Elementary World LanguagesElementary World Languages

Proposal Proposal

ForFor

The Oregon School DistrictThe Oregon School District

OverviewOverview

What Do We Know What Do We Know About The Future?About The Future?

Why Is Elementary Why Is Elementary World Language World Language Study Important?Study Important?

What Is the Plan?What Is the Plan? How Will We Make How Will We Make

This Happen?This Happen?

What Do We What Do We Know About Know About The Current The Current

Requirements Requirements of an of an

Elementary Elementary Student?Student?

We Know ThatWe Know That

Elementary Students

Need to spend 90 minutes a day actively engaged in

Reading and Writing

We Know ThatWe Know That

Elementary Elementary Students Students

need 50 to 60 need 50 to 60 minutes a day minutes a day

engaged in engaged in Math.Math.

We Know ThatWe Know That

No Child Left No Child Left Behind Dictates Behind Dictates that All Students that All Students Will Be Proficient in Will Be Proficient in Core Academic Core Academic Areas. Areas.

Third and Fourth Third and Fourth Grade Students Grade Students Need to Participate Need to Participate in WKCE Testing!in WKCE Testing!

We Know ThatWe Know That Our community values having many Our community values having many

other opportunities for our students.other opportunities for our students.

We Also Know…We Also Know… The term The term

“Globalization” has “Globalization” has become part of our become part of our vocabulary.vocabulary.

Along with all we are Along with all we are currently required to currently required to do we are now do we are now encouraged to be… encouraged to be…

““The Best Global Citizens We Can Be”The Best Global Citizens We Can Be”Thomas L. Friedman – The World is FlatThomas L. Friedman – The World is Flat

To prepare students for success in To prepare students for success in this new “global” future, this new “global” future,

an increased emphasis needs to an increased emphasis needs to be placed on the learning of be placed on the learning of other languages other languages

and a greater understanding of and a greater understanding of other cultures in our public other cultures in our public schools schools Fairfax County Public School District, Fairfax VirginiaFairfax County Public School District, Fairfax Virginia

One School District States:One School District States:

““The essence of human interaction The essence of human interaction is language and communication. is language and communication.

The world that our students will The world that our students will encounter as adults will be vastly encounter as adults will be vastly different from the one we know different from the one we know today. today.

The rapid development of The rapid development of telecommunications will make telecommunications will make the ability to communicate in the ability to communicate in more than one language a more than one language a necessity for all future necessity for all future employees.employees.

Therefore, it is important to Therefore, it is important to prepare our students for this prepare our students for this multilingual environment by multilingual environment by ensuring that they are able to ensuring that they are able to function using the foreign function using the foreign language.” language.” Fairfax Public School DistrictFairfax Public School District

Wisconsin Department of Public Wisconsin Department of Public InstructionInstruction

Report on “Strategies for Achieving Report on “Strategies for Achieving Global Literacy for Wisconsin Global Literacy for Wisconsin Students”Students”• One of The Five C’sOne of The Five C’s

Communication – As students learn other Communication – As students learn other languages beginning in elementary school, languages beginning in elementary school, they gain keys for global understanding, they gain keys for global understanding, future jobs, and influence within a broader future jobs, and influence within a broader global community.global community.

Wisconsin Department of Public Wisconsin Department of Public Instruction Advocates That…Instruction Advocates That…

All teachers learn a world languageAll teachers learn a world language

All students learn at least one All students learn at least one language in addition to English language in addition to English beginning in elementary grades and beginning in elementary grades and continuing their study in sequence continuing their study in sequence for 6 to 8 years to achieve a level of for 6 to 8 years to achieve a level of proficiency.proficiency.

Other CountriesOther Countries

In a survey conducted with 19 other countries, successful In a survey conducted with 19 other countries, successful foreign language programs have several common strands:foreign language programs have several common strands:

Most beginMost begin compulsory language compulsory language instruction in elementary gradesinstruction in elementary grades

Most give it the same status as Most give it the same status as Reading, Writing, and MathReading, Writing, and Math

Why Start Early?Why Start Early?

