i ty
of Co:;.;letcnt,
'I'}lC In.erica.l1 ?ublic canr:ot be i.ndiffel~e11t to probler::s
o.r teacl1e2.~ trD. i11inc if it irlsists t,b.n,t (ll1~r ~.;hase o~ (lducati.on achieve (1jffcrent reseLL ts or adopt :::lOW obj ectives.
10k) car..not assni',O U,a"c, :::t'clder.ts 11:1.11 lear1~ i./:w.t t':1cir 1,oache:~s de r:ot i::no1!, or Hi]l acq<.li re s::il1s tilat t:lC:'r tCQcl:cr::
'il"'VO ......
...
1:'"
......,!:lr+,':l,.."C(·7
J .............. ....,,,~_
.".
9
O'l'EER. PROPOSALS FO]' FLES ':'3ACEEIlS
Noted educators hQve QJso )roposed
ot~:eI'
suc::;estioI1S for incrcasins
schools.
of st'l..te certificat2-o'1.
Accord:i~lC
,
to Uilli3Il R.
Par~:er,
nNo st:lte
y,,\~,
1".Ol1rs
):~c-
.. ,..-, .,' ,-:- .... ,
... <.:.,~~ .... ,..-'-,~
?:e1-: Hexico, VirGinia,
1
Par':o!',
OPe
cit., p. 58-59.
rq
'" -
.
I !
'+c
. ':nr
first. l:D~Lf of 1<)60. 4
£cl:col.z.•
::.cse states inclnde Georc:;ia, Inc!.iana, Io"m,
that
It
at lC2.ct
:l native
/
f:lr set
tc :10::.1
•o
state to :::':C:c ccrt::ficc.-
c;
./
~Hlli3J,
L[4'1'";1,l[1(;O
Gillis, tlState Corti:.~·icat~.on in Fo:-ei;:;n Lan;}:a.,.:::os If, Eoo.orn
JOlL-r-nal, ?ecrua:r;'r, 19(.1, p. 62-·:);.
ParLer,
0'0.
cit.,
7 Gillis, OPe cit., p.
59.
I
c:
/+..1
school.
0-::
of
t'_;8 j)rcccdin~;
XLl of
incr~[!,ses
cort: £'i CQt.ioY:,
ideas are bencficicl for the
tCQc{.CI'
c2:::ca.d;;
Al tnouch feV! instituti_ons have
conc:::-cte
l-:YlOl!led::o
8
stO'):~
0:::'
iarci,
to r'?visc the clo:uer:.ta:!.JT education cl'.:rric:J.la in order to
French,
or.
.}crlXl'1,
cit., p. 135.
or Spanish
arc
not
15_:=ol~l-
to bo of
LUC:l 1.)'S8
d~ t j O~1al
schn(~1)~e
colleC8
should bo jllstii'iable.
s~:eal:in:::;,
readinc, a:ld vIri tins to 11rovj de a ':'et tel' co;:'.pctc:nce in. l,'lter
classes.
An e:qer:inc:nt vIi th class sc!-J.edulinc could be '\wr~:ed out. 9
D:rna
Bir~:r.aier
sl1cgests the
iY!ter:1s~lip
A ca(1et
Eiss Jjrl::r:wior 0.1:::'0
r:G~ltiom:
221d
supcrvisec'~
of a Five Year Pro;:.;rc:.: iI1
under a naster teacll0r HOlU.('.
co
reC:l~:~.r8(~.
one state, \'i:'icn she did not iClentif;T,
de:,rec C'c::d havin::: r:oc'err. lC2:::-;"Ja,:e
or..c1.o.:,,=: Invel,
~)ossibili ty
tra.inil1~;
froPl.
ru1
acerecjtec1 teacher
student. tcacI,ii1S' at bot:! level:::.
:tll'.st cJs':' rec8ivG rati.nes of .,":ood or S1.'.pcl'ior i.,., f:1.ve of t::c seven co:-:,-
3econdc:::::/ School Teach.or? of l:odc:Cll Forei::n LG.Yl~:Cla~·e.10
9 :1.
Gillis, "Frcs:U-:13n Forei[}l Lo.nzuaze for Futl,re La::C;lCtU; Teac11crs n,
Lodern Lanr,ua::e Journal, Fuy, 1(){)1, p. 224-225.
10 Bir::;'-,a:ier,
;:;.o;,o7:J;;..:-.;:;c;.:i:;.,t=-.,.,
p. 626-627.
The
teo..cllcr.
