Foreign Language: PROJECT DESIGN. Educational Needs

'It DOCUMENT RESUME

ED 038 753 E 002 832

AUTHOR DuFort, Mary, Peinado, Fruno, Jr. TTTLv Foreigr Language: PPOJvCT DESIGN.Pducational Needs, Fresno, 1968, dumber 1/1. INSTITUTIOY Fresno City Unified School District, Calif. SPONS AGENCY Office of Education (DHF), Washington,D.C. Pureau of Elementary and Secondary viucation. PUB DATE 6R 10p. AVAILABLE vFOT.1 Fresno City Unified School District, Calif.93707

EDFS PRICE EDPS Price MF-$0.25 HC Not Available fromEDPS. DPSCRTDTORS Behavioral Obiectives, Cultural Background, Curriculum Guides, *vducational Planning,vies, Language Laboratory EguiPment, *Master Plans, Performance Criteria, *Second Language Learning, Seauential Learning, Spanish Speaking,Student Evaluation, Student Needs, StudentTeacher Ratio, *Urban Education IDENTIFIERS ESEA Title 3 Programs, Fresno, Prolect Design ABSTRACT PROJECT DESIGN, funded under ESEA TitleIII, approached the task of establishing learnerneeds in foreign languages by determining the differencesbetween present student performance and standard or normal developmentof skills. Information for the study was based on school visitsand personal interviews with school administrators and teachers.In addition, district documents and current literatureon foreign languages were consulted. Major educational needs regarding foreignlanguages for the Fresno City Unified School Districtare seen as including: (1) the reconstruction of a healthy working relationshipbetween teachers and administrative personnel, (2)a continuous, seauential course of study for each language offered, and (3) redefinition ofthe roles of those persons and/or groups in the district whoare concerned with the foreign language program. (MF) 11M1111,. 411,U#446014% MP :."11olt. AC t '1'"1111, EDO 38753 IIIIIIII J *a. mson426 GIrn FRESNO CITY UNIFIED SCHOOLDISTRICT

J.S. DEPARTMENT 1963 OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECE:VED ORGANIZATION FROM THE PERSONOR ORIGINATING IT VIEW OR OPINIONS POINTS OF SARILY REPRESENTSTATED DO NOTNECES. OFFICIAL OFFICE CATION POSITION OF EDO. Board of Education OR POLICY

Ann M. Leavenworth, Ph.D.,president William C. Meux, clerk William Dienstein, Ph.D.,member H. M. Ginsburg, M.D., member J. E. Young, M.D., member

Administrative Staff

Erwin A. Dann, superintendent Reid W. Gromis, assistant superintendent- personnel Robert S. Miner, assistantsuperintendent- instruction Dr. Robert A. Webber, assistantsuperintendent- business Robert A. Hansen, director- planning and research Dr. M. Marty Santigian, director- information services and human relations

ProjeA Staff

Dr. Edward E. Hawkins, projectdirector William P. Booth, coordinatorof research and evaluation Larry Matthews, researchassistant Dr. Louise R. Pierce, researchassistant Dr. Richard Sparks, editingconsultant Richard M. Mallory, editing Alan E. Lubic, editing

The work presented or reported herein was performed pursuant to a Grant from the U. S. Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U. S. Office of Education, and no official endorsement by the U. S. Office of Education should be inferred. FOREWORD

PROJECT DESIGN (Inter-Agency Planning for Urban Educational Needs) was organized as a two-year project to develop a comprehensive long-range master plan of education for the Fresno City Unified School District in California.

This project was conceived by school leadership to bring under one umbrella current major problems of the schools, the relationship of the schools to the broader community, the impact of educational change now occurring throughout the nation, anda fresh view of the educational needs, goals and aspirations of our youth and adults. The ultimate purpose of the project is to weld into an integrated plan the best use of available resources to meet the totality of current and projected needs according to their rational priorities.

The United States Office of Education funded the proposalas an exemplary Title III project, recognizing theurgency for develop- ing better planning processes for urban school systems.The first year of this project was organized to assess current and projected educational needs in the urban area served by the Fresno City Schools. Planning procedures will be carried out in the second project year.

A major dimension of the Needs Assessment is an analysis of educational and urban factors by a Task Force of specialists. This report is one of the Task Force Needs Assessment publica- tion series. See the next page for the complete list of project Needs Assessment publications. PROJECT DESIGN NEEDS ASSESSMENT PUBLICATIONS

1. Brainstorm - Needs Perceived by School Staff 2. Speak-Up - Needs Perceived by Community 3. Student Speak-Up - Needs Perceived by Secondary Students 14. School Staffing 5. Analysis of Achievement 6. Problems Perceived by Educational Leadership

County Schools Survey

7. Vocational Occupational Needs Survey (published by County Regional Planning and Evaluation Center - EDICT)

Other County School Needs Survey Reports (byEDICT)

TASK FOROP

Educational Content Fields Other Educational Areas

10. Reading 18. Teaching/Learning Process 11. Language 19. Special Education 12. Mathematics 20. Guidance 13. Science 21. Health 14. Foreign Language 22. Student Personnel 15. Cultural Arts 23. Adult Education 16. Social Science 24. Vocational Education 17. Physical Education Urban Physical Factors 25. Urban Physical Factors

