Multicultural Hearts, Minds and Voices

Welcome to the K-12 World Language Program in the Menasha Joint School

District

All students in the Menasha Joint School District will have the chance

to experience and learn:

another language

the culture of the peoples that speak that language

All Students in Menasha:

Learn another language starting in Kindergarten

Have the option to continue their study of FL through 12th grade

CONTENT-RELATED FLES INSTRUCTION

INTEGRATING REINFORCINGand

Other areas of the Elementary School Curriculum

Ay Carumba

When Menasha Began it’s FLES program in 1993,

the major needs were…………….

• Finding a communicative basis

for the FL instruction

• Finding ways to reinforce and enrich the existing elementary curriculum • Finding a means of

working with classroom teachers to promote

cooperation and address concerns about taking away time in the

classroom

Time Allotments for FL study at the Elementary School

Grade Minutes

5 * * * * 25 4 * * * * 25 3 * * * * 20 2 * * * * 20 1 * * 20 K * * 20

Times per Week

•Communicative Emphasis

•All Students Participate

• Instruction in Regular Classroom Setting

•Content-RelatedO Tannenbaum

Uno, dos, tres..

CONFLICT WITH REGULAR ELEMENTARY STAFF

• Math• Social Studies

• Language Arts• Science

When is there time

for FL instruction

? Show benefits through research on WL in the elementary school

Integration(somewhat) solves the time problem

Teaching multicultural curriculum (state and national standards)

• On average, children need to hear information and/or concepts 11 times before memorization takes place (adults need 22 times)

roho,red,roho,red,roho,red,roho,red,roho,red,roho

Fosters Critical

Thinking Skills

Regular classroo

m teacher can use during

instruction

てをあげて！Raise your hand!

Gain multicultural insights

New, exciting, challenging and fun!

Beyond Elementary School

Students continuing from elementary school will have the option to take “2” college level courses during HS (equal to 21-24 college credits).

70% of students opt to continue their FL study through MS and HS.

Students are using their experiences and knowledge from FL classes to enhance their academic careers.

BENEFITS BEYOND THE FL CLASSROOM

Students at the HS level planning their futures that include views of the larger “world” beyond their city borders

Standardized test scores at the K-12 level that have held steady or increased over the past 17 years

A marked increase in the number of families and students participating in multicultural learning experiences

FL Instruction

FL GoalsCore Curriculum

Goals

Two Steps Forward, One Step Back…………

• Determined program goals (long and short term)

• Mission, Vision, Value and Goals from the start

• Planned schedules and workloads that lead to teacher burnout.

-interact with numerous classroom teachers

-develop curriculum and materials

-communicate with parents and community

-build public relations

SINK OR SWIM…….

Launching an early language program without sufficient planning

--not enough time for implementation

--not enough involvement of the rest of the school community

-World Languages were treated the same as other academic subjects.

• Implemented an entire new program one grade level/one year at a time.

1-1993K-1993

2-19943-1995

4-19965-1997

6-1998Middle School

Dealt with critical articulation issues from the beginning

(not left for later)

Relied on the use of the Target Language rather than English for communication in the world language classroom.

日本語で？

Made language choices based on attention to other important

factors(not based on popularity)

• Considered language and teaching skills

• Considered particular type of PR skills, skills in a particular language, etc.

Hired the Teachers we needed for the program,

not the credentials

Held district-wide planning meetings.

• Involved community

• Involved classroom and language teachers (at all levels, administrators)

• Establish core planning committee

Initial planning involved many different groups

Allocated budget “but” never “determined” in the beginning how it would “play” out after K-5 programs

-staff-materials-inservice

-miscellaneous costs

BUDGET

-Planned for articulation with secondary school programs

-Developed a plan for program evaluation

-Disseminated program information

-Developed curriculum• Located and adapted materials

• Planned scope and sequence, classroom materials and activities

Designed, searched for and implemented public relations and

advocacy strategies

さようならHasta Luego

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