Ar.loric~"1 Associat~o:1
of' Teachers of
7r8nc:~ :18.8 QOl'lO t~l('
011
T;:8 fo110,:in;:.: reco:~~c~(::at:L('ms
J..
r:
~
.
6-.
o~ CdlJCo.:'~:_OJ1.
FO:J..r CO".lrf.'CS o:~ ['jtr'.~J~ arc rcco~rr:~c!1cIed fo:' Y:a.t:1v8 spe~:o':'''G:
child )s:~C'::olo:;;;r, FLES nnt:20(ls, stucle11t -tcachil:~;, .o.nd
"T:1C ~1r::crj Ca..l1 cl::ULl c.d -':.l~e J.nerjcc.n clor.ento.::.:.' :::c;:001. fI
=;:)~1. S".~I;]:~Cl~ :Ln~~t~.t~ltcs fo:.'" n.:1tjv"'o 3)02... :Cl"C S1101lJ.cJ ~""'e
Gr_C0l1rn~~e6 •
ITl orJditjC:,:l -1-,0 ~~J'1:~.c:r-- ~_rl~~-t~~_~~l..:~tC':, ~,:-e I;DEA cO'~ucl ::~cL"~C
an ~_:""Y;ort2.i.it contri"b-_ltion to ":,>0 tra:"n:Ln;::: of' ;:1ative
~T)Ca:=C~s for FL:-'S 1)~" e:lablinc t~~e:~~ to foll01"1' 11V_l"'i.:l:
t~~c ;;""CC1r t:1e fa:'!l'" COUl'SCS of' ct~Gcl:.!~ r:ont::'o:lc'c1 c.:..bo"':jc.
T~~8 forcir-'~1 (;:-:C~~221:~'O tcac~lcr ~'}ro~-:c~ f~~:c~. . l~J 1)8 [:~}:Jl1iod
O'.l. . . () c:'=iJanc1ed E'~S a:lo':':'~~02::' 0ffort to t:.cct ·!~-~"~C ~1Ce(: ":02""
,,-,'-i __ ..L
_'! 0....
rl "
'7TJ'r~s
-:...'_0.C.1C_
].
.,,,,·"c·
11
c: 'J..!..--,.
~,.
Cu
fl
v
c.
of
£'()'t.J
l..,'l"i'F fer serious consic1c:;.'G..tioc:'. :~n the
Tn ;;cncraJ, fo::.' t,.oac>c'G o:~ French, OY'_l:r tl1C Lo1c"Jr::: 0:':
a ljceC1se OT a 1',aC"otje=-TGC chOL:ld be cor. :::~c::.crec..
G::i"':lers:~t~: cs sl:!.or:~6 be llt,j.l izec: to e~,7'C'211_c"tn f~):"'ci~
d e~;rces [!~ d t.o :~::.ve tLc:ir roco~~:Y1Gnda.t.:Lon::: to t 1w
r:t8.~~8 1.~oc~1'c1:-:
l,..
J:.:-: c
£'ort~: h~'
vcre pui;
"!
A.
C;:.wlif::'ed .FL:2.S tcac::ers:
1.
2.
:;.
If a toac~,)r i:::: ot'l8:L1·:ise 0ual:~fjGd, dro;J tl~.o GC'.'Jcat::on
rec" lirGnents •
Insti tute no::.~c 2"cJ7.'.Ol~ ,,~or:~shops ar:.e: in-sorv::'ce trail'-iES.
Forr."",,_ Q SV)cc==-cJ. or~a.:r~i zat:'.o11 to consider steps to nllevi2.te
~"+"at-: . . . n
(cCl~101"""'~"""
t ~,..-·
__.v --',"0<::0''''_"'·
.
.. _L.t" +'Ul1"1d)
..1_~
.....
,0.;
...
...~.;... ..... ~'-c
J_,.\..J+..
~~
J.
_J...I..L.
u~
.!.
.I.
,("
!;C
!;..
Get
aclc_~ t:~ona1
;:-Jersonnel froT.: Tctired.
~Jl~oi'8s::;ors,
f·:,:::::~er
'~cac~:cr8 :.:..:~c~ for~oidl-e:x:cl1a:nGe StUdC11tS.
:;.
,.,6.
I •
o.
"
12
c.
Be 011 tI?_G
teachers.
loo~Ol1t :7 n
(!J. QSS0!:: for
}OE sible Iml[)lace
IrLpro"""re sruarlCS.
Q ,{iue:::' lJ.se of telcv~_sion.
