From Research to Reality:
How to Start an Elementary
World Language Program in Your
District
Mandy Madderom
Heather Lawnicki
Waunakee Community School District
Overview
 Types
of elementary language programs
 The Waunakee Example
 Ready: The Proposal
 Set: Program Development and Support
 Go: Curriculum and Implementation
Program Planning Checklist
1. Hold district-wide planning meetings
2. Complete mission statement, program
philosophy
3. Select program model and goals
4. Select language
5. Develop budget
Source: Language and Children: Making the Match
by Helena Curtain and Carol Ann Pesola
Program Planning Checklist
6. Develop curriculum
7. Plan articulation with 6-12 program
8. Plan for evaluation of program
9. Design public relations activities
10. Disseminate program information
Source: Language and Children: Making the Match
by Helena Curtain and Carol Ann Pesola
Elementary Language Programs
 Total
Immersion: All instruction takes place
in the target language.
 Two-Way Immersion: At least half of the
learning time is spent in the target
language.
 Partial Immersion: Up to half of the
learning time is in the target language.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Elementary Language Programs
 Content-Based
FLES: Proficiency focused
language instruction integrated into
content area.
 FLES: A minimum of 75 minutes per week
with a listening and speaking focus.
 FLEX: Classes are usually conducted in
English as an introduction to the foreign
language and culture.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Waunakee Example
 Content-Based
FLES: Students learn
Social Studies concepts while developing
proficiency in the target language.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Waunakee Example
in 1st and 2nd grade in 2006-2007
 Expanded to 3rd grade last year, 4th grade
this year, until full implementation through
6th grade
 Meet 3x/week, for 30 minute class periods
at all grade levels
 Started

Classroom teacher’s presence is not required
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Waunakee Example
 District
conducted a study of the entire
world language program in 2000-01.
 Area of concern

High percentage of students enrolled in the
MS world language program (Spanish) take
Level 1 Spanish again at the high school.
 Began
study of an elementary world
language program.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
The Process
 Formed







an Ad Hoc Committee in Fall 2004:
classroom teachers
world language teachers
principals
administrators
parents
world language consultants (DPI and UW)
school board members
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
The Process
 Gathered



research
contacted other successful elementary programs
developed rationale for elementary world
language program
 Visited



information
sites
Menasha
Appleton
Kettle Moraine
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
The Process
 Sent
out parent survey to all elementary
families in Winter 2005
 Developed a proposal to present to the full
school board in Fall 2005, including:



a budget
potential schedule
space usage
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Parent Survey

Questions we asked:








Do you think a language other than English should be
taught at the elementary level?
What do you see as the benefits of early lang. learning?
Should the district offer the same language at all
elementary schools?
What language should be offered?
Should the study of a language be required?
Is a language other than English spoken at home?
Have you traveled or lived in another country where your
native language was not spoken?
Have you studied a world language?
The Proposal
 Made
a recommendation to implement an
elementary world language program in
Waunakee
 Recommendation included a FLES
program, integrating social studies and/or
science into the language instruction, so
nothing is “added to” a student’s already
busy schedule
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
The Proposal
 Spanish
was proposed as the required
language for all three elementary schools;
parent survey strongly suggested Spanish
 French should be introduced at the 6th
grade level in a semester long course
 Elementary World Language teacher
should have a strong elementary teaching
background and fluency in the language
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
The Proposal
 District
would explore K-12 scope and
sequence so students are able to attain a
high level of fluency
 An inter-disciplinary approach should be
implemented (science or social studies)
 Program should be annually assessed
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Program Planning Checklist
1. Hold district-wide planning meetings
2. Complete mission statement, program
philosophy
3. Select program model and goals
4. Select language
5. Develop budget
Source: Language and Children: Making the Match
by Helena Curtain and Carol Ann Pesola
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Program Planning Checklist
6. Develop curriculum
7. Plan articulation with 6-12 program
8. Plan for evaluation of program
9. Design public relations activities
10. Disseminate program information
Source: Language and Children: Making the Match
by Helena Curtain and Carol Ann Pesola
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
How to Gain Support
 Parent
survey
 Establish a well-rounded committee
(advocates of the program, but also
skeptics)
 Research!



ERIC Digest (www.eric.ed.gov/)
Center for Applied Linguistics (www.cal.org)
Ñandutí (www.cal.org/earlylang/)
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
How to Gain Support
 Hold
informational sessions for parents
and grade level teachers.
 Invite community leaders and school
board members frequently to visit and
observe classes.
 Develop a financial plan including
staffing needs and resources.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
How to Gain Support
 Include
grade level teachers in curricular
planning.





Teacher investment in world language is
crucial.
Grade level teachers are share holders in this
project.
Seek their input.
Make your program a help not a hindrance.
Share curriculum with grade level teachers
before you start teaching.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Beginning the Program
 Start
slowly: Plan lessons that are inviting
to your students and colleagues.
 Explain how the class will run. A new
immersion experience could be
overwhelming.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Beginning the Program
 Establish



Elementary
Language Programs
a routine.
An initial routine prepares
students to “switch” languages.
Students build confidence when they can
predict what will happen next.
Beginning class with a routine also allows
teachers to prepare for the upcoming class.
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Beginning the Program
 Expect
a little tension. Change is difficult.
 Allow students time to accept the new
challenge.
 Explain your content to grade level
teachers.