According to an article in The Washington According to an article in The Washington Post,Post,

““Educators say that the youngest Educators say that the youngest brains have the greatest aptitude brains have the greatest aptitude for absorbing language and that for absorbing language and that someone who is bilingual at a someone who is bilingual at a young age will have an easier young age will have an easier time learning a third or fourth time learning a third or fourth language later on.”language later on.”

When Do Other Countries Start When Do Other Countries Start Teaching Foreign Language?Teaching Foreign Language?

4

3 3

5

4

Age 6

Age 8

Age 9

Age 10

Age 11

ChinaChinaGermany

Italy

Spain

Czech Republic

Finland

Morocco

Australia

Austria

Luxembourg

Thailand

Canada

Denmark

Israel

Kazakhstan

NetherlandsBrazil

Chile

New Zealand

Peru

The United StatesThe United States

currently starts instruction at currently starts instruction at

Age 14Age 14

And it’s optional!And it’s optional!

4

3 3

5

4

Age 6

Age 8

Age 9

Age 1

0

Age 1

1

Age 1

0

Age 1

1

Age 1

2

Age 1

3

Age 1

4

1

US

The United States is the only The United States is the only industrialized country that routinely industrialized country that routinely graduates students from high school graduates students from high school

who lack knowledge of a foreign who lack knowledge of a foreign language.language.

There is no graduation There is no graduation requirement at this time!requirement at this time!

52.7%52.7% of Europeans are fluent in of Europeans are fluent in both their native tongue and both their native tongue and another language.another language.

9.3%9.3% of Americans are fluent in of Americans are fluent in both their native tongue and both their native tongue and another language.another language.

Chinese 2006Chinese 2006

24,000 American students are learning 24,000 American students are learning Mandarin ChineseMandarin Chinese

200,000,000 + Chinese students are 200,000,000 + Chinese students are learning English …learning English …

Milt Dougherty Presentation, April 2007Milt Dougherty Presentation, April 2007

The Menasha StudyThe Menasha Study

Menasha began Elementary World Menasha began Elementary World Languages 14 years agoLanguages 14 years ago

Each of the 5 elementary schools Each of the 5 elementary schools provide a different world language provide a different world language experienceexperience

Now with years of implementation, Now with years of implementation, they have found the following data:they have found the following data:

72%72% of this districts high school of this districts high school students continue the study of a students continue the study of a world languageworld language

10-15%10-15% of the students switch to a of the students switch to a different language in high schooldifferent language in high school

Once they reach high school, they Once they reach high school, they typically begin their language typically begin their language instruction at the equivalent of what instruction at the equivalent of what other high schools teach at a Junior other high schools teach at a Junior level.level.

Students who finish the first level Students who finish the first level Advanced Placement program in high Advanced Placement program in high school receive 18 college creditsschool receive 18 college credits

If they take a second language, they If they take a second language, they receive 24 college creditsreceive 24 college credits

What Is the Goal of What Is the Goal of the Elementary World Language the Elementary World Language

Study Study in Oregon?in Oregon?

Goal #1Goal #1

Learn How to Learn LanguagesLearn How to Learn Languages

Simply put, we want our children to gain the Simply put, we want our children to gain the skills and desire to want to learn one or skills and desire to want to learn one or more language(s) other than their own more language(s) other than their own before they leave the Oregon School before they leave the Oregon School System.System.

Goal #2Goal #2

Build an Understanding Build an Understanding of International of International

CulturesCultures

By encouraging a different By encouraging a different language and culture study in language and culture study in each of our three elementary each of our three elementary buildings, we will increase the buildings, we will increase the

cultural understandings that flow cultural understandings that flow into Rome Corners, Oregon into Rome Corners, Oregon

Middle School, and Oregon High Middle School, and Oregon High SchoolSchool

Additional PerspectiveAdditional Perspective

““Having several languages offered at Having several languages offered at the elementary level will increase the the elementary level will increase the likelihood of several languages being likelihood of several languages being offered at the High School. offered at the High School.

This helps Internationalize the High This helps Internationalize the High School Curriculums in History, Social School Curriculums in History, Social Science, Science, Humanities, and Science, Science, Humanities, and the Arts.”the Arts.”