FLES teac::inC' Q nore attractive careo:::' a:,cl let t:;.c
teaci:el" t(]llcll. 12-
Have
}~a~e
A. T;;'Y'8,
'J
r.~arc}:,
1) 52 ,
22-25.
ccrCL"CSIOlTS
Realization 0-:: th l 3
tar;:r 10veJ.
J,elS
J)ro~Jlc;:'s
enc01mtorea by FLES is t:-:o first step
i:;.croas)c1 i:-: aJ":Qzin::.-
1'1'e e.'ltllO!' believes t>at
~roTlortions,
\';01':: ::-:~i;::;ht
but
:'10\;'
be done to help
has
COLe
the
standc.rdi:~e
Credit ;10urs
If
~;o=s::'ble,
:>o.rts of the test of t::8 Eadem L3..'l.::'1..l8.::::e Assac:,o.tio::-1
P.;n oY'c.l
te~t
vould te beneficial to
d~,scorl:
onets
LmJ-
Since Penns:/lvcmia h2.2
::;UCl~' 11[1tiv(,~f'-
"·.'o:ll(.'.:
•
"-'
ta::~cn t~le
,~l,r("""",_)n1I,Jl~.,"
-,' ,•
lco.c1, :.-)ossibly
""'(>',",r:
- u
to ta1-r.,
. '."
,,~OTC
sto.'::'os '.:ill
'""~""ec~"l
cc"r~cc
('iec'~
(-'11e,1
~:/"
~,~,_
CL';:; ,'-'
"
~~'W
u
50
tl:.at t::e~- "'.-.ould. ::-;c 'too infle::ible to o.c1a:ct ther.lselves to anew environT-:e::t.
~llC
~.:;t,aC0
value of television i!1:::truction '].:: t.he teacl:inc of fo:::'ci'::"T. lan-
at the elenentary level is a.r,d Iv::.ll c021tinue to be a ver;:t v:" tcl
'::.'elevidon i" )rovin::.; i tsolf not enly in
Tcle'IJis~_or,-
needs tl) '00
cO!1s:ide1'ec~
t~1e
D.::: a toac}l:n:; aicl e.nrJ a
:::.rco. of l)upil
net~:ocl
of in11. auali-
fj,ec1 toao::o1' is 8t'11 need.ell tc
':)=-~esent
tLe
folloH-u~)
lC:GOYls <12:cl to
TeloviGion
Or~y
tho:'
~lO:VO t:le
1'12201.-'.1'C02 a:u t':1e }/crsonr:.c1 t.o train
ll1.J.blic
sc~,ool
2j',
~.:rsteJJS •
r
c.eC!1.latc
Sto.i1clards
:::J.
Colle:;e3 'liD :-.2.ve to rov:Lr:o
c,to..tcc. the role of the
colle~es
ac:d 1L.'1iver-
si V~cs vee''j' Hell:
It ::::,eall:r l~ po~siblc for OLlr tcacncr traininG inst:.tcli:.ions to (.:0 M entirely c.d.equate ling,listic job ,·lit.h our
FL::!:S tco.chers-"to-bc. ;~ocrui tnont if no =)roblc:r.1.--for 01'.r
EXcellel"lce is 1:0 problcI"--for l~'Joli t~T
st,[t:l(~rds Qtt~c.ct ~.1.lo.1i t~.. stl;.UCl;tS.
T:1C o~l:/ ~):ro bIer..:. seer.:s
to :)e lri t}l Ollr tcc:cl'Lcr trai!lil1~ i11stj.-t,utions t}1(;r:~f:)eJ~~lcs.
T>ey ca~1 provjc.~e 'V-ce tl:OUSru1(_~G of FLES tcacl:crs t}~at O-:".::'~
r,,"n+.,-.,'
nf',-,ri~
0'11'"
"'0.1·
..,1'0"-'..l ..........
\,... .. _....;, _)';f'
__ +l'o,r "-ill
,_.
.L.j
.::
L-_l· l·~v. 1
_ ... LU.\, . .J.. •
V"~·J
tJ
'-'..1.,1
1 7ra::.:: E. na.rz;lonc, "Ac..r.linjstra~~= OCl ", I:r.diana Confero:1cc
in ~:':18 Elor.10r..tar;l- SCJ,ool, 1:a3 F'61, p. 2:2.
La."y:ua,~:e
r
,
Oll
Foreir'n
52
3:DLIOGRAPEY
Dunl:el, :Ia::,olc3. B. flnd Eoger A.. PElet.. French in ti::e ElC}:1enta;ry: School.
Chicago: Universit;r of Chicu,:o Press. 1962.