Consider a weekly e-mail.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Beginning the Program
 Manage


Provide information on language proficiency.
Use documented examples of what is normal
for your type of program.
 Expect

expectations.
visitors
Your program is new and exciting!
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Planning the Curriculum
Grade by Grade
Grade Level Curriculum

Each grade level is
centered on the
content standards for
Social Studies.
 Each grade level has
a focus country.
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Unit Plans
 Concepts
 Language
Focus
 Key Structures and Vocabulary
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
FIRST GRADE CURRICULUM UNIT: Waunakee Community School District
UNIT THEME: Where I Live and Where I Go to School: My School Days
TIMELINE: 9 days
CONCEPTS




Typical sequence
of the school day
and week
Honduras is a
place where
people speak
Spanish
Schools in
Honduras are
different (times
and days of
instruction,
number of kids in
a class, uniforms)
The difference
between “big” and
“small”
LANGUAGE FOCUS
(Ss will do the following in
Spanish)
KEY STRUCTURES
AND
VOCABULARY
MATERIALS
RECEPTIVE

Recognize the days of
the week in writing and
put them in order

Understand the question
“When is your
birthday?”

Understand the question
“What is the date
today?”

Understand the names
of the different special
classes they have

Recognize the names of
the USA and Honduras
in Spanish

Understand that
Honduras is a Spanishspeaking country
PRODUCTIVE

Tell time to the hour

Count to 31

Give the date

Tell their birthday

Copy the days of the
week

Compare things
RECEPTIVE

Repitan por favor.

Siéntanse en el piso.

Buenos días o
buenas tardes.

¿Cómo estás/está?

Muy bien.

Gracias.

¿Y usted?

¿Cuántos años
tienes?

¿Cuando es tu
cumpleaños?

¿Qué es la fecha?

País

Honduras/los
Estados Unidos
PRODUCTIVE

Buenos días o
buenas tardes.

¿Cómo estás/está?

Muy bien.

Gracias.

¿Y usted?

Numbers 1-31
Books:
Las escuelas,
Diferentes
escuelas,
Escuelas de ayer y
hoy, Si llevas
un ratón a la
escuela,
Boomer va a la
escuela,
¡Fiesta!
Primer día de
escuela
Visuals:
Calendar, school
employees
flashcards,
clock, mock
Schedule,
Cumpleaños
Feliz poster,
Schools in
Honduras
book
ASSESSMENTS
(Ss will do the
following in
Spanish)
RECEPTIVE

Follows verbal
and visual cues
PRODUCTIVE

Written
assessment of
“Mi cumpleaños
es el # de
______.”

Create and label
a calendar
Lesson Plans
 Activities
 Assessments
 Materials
 Standards
Elementary
Language Programs
Waunakee: The
Proposal
Program
Planning
Gaining
Support
Beginning
the Program
Planning
Unit Theme: Where I Live and Where I Go To School:
My School Days
Week 5
Lesson: Day 9 School in Honduras, Assessment
Grade: 1
Concepts:
Key Structures and
Vocabulary:
Typical sequence of the school
day and week
Honduras is a place where people
speak Spanish
Schools in Honduras are different
(times and days of instruction,
number of kids in a class,
uniforms)
The difference between “big” and
“small
Language Focus:
RECEPTIVE
Recognize the days of the week in
writing and put them in order
Understand the question “When is
your birthday?”
Understand the question “What is
the date today?”
Understand the names of the
different special classes they have
Recognize the names of the USA
and Honduras in Spanish
Understand that Honduras is a
Spanish-speaking country
PRODUCTIVE
Tell time to the hour
Count to 31
Give the date
Tell their birthday
Copy the days of the week
Compare things according to size
(big vs. small)
RECEPTIVE
Repitan por favor.
Siéntanse en el piso.
Buenos días o buenas tardes.
Muy bien.
Gracias.
¿Y usted?
¿Cuántos años tienes?
¿Cuando es tu cumpleaños?
¿Qué es la fecha?
¿Qué hora es?
País
Honduras/los Estados Unidos
PRODUCTIVE
Buenos días o buenas tardes.
El ___ de septiembre.
Es la una/Son las ____.
Numbers 1-31
Activities:
1.Greet students in Spanish. Have students greet one another in round robin, asking how they
are.
2.Do the calendar. Sing days of week song, months song.
3.Have them create a September/October calendar: write the month and year, cut out days of
weeks, order them, glue them, write the numbers.
4.Collect calendars.
5.Read teacher-made Honduras book.
Assessment: 1. Create and label a calendar.
Materials: Calendar, worksheet of calendar/days of week names, Honduras book
Standards:
B.4.1 Identify and examine various sources of information that are used for constructing
an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos,
paintings, architecture, oral presentations, graphs, and charts
Questions?