Sally Magnan from UW- Sally Magnan from UW- Madison, Madison,

““Having a language other than Having a language other than Spanish, especially Chinese or Spanish, especially Chinese or Arabic, makes students stand out in Arabic, makes students stand out in the job market of the future.” the job market of the future.” Sally MagnanSally Magnan

The State Department has The State Department has designated Chinese as a critical designated Chinese as a critical language. language. Rep. Russ Holt, New JerseyRep. Russ Holt, New Jersey

““The US is in need of students who The US is in need of students who speak Spanish, Arabic, Chinese, speak Spanish, Arabic, Chinese, Farsi, and Turkish.” Farsi, and Turkish.” Greg Roberts, State of Utah Office of Greg Roberts, State of Utah Office of

EducationEducation

Results of Committee Discussions To DateResults of Committee Discussions To Date

August 16, 2006 – Implication Wheel

Over 100 staff Over 100 staff and community and community members members participated in a participated in a highly facilitated highly facilitated process to process to determine the determine the implications of implications of adding World adding World Languages to Languages to the Elementary the Elementary day.day.

Highly Likely and Highly Desirable

Highly Likely and Highly Undesirable

Cultures in schools Cultures in schools become more sensitive to become more sensitive to global issuesglobal issues

Parents object to the Parents object to the teaching of a different teaching of a different language in each schoollanguage in each school

Building Staff are given Building Staff are given clear expectations about clear expectations about the language programthe language program

Community objects to Community objects to increased cost of increased cost of language programlanguage program

District determines world District determines world languages to offer languages to offer starting at the starting at the Elementary LevelElementary Level

Coverage of specific Coverage of specific topics in non-core topics in non-core subjects may be reducedsubjects may be reduced

All languages will be All languages will be offered at RCIoffered at RCI

Loss of instructional time Loss of instructional time in other core areasin other core areas

Sub Group of StaffSub Group of StaffNov. 3, 2006Nov. 3, 2006

Representatives for each elementary Representatives for each elementary school participated in a problem school participated in a problem solving session related to one solving session related to one questionquestion

•How will we schedule World Language into the Elementary Day?

Results of that MeetingResults of that Meeting

Issues RaisedIssues Raised• Several pull-outs already fragment the Several pull-outs already fragment the

elementary day elementary day • Increased need for longer Math and Increased need for longer Math and

Language Arts blocksLanguage Arts blocks• Desire to keep common planning timeDesire to keep common planning time• There is also a request to increase There is also a request to increase

Physical Education timePhysical Education time• If World Language is integrated with If World Language is integrated with

other subjects in my classroom, than it other subjects in my classroom, than it will mean an additional prep for me.will mean an additional prep for me.

Suggestions:Suggestions:• Option #1 - Extend the school day by 30 minutesOption #1 - Extend the school day by 30 minutes• Option #2 – Lengthen the Specials Block by 10 Option #2 – Lengthen the Specials Block by 10

minutes making it a full 60 minute block and minutes making it a full 60 minute block and then split specials as follows:then split specials as follows:

Day 1 – PE 30/Music 30

Day 2 – Art 40/World Lang. 20

Day 3 – PE 30/Music 30

Day 4 – Encore 40/World Lang. 20

• Option #3 – Block Schedule the DayOption #3 – Block Schedule the Day• Option #4 – Extend the School YearOption #4 – Extend the School Year

Sub Group of ParentsSub Group of ParentsDec. 6, 2006Dec. 6, 2006

Representative parents for each Representative parents for each elementary school met to discuss elementary school met to discuss one question:one question:

•What are the advantages and disadvantages of having a different language at each elementary school?