RaG, EITei t 1:. Teachin',: Spanish in the Grades.
l:ifflLYl Conrany. F'57.
l~ac
Boston:
Eoughton
Snith, NarT EQ"l.-rard (cd::.tor). Usinf- Television in tl:e Classroom, l-lPATI.
!;C\.; Yo:::-k, Toronto, :'onc1on: LcGru\,J-Hill Bool: COnI) any • 19,5l.
PlliICDICALS
.U tc:.;.~, J OD11 V.
"Potential FLES Teachers ar:.d Their Trail1in[;."
Lancuae'e Journal. ~2-/+4; JmlUal"Y, 1962.
Lodern
3 r..bb idee , ::oner::J.
ItThe Role of the Collo[e and University in the Pre;),s..raticn of Foreicn Lancw,,:~e Teachers. It Pl,.iLA. 16-19: Lay, 1960.
Buakian, 1bna. ttAutonoBY of LIe Lansu.ace Teacher. 1I
t:lonal Sociolog;r. 257-26:;: February, 1962.
Journal of &uca-
]]:.rkr.:aier!, m:~a E. !'\;nat's :iel.J in Tcac),cr illucation?!t
struct:.2!!.. 624-621': :'loveI:'.bcr, 1962.
.A.udiovis-ua.l In-
:SorcI'.n:., George. !'1:·Iocern La.ll£,1)ace Audj.o-Visual Proj ect. It
F~,,-a~'e .J ournal.
]25-322: ::roveli:ber, 1952.
Brad:!, .Acnes. itA Tea('.~lC?r '::'rninir.;:;
::overcix-r, 1952.
Bl'00:~S,
=>:~lson.
Pro~:rml.
"TIle l:eard n~; of FLBS. It
Fall, 1958.
27-.?!J:
3ur;;esG, ,Jo[-.~"1 Byron.
it.J 3'Ust, 195<).
II
Eispa.l1ia.
Nodern Lan;5:1;l.s-!~51:
Teacher Education Ciuarter\l.
California }ourncl of Ele.'1lentary E::luc2j:.io.n.
5-1;:
j)ostert, L. E. and F. D. ffidy 21d l1. P. Lellc";':ann a.l1d Albert I:. Larc~:I·:ardt.
"Tradi tioD 8.:1cl Inn,wo..tion ~1-: Lo.n;;C'.a-.:e 'l'eacldnc. II l:odern Lanr,uar;e
JourYlD.;h. l),,:223-2:?!+: l;ay, 1960.
Dun;~el,
'Iarolc~
3.
Scbool J OllrnaJ_.
Dun::cl,
Tl
"A Few Facts Abo'-1t Forei,::;n LanG'c.a,:;e St1.ldy. II
]1-34:
October, 1958.
arolc1 '3. and P..o:::;er A. Pillet. liThe French Procran in th.e Un iof Ch:lca;;o Ele:-iCcntary Sc~ool." T:'!O ElerT'.enta...ry School Journal.
October, 1956.
yer;::i'~;;r
17-~7:
COT:-.:C!1tS: \:00::-S Goin e. to Teach 1:mot'?"
J8..Yluary, 19:;::;.
!t&i~,or:~;l
1-2:
:::;crma"".;uarterly.
PEPJCDICAL;:~ (continued)
Evans, E. DeDJl. np1a.'1yine for a Forei;:;r_ Lar'.f.,u[,ce Procrar"."
School ;ioyrnDl. ]3-36: October, 1959.
317:
"?LED? " •
FreeI:lan, S.
1+51-45/,,:
I~.
GQuer::e,
La.r1b4~2...:~;e
Ja.'1uary, 1961.
flExpa.'1din~;
the 'I'oachE~rr s :1orizons. 1t
DecC!::ber '20, 1958.
Gc.t):.erco1e, Pstricia
1\.e'1io1-7. 292-293:
1_.
"A F"LES Project
\!it~1
School a.'1d Socj,e.:t:.;L.
Vo1u.'1teer
.
Tcac:lGrs."
J. a:'1d A. ~~. Cardev;. "Teacher TraininE via TV. 11
J olLr'"Y"'... ol. ,(7: 69-71: Februa.:'J", 1963.
~.Jillinn,
~cl::;'-;8
JouJ;'nal.
French
.Tml~lar:.r, 1961.
Gil1i:;, ~rj11i.:];~. "Freshnan Foreien Lancuace for Future
Eoc.ern Lanr;clac;e Journal. 221;.-225: Lay, 1961.
Gi]_li:-~,
Eler:2entar.L
La.'1f;ua;~e
tlState Ce:rtification in Forei E:l1 La.nf.:uaf,c. It
61-63: Febru&~", 1961.
