Summary of Robert Harrell’s Notes on Scope and Sequence
The following is a one-page summary of the theoretical underpinnings and observations found in the article, “Robert Harrell on the
Topic of Scope and Sequence.” See Page 2 for Harrell’s proposed Scope and Sequence outline.
The Scope and Sequence of a language program should:
1. Follow the order of acquisition. One way to know if something is late acquired is to see native speakers argue over it, i.e. por/para.
2. Shelter vocabulary but not grammar. (In other words, use limited vocabulary and unlimited grammar.) This follows the natural
speech around babies and young children, and it means that students will receive the necessary exposure to late-acquired grammatical
structures. As students are exposed to these late-acquired structures in the teacher’s speech, they will not be expected to produce
them right away.
3. Promote Comprehensible Input (the speaking that the teacher does in class) as the single most important element, remembering
that language is first of all acoustic (Segal), and that “a flood of input is necessary to get a trickle of output” (Wynne Wong, OSU). S&S
should make sure all material is made 100 percent comprehensible to the student(s).
4. Recognize that receptive skills precede productive skills, so that listening comes before speaking, and reading comes before writing.
The natural order is: listening, speaking, reading, writing. Each student will progress at his/her own pace, and each skill will progress at
a different pace.
5. Aim for manipulation of the language before any sort of explicit grammar instruction because this leads to greater gains in fluency
and retention of the explicit instruction.
6. Balance the brain’s need to automate via repetition and its desire for novelty (the analogy is a driver experienced in using a manual
transmission, who remembers something unusual from his car trip).
7. Supply enough meaningful (comprehensible) and significant (to the student) target language (input) to keep the brain focused and
put language into long-term memory.
8. Promote the unconscious acquisition of the target language by concentrating on the message in that language, rather than talking
about the language in English. When the language system has been internalized to a greater degree in the language program, only
then can the linguistics of a particular construction be discussed in a way that enhances, rather than hinders, the student’s use of the
language.
Related Observations:
A. Varied repetition is necessary for retention.
B. The concept of “ i + 1” for language acquisition assumes that “i” is the linguistic knowledge a student already has, and “1” is the
linguistic knowledge he/she is ready for. This is different for every student. A teacher who makes input 100 percent comprehensible
and uses all necessary grammar, rather than one specific target structure, will provide i + 1 for the varying levels of language
acquisition present in a given class.
C. The time necessary for true mastery far exceeds the time available in the school setting, even in the best of circumstances.
D. We need to decide what ought to be accomplished in a language program and how much can be accomplished. Our real goal
should be to give students “real life” language skills, rather than preparation for its use in a college classroom, which few students will
need. Our goal is also not a linguistics course, where we are teaching ABOUT the language, rather than teaching the language itself.
The following is an unedited segment of the article, “Robert Harrell on the Topic of Scope and Sequence,” which considers the Scope
and Sequence essentials:
So now that I have prefaced my submission to you with all of that, if I were free to design a Scope and Sequence
based on ACTFL, Krashen, SLA, Brain-Based Research, etc., I would have something like the following:
1. In the first year students are introduced to oral language through interpersonal communication in the target
language on topics directly related to them and their immediate environment (e.g. personal description, family,
friends, and interests) with the emphasis on hearing and understanding spoken language. (90%+ target language in
the classroom and out) As their ability increases, students are given ample opportunity to produce language
spontaneously and without coercion. Cultural literacy and competence are developed through embedded culture,
just as grammatical and syntactical competence is developed through embedded grammar and syntax.
Additionally, students “learn how to learn”, i.e. the conditions and procedures that support maximum acquisition
of a language. Students are exposed to written language through reading short texts based on class discussion and
storytelling.
2. In the second year students continue with oral language development through interpersonal and interpretive
communication on topics related to the students, their community (including school) and their environment with
emphasis on hearing, understanding and responding to spoken language. At this level students' exposure to written
language increases through reading graded readers and short, simple authentic texts. [N.B.: I think this would put
most "level 1" readers at the correct level for maximum benefit.] Students are supported by techniques such as
Scaffolded Literacy, Embedded Reading, Essential Sentences, and Embedded Culture, Grammar and Syntax.
3. In the third year students continue developing oral language through interpersonal and interpretive
communication on topics related to them and their larger environment with emphasis on hearing, understanding
and responding to spoken language. They begin oral presentational communication. Students continue developing
literacy and improve their textual interpretive communication skills through reading increasingly complex texts
(both graded readers and authentic texts). Toward the end of the year students begin to develop their written
presentational skills, aided by such devices as Sentence Frames.
4. In the fourth year students expand their ability to communicate in all three modes of communication
(Interpersonal, Interpretive, Presentational) through listening, speaking, reading and writing about themselves,
their environment and the world at large in formal and informal settings. They continue developing cultural
literacy and competence as well as their ability to manipulate the language through strategic use of multiple time
frames and perspectives. Students also learn how to continue language acquisition in formal and informal settings
both inside and outside the classroom.
Rigor and Relevance are addressed at all levels by empowering students to discuss things that relate to them,
connect to real life, and are novel, engaging and involving (Relevance), and then pursue those things in depth with
integrity and sustained focus (Rigor).