Results of This DiscussionResults of This Discussion AdvantagesAdvantages

• Cultural intelligence will be Cultural intelligence will be broaderbroader

• Parents may want their Parents may want their child to explore multiple child to explore multiple languages. This option languages. This option would be available at RCIwould be available at RCI

• A few teachers to teach A few teachers to teach different languages may different languages may be easier to findbe easier to find

• It will give all students the It will give all students the opportunity to learn a opportunity to learn a language rather than it language rather than it being just for college being just for college bound studentsbound students

• No matter which school No matter which school students with English as students with English as their Second Language their Second Language would be at an advantage would be at an advantage because they already because they already know how to learn a know how to learn a different languagedifferent language

DisadvantagesDisadvantages• Parents may not be happy Parents may not be happy

with the choice at their with the choice at their school or unhappy not school or unhappy not having a choicehaving a choice

• Limits collaborative Limits collaborative opportunities for the World opportunities for the World Language TeachersLanguage Teachers

• May cause competition May cause competition between the schoolsbetween the schools

• Three languages would Three languages would increase the need for increase the need for varied adult trainingsvaried adult trainings

• Students might reach Students might reach different levels of different levels of proficiency based on the proficiency based on the difficulty of the languagedifficulty of the language

• May be differences in May be differences in perception of the value of perception of the value of different languagesdifferent languages

Culminating Suggestions:Culminating Suggestions:• Consensus was to pursue multiple languagesConsensus was to pursue multiple languages• Focus on it being a “World Language Program” Focus on it being a “World Language Program”

– The language chosen for each school is less – The language chosen for each school is less important than the exercise of learning a important than the exercise of learning a different language and culturedifferent language and culture

• Allow for feedback from the communityAllow for feedback from the community• Provide information in the newspapers and on Provide information in the newspapers and on

the websitethe website• Survey all parents and the business communitySurvey all parents and the business community• The School Board should make the final The School Board should make the final

decisiondecision

Subgroup of 4Subgroup of 4thth Grade Teachers Grade TeachersMar. 26, 2007Mar. 26, 2007

44thth grade teachers have indicated a grade teachers have indicated a great concern about adding to an great concern about adding to an already burdened schedule. The already burdened schedule. The purpose of this meeting was topurpose of this meeting was to

•Brainstorm solutions to Brainstorm solutions to make it possible to add make it possible to add World Language at the 4World Language at the 4thth Grade level.Grade level.

Results of this MeetingResults of this Meeting Based on the brainstormed list and Based on the brainstormed list and

prioritization, the following list was generatedprioritization, the following list was generated::• If we have curriculum time:If we have curriculum time:

1.1. We can prioritize and change outcomesWe can prioritize and change outcomes

2.2. Do more non-fiction reading during Language Arts Do more non-fiction reading during Language Arts to meet Social Studies and Science needsto meet Social Studies and Science needs

3.3. Integrate World Cultures into Language ArtsIntegrate World Cultures into Language Arts

4.4. Consider co-teaching with Reading Plus and G/T Consider co-teaching with Reading Plus and G/T through cluster grouping and differentiationthrough cluster grouping and differentiation

5.5. Visit schools that currently teach World Languages Visit schools that currently teach World Languages to see how they scheduleto see how they schedule

6.6. Study scheduling options for Orchestra and Study scheduling options for Orchestra and KeyboardingKeyboarding

Proposed Schedule for World Proposed Schedule for World Language LessonsLanguage Lessons

Challenges of This ScheduleChallenges of This Schedule Loss of 10 minutes per day

of instructional time 10 min less per week of Art

& Encore Music/PE teachers teach 10

classes a day vs. 5 One special moved from

P.M. to A.M. (prime academic time)

Advantages of This ScheduleAdvantages of This Schedule

•Offered during the “special” rotation

•Every other day for 30 minutes

•Provided at every grade level which would promote an all building connectedness

•Physical Education is then every other day for 30 minutes.

•Overall increase of 10 minutes a week more of PE and Music

Other options considered were to•Increase the School Day by 30 min.

•Increase the School Year•Eliminate a Subject

What Can You Do To Help?What Can You Do To Help?

Now is the time to give your input.Now is the time to give your input.• View all information that has been View all information that has been

collected to date by going to collected to date by going to www.Oregonsd.orgwww.Oregonsd.org

• Complete a short survey available atComplete a short survey available athttp://www.surveymonkey.com/s.asp?u=594343809440http://www.surveymonkey.com/s.asp?u=594343809440

• Direct questions or concerns to Direct questions or concerns to • jep@oregon.k12.wi.usjep@oregon.k12.wi.us• sbco@oregon.k12.wi.ussbco@oregon.k12.wi.us