.
GI.1erra, Lnxrt.lo1 ::'. TITle Prob1c;I:'s Facin[. FL:E;S.II
!)~:27/f:
October, 1C)()0.
}:odern
Teac}cers. II
llodeT:1 Lan-
1-:odern Ln."F:wlr,e Joarnal.
E::.c::s, Gcorcina. TlFiLdix'..cs of t:,o FI.";,c; Pro;;rara in hmc"-c, Ir.difu'1a. 1T
Frencl1 Revio\o~. 62-65: October, 195['.
l-h~ebcner,
':211eodore. "lJel.: Yor>: City!::; 70ro::,[;n La...YJ.[,n2.~:e PrJ[;rDl'l.1I
Journal. 47:(/3-65: FobrLlcrJ, 1<)6:.
Lodem
~an0_1i:;f:e
I\!c:J~,
J. :~. x;cB. D. Godbold,
?hiDel ta l:aDDan. 192-190:
JC~'-''1ston, }[lY~ orie C.
tiThe Ur:;ency of Accelerating t?1e Toachinz of
FOl1ei~::l LorlCla~;e in t:~8 1:e1.' I:oy. 11 Eodem Lm1~;rtD.'~G J ournal. 1(;:;-1~6:
;:.pril, 1958.
Eellor, B. J. "Teachine Spmlish to Second Graders Combined 'Ii tl: 'I'eacLler
Train~.i1C at SUC:s ("'lDor,eo. tl
rev: Yor:': state &ucation. 18-19: April,
}~0rn,
EcUth.
264-~c5:
"La.Y'.[,"llac;e Learninc ar:d TV. II
October, 1959.
Ri c hm'd ~r. !tLr:.:l:yc~~_ _ e Lab?
}'";; : La~r, 1961.
"
t
.91L]2L;. •
j~crr ,
liO,
t-iodorn La.'1;,'u3.i-;e J our::wl.
Eot fer Fe l"
lJOV!
l~}:JL
J ") •
'-i-.-/ •
Yor;: state &u-
l.o:ct tlc :~3r:lP, Gilbert C. "The DeLlar.d for I:odern ForeiGn La.J:1s-m<;e Teachers. n
l·:odcrn Lanp:·ua~e Jot1.r::1al. ;.55-360: December, l<?61.
;:irch, L" S. ttS-ceci,list or Clarsroon Teacher for FLES?"
G~l8.[;e Joarn2l.
1;2-135: Larch, 1958.
Eodorn Lan-
54
PillIODICAL~! (continued)
Jac~~.
[albert,
nForei~:n Lx-l~'la:~e
Lru\;J.a;:!~ Journal.
::13-316:
i:} the Self-Containec: Cla.:::sroolrr. II
Nover.lber, 1952.
IfLar::;..;.o..~~c
Teaching Rec:.1drCT'lCnts :\eported. It
tcr:oer, 1960.
Hic;her ooucation.
Levinson, St,;.:r1.1ey. "Recr'J.it:rr;ent of Elel~:entary ForeiQ1
Lodorn Lo.::.1.r;uaze .Tournal. 18::-183: April, 1961.
Lopato, S::;thcr
499-507:
~.J.
1t?1.2:5
~)l~il,
ilnQ
l~chieve:rrlent.
Acaci.emic
It
15:
l<oclern
Jep-
Lan:.:~L1ace ':;:'e[";.cher~.1t
French Revim,J •.
1963.
A. T. ItRole of Foreic~ LanGuaGe Organizatiol1s in the InEducati.on of 'l.'eac1:1ers. II California Schools. /j-5;-486: Dec19 5S" •
LL~cA11j:::tEr,
~:·el"'V~.C('
0:1801',
EcRill, Paul. "FL3S:.n District R-1."
DecotJber, 1961.
Ej.lc1cnber~;or,
i:enneth H.
Eodern Lanr;uage JOUJ:'l1al.
'tT};e Fore:isn Lan.r;ua::e Procrwl. tI
P1U.
;66-:;;70:
/...2-47:
l:ay, 1959.
Liller, L. 1,. ltV-Ie. Heed to Pre;:,~e Eore Lar:L""'...la;..;e Toac!'ers. It
g:J.ar;e ;r oumal. 47: J a.'1ua.r:-, 1958.
llodern Lan-
111961 E06·::;r1' Lan;;tla::e Association state:n:ent of P01icy on FLES."
Lan;;ua-;e Journal. 275-276: Cctober, 1961.
1t:i!'renC:l b:;r TV."
Ec.,1r..aTj:, 3erald.
'tJ.21c-xm1D.Z feY;:'
.... T . J , . .
1.0 S
~
'tT
28: 223-23::
1'~D.:t,
185-190:
December, 1961.
t~:e Irl~)rove:c~ej,t
:gerie?~,ces j n Ele?',e~1ta.r;:r SC~1001s.
&lu.co:t.}O~1.
FroncI:. Revim-r.
l:odern
\I
of Foreic;n I,anf.:,'1J.8ce E::CalifcI'"'.:1ia <T 01..1.rnnl of Elomenttll'}'
.1960 •
..,--
;1Qv!arc:. 1...
DeCeT:1Cer, 1959.
Vra.~l(J.,
Olson, Art:~ur R. "Lear-ninE: Foreign LanGua:.:::e by Television. It
Ele::-1erta.r;[ Principnl. 20-21: 1-:ay, 1960.
Faine, D. T. "1f.'10's to Teach Ly Ci1ild Fore:'..Gt1 LanGUaGe?"
[.'J.ac;e Journal. 171-172: April, 19(,2.
Fillet,
~:ocer
EJ..e.."'J.e~ltar;y
r:atiomJ.
l<oderr~ Lan-
A. nS e1ected References on Elenentar:,r ScilOol. Instrnct:.on. It
;'3chool JOUl'Ilnl. 98-104: Hov8ri'oer, 195(;.
rtlLYldall, Earle S.
571-57;:
Lay, 1961.
55
PE!?IOpIC.lLS (continued)
Randall, Earle S.
''1lhat I:avc He Lea....""TIGd .ci.bout FLES? II
627-6;>!?: l:ovGl::ber, 1962.
2truc-~ion.
.Alldio-Visuo.1 In-
ilivero., Gar10s acid D. Ii. WU:::im,on.
20: :rune, 1960.
Rosta.:,
;~.
S.
1,53-//;5:
IIA FUS Project and '1'eacher Trainjn;;.1t
April, 1959.
SI'lGh~c:rl,
1·:. T'J:·:FATIf r Pror.ise, It Su:nrninc U}).1t
1:ay, =.962.
S::stor l:::t.r:c Eelen.
French Revie\l.
Phi Delta lCaj.>;Jan.
':26-.330:
l'Prepar[cUon of tbe Teac~ler for Eodorn Lal1;ua:;os in
Hat~.onal Catholic Education Association Bulletin.
1)10 E:Le~lentar:r Sc1~ool. II
294-30J:
liuQJst, It}59.
S:_ st?r
Rut:: Adelaide,
Journr.Q. 172-l?L}:
s. C.
First Door to FLES. II
1955.
IlTIlO
Apr~_l,
Spil1a."·lC, J. J.I. "Turn ( I f t;,e Tide in Lodcrn Forei[;n LancuaS8 TeacLinC;. II
Hi':~leJ:' Education.
&.-12: June, 1962.
Steiscl, L. G.
cr.I,
l'l'~orc
FLES for Lese. It
heneh P..ovie\!.
357-.)61:
Fcbru-
1.959.
ItTclcvisj on ReCicarC:l
8;:.".c1
Findin:-:::s to Date. If
!,hi Delta Kappan.
Y?9:
l:a:/, 1962.
TYT8, C• .it.
'r:lanted:
Teacl:ers. IT
Hispania.
I·lure}), 1951.
17-25:
Van Eene:;aar::, BvelJ'11, ".Aru1otat,:)(1 BiblioGraphy of Locierll LD.l1GLlO{;e l·ethodoloS:' for 1959." Eodern La'1t~L1FJ'C J ournal. 21+-1;...1: J an1..I.Gr~;, 1 C) 61.
VD:n
Eenenaa-;~, Evolyn.
"Annotated 32.hlio[;rar.,hJ~ of 1;~o(Ierl1 L3..l'lt~;]_t~;~c. l . ctl"!oc.o:.oc;;:.' for 195e." Loo.e:rn L.:.121gu.a, :e Journal. 21+ -.'rl. : .J a:: n: <''.1.7,,1 c;' SO.
Ven 1,-Jillizen, Da.an: •
ill:1llcc..tion
'"'
{'.co
uC_~,
'7 1 . ' ,.•
we_,.J.,
of
jlbS-~I'c~ct,:.
1;:,: 5-2:
!fEoJ:~Oln~ 183
im.dersson, 'l'l;.eoclo::.'e.
Se~oo~.
Doston:
11)61.
Enf221tS."
LPATI
Resol~ree
"[nits.
1960.
Tl',e 7oachinr~ of Forei;:;n Lan;:;uB.f,e .; n t~le Elei'":loLt.ar;'[
D. c. !leat;: (Jl~8_ CO~:0:J..Yl:'~, 1°5]. ::19 PQ~~C3.
Indi:.l..~a CJn::ere11ce on FL~.
L~lr.eie, In6i2.na.
:~C:C1.
l'c'-;rod~lC0l:'
b:,r Cff:_ce 0:: E:·:tel":":.~e(~ 0e:",,)"~.cc::·.
56
L::n;": lo.... ;es.
1 j()l.
I'":"'oj c:~t.
T:":e
l\d:-:ir:is-~ratol.. t C'
~'r~ =lOC~LC': o~~t COr'?oratio~-l.
l.l~:C 1·~odc::11 LC.Jl;~"1J.u.~~e rro~ oct.
~ochC?r:O;lt
lIatioYlal De.fe.nse L[;.l1r:~~U,"~C
C£'ficc, 1,.-12: IS 6;:.
Po.r:-"r, ',:illioT;
t:Y'!.itc(~
?resentj.r:£::
J c;CJ •
Co:;:, "or3.~ :; 0:.'1.
St.aten
:::\Eo~;.
I~:St~:tl:tC3.
I)arlo~1s
Ln=_ted
The ITational Intercst
C~'JVE,-~1!JCnt
Pri11tjJ:1C Offie€!.
~=3.l1(2boo:: -;'"\Ol~ Pq~Lol1S
1<;02.
::::,:
,p~<;cs.
FrCl-:!caj_s.
StQtc::~ ·~o~,"CT"[::_ier:t Pri2:l";~.:_D·b
~ld Foroin:. J,ill1;).:~.E!r~es.
Se)ter:;bcr, 1951. 15S paces.
3.EPOR.TS
FLSS Co,,'J::ittec of t:1C &::crica"1 Associatior~ of Teachers of French. Supply,
Q.uali~·:ications, and Trdni.c~2J Tcac::ers of FL3S.
Dece:rbcr, 19G1.
Lode-::':", LCl1~;: c!l:::e P::.'o j cct of tIce Eas sachus ct,ts Cou:''1c:i 1 for Publi c Scl :ools,
Inc. Sunnary of Research on ParloYls Fra.n~ai3. Boston, La:c;sachl~retts.
Se~Jtor'bcr, 1960.
17 ~;aL;es.
.APPE::TDIX
Rogers Hall
Hlll1cie, Indiana
Narch Z7, 1963
Robert \-!. Cannaday, Jr.
Director of t'r..e French Project
110dern Language Proj ect
9 lJe\-lbury Street
Boston 16, Nassachusetts
Dear Sir:
I am a senior student at Ball State Teachers College.
I
arl in the process of \-lri tine; an undergraduate thesis concerning
the necessary preparation of elementary teachers to instruct
classes in foreic;n langtlage.
YOl'o
\lould you please send me any data
nay have concerninc the testing of the ability of lmtrained
teachers to use Parlons Francais.
I 'Hould appreciate this information as soon as possible.
Thank you ver'J rmch for your assistance.
Sincerely,
Sandra R. Bryson
-
MODERN
-,
LANGUAGE
KEnmore 6-6945
PROJECT
•
•
9 NEWBURY STREET, BOSTON 16, MASSACHUSETTS
DIRECTOR OF THE FRENCH PROJECT
Dr. Robert W. Connodoy. Jr.
ASSOCIATE DIRECTOR Of THE FRENCH PROJECT
Mrs. Anne Siock
April 2. 1963
CHAIRMAN. EXECUTIVE COMMITTEE
Prol."or William N. lotk.
TREASURER
Graham T. Winslow
NATIONAL COMMITTEE
Prof."or Theodore Andersson
Miss Sandra R. Bryson
Rogers Hall
Muncie, Indiana
Prol.uor Emma Birkmaier
Prolessor George Borglum
Prol."or W. Edward Brown
Prolessor M. Gordon Brown
Prol."or Boyd G. Cut..
Henry F. Chadeayne
Dr. O. M. Chute
Or. Bernarr Cooper
Eugone K. Dawson
J. Hobart De Puyt
Professor Frederick D. Eddy
Prof."or Reuben Y. Ellison
-"rcfcssor Stephen A. Freeman
rofessor A. Bruce Gaarder
Dear Miss Bryson:
Thank you very much for your letter of March 27, 1963.
Materials covering research on the first year's use of
PARLONS FRANCAIS have been forwarded to you under
separate cover. I hope that these will meet at least
some of your needs. After examining the materials, you
may have other questions. or you may need further information: In that case, I hope that you will not hesitate
to get in touch with me again.
Professor Stowell C. GodinCjjf
Sincerely yours.
Dr. Jame. H. Grew
Dr. Manuel H. Guerra
rWWf!-.4?v
Hartford N. Gunn. Jr.
Profenor Julian i. HArris
Professor Elton Hocking
Robert W. Cannaday. Jr.
Director of the French Project
Robert B. Hudson
Dr. Edith Kern
Francis V. Lloyd
Professor William N. lock.
Professor A. T. MacAllister
F. Borden Mu.
Professor Germaine Mercier
'rof • .,or Klau. A. Mueller
Professor Theodore Mueller
Professor Ruth Mulhaus.r
Prof.ssor Howard Nostrand
Mariorie l. Pei
Filomena C. Pel oro
Professor Henri Peyr.
Professor earl. S. Randall
Carlos Rivera
Dr. C.cilia Ross
Karl ~. Schevill
Dr. E. E. Sechri.st
Pr~fessor Wilmarth H. Starr
Professor Warren J. Tarrant
Mary P. Thompson
Marian M. Walter
_Truda T. Weil
;raham T. Win.low
Professor laurence Wylie
RWC/ps
- ..
Rogers Hall
Huncie, Indiana
Narch Z7, 1963
D:Lrector of Elementary Filucation
Purdue University
'Host Lafayette, Indiana
Doar Sir:
I am a senior student at Ball State Teachers College and
an ,,fOrking on an 1L."1dergraduate thesis concerning the qualifications and preparat::_on of elementary education students capable
o~~
teaching a foreign lane;u,age.
curric1)~un
Hould you please send me the
for a"1 elementary educat::_on naj or at Purdue University.
I . . rould appreciate this information as soon as possible.
Than}: you for your assistance.
Sincerely,
Sandra R. Bryson
PURDUE
-.
D~PARTMENT
SCHOOL
OF
UNIVERSITY
SCIENCE, EDUCATION, AND
DIVISION OF EDUCATION
HUMANITIES
LAFAYETTE. INDIANA
OF
EDUCATION
April 3, 1963
Miss Sandra R. Bryson
Rogers Hu,ll
Muncie, Indiana
Dear Miss Bryson:
Your letter of March 27, is so general that it is difficult to reply
to it. I hope you will be cautious of making any kind of value judgments under the guise of objectivity with an approach so loosely
structur,ed. On the basis of the cursory information you will recieve
from institutions and the wide variety of responses you will attract,
you will be able to say very little with surety.
However, I will endeavor to anticipate the kind of information you seek.
I have had my secretary enclose a few representative forms which may
give you some feeli~for the Elementary Education program at Purdue.
Our students have asJ:2§.;semester hour program. They take approximately
72 hours in basic general education work. They take around 30 hours
in educa.tion course work. They are encouraged to take a second major
of 24 semester hours in depth in a given content area such as literature,
mathematics, one of the social sciences, and foreign languages. It is
possible, therefore, for our students to take 24 to 30 noursTna- given
foreign language, and a number of them are pursuing such a curriculum.
I am told that French and Spanish are the most popular foreign languages,
but our students also take RUssian and German. On the basis of her
competence in foreign language, one of our students stepped into a fine
position in the California Schools where she is a Specialist in Elementary
Spanish.,
Our students are required to take at least one year of foreign languages,
and a nlwber of them take two years. As you may know, we have excellent
facilities here for foreign language instruction. I have forwarded your
letter to the Foreign Language Department, and perhaps they will supply
you with additional information about their programs, facilities, modes
of instx'uction, and so forth.
R. H. Muessig
Acting Chairman of
Elementary Education
RHH:ak
Rogers Hall
Kuncie, Indiana
April 10, 1963
R. H. J-tuessig
Acting Chairman of Elementary Education
PLlrdue University
Hest Lafayette, Indiana
near Sir:
I 'Has very pleased to receive your letter of April 3.
information you sent
-
i-laS
most helpi'ul.
The
In your letter you stated
that a student is "encouraeedll to take a second major in a content area.
l1rs. Williams stated at a FLES Conference at Ball
State that all rrtLlct complete a second maj or or ta}:e tHO years
of a foreign lang,lla2e.
Is this true?
I "!auld also appreciate
knowing the number of teacners trained at Purdue in FLES over
a five-year period.
Than]: you so much for your assistance.
It is greatly a)preciated.
Yours very truly,
Sandra R. Bryson
-