Urban Social and Human Factors 26. Relevance and Quality of Education for Minorities 27. Special Needs of Mexican- Americans 28. Special Needs of Negroes

29. Conclusions from Needs Assessment Publications 30. Summary - Fresno Educational Needs Assessment 31. The Process of Educational Planning i b. FOREIGN LANGUAGE

Dr. Nary Du Fort Coordinator ModernForeign Languages Office of Alameda County Superintendentof Schools

Bruno Peinado, Jr. Specialist, ForeignLanguage Alameda City UnifiedSchool District TABLE OF CONTENTS

Initial Charge 1

introduction 1

Experimental Design 3

Major Conclusions 5

Classification Matrix of Needs 6

Suggested Solutions 11

Bibliography 12

Appendix

A. Language Lab Equipment 15

B. Historical Detail 16

C. District Personnel and Students Interviewed by Task Force 18

Major Conclusions Identified by ProjectStaff 19 raITIAL CHARGE

The members of Task Force #1pertaining to foreign language approached the assignment of determiningthe differences between standard or normal development ofskills required by society and nresent performance levels.

DITRODUCTION

Establishment of learner needsas defined by the difference between present student performanceand standard performancerequired by society cannot be categoricallyaccomplished within this evaluation owing to the followingdeficiencies:

1. No scope andsequence for the instructionalprogram in any foreign language taught in theFresno Unified School District has been defined norare there adequate courses of study defining the content of each level ofinstruction. Official' papers read by theevaluators noted that the textbooks adopted by the FresnoUnified District servedas "courses of study." The evaluators cannot accept thisnotion since the textbooks do not (1)state objectives in terms of student behavior, (2) specifywhat part of the content is to be mastered, (3) what part of the content is forpassive understanding, (4) what constitutes"mastery" or what constitutes "passive understanding", (5)provide uniform student evaluation procedures, (6)define terms such as "level" and "grade", etc. Without a scope andsequence within which are specifically definedthe behavioral objectives for students of varyingtypes (college bound, high school terminal students, nativespeakers of a language other than English, bilingual,non-English speakers; speakers of non-standard English) at the variousstages of instruction in each language offered, there isno basis for deciding whether the student behavior observed isbelow average,average or above average.

It is true that the policy of theFresno Unified School District is statedas that of the audio-lingual approach to foreign language instruction:"Audio-lingual teaching puts much stress on reading and writingat a certain stage of the student's development, but only afterthe student has acquired listening and speakingskills..." * At thesame time no determination of the degree of skill inlistening, speaking, reading and writing is either inferredor specified in any printed matter of the Fresno UnifiedSchool District. Eminent foreign language authoritiesagree that the four basic

*Allison, Harry. "Modern Foreign LanguageTeaching in Fresno,"a presentation to the Fresno Board ofEducation, prepared ApriJ 15, 1968. Paragraph 1, page 1. 2

skills in an audio-lingualforeign languageprogram are listening, speaking, readingand writing but the literature does not provide a list ofthe structural items to be mastered at each level northe degree of their mastery in the various languages.

2. Since student behavioral objectives havenot been spelled out, since the instructional materials usedinclude neither statements of objectives in behavioral termsnor achievement tests, and since the Fresno Unified SchoolDistrict has not prepared achievement tests for foreignlanguage, there is no objective, baseline statistical informationon which to determine the difference between present studentperform- ance and "standard" performance.

3. Determination of present student performance might be based on the production by students of the material covered in the adopted foreign language textbooks, but thereis no indication of which structuresare to be taught for mastery and which for passive understanding; to what degreeintonation and pronunciation are to be mastered, etc.

4. There is no agreement among the foreign language teachersas to the meaning of the grades earned by students interms of the skills taught, or as to those structures to be taughtfor passive understanding, etc.

As a consequence of the lack of objective informationon which to base the level of present student performance, theevaluators can only conclude from the classroom visitations they made, thatthe students are generally being taught in the audio-lingual manner and that they are exposed to the four basic language skills plussome cultural information. EXPERIMENTAL DESIGN

The following stepswere used by the Task Force:

1. Preparation

Meetings in advance of visitationin the Fresno Unified School District to determinewhich schools would be visited, what people wouldbe interviewed, what reports, documents, studies, or otherpapers would be reviewed, and Precisely what information would be soughtfrom those sources.

To this end a visitation schedulewas prepared by William Booth, Coordinator of Researchand Evaluation, Project Design, and by Mr. HarryAllison, Coordinator of Foreign Languages, Fresno UnifiedSchool District.

In addition to the contactssuggested by those gentlemen, other personswere also interviewed as a result of their being called in bya school administrator or fellow teacher, by their chancing into theinterview or by their purposely being sought out by thisconsulting team. The complete list of interviewees is givenin Appendix C.

2. Visitations

School visitations and personalinterviews were conducted from Sunday, May 26 throughWednesday, May 29.

3. Background Information

Among the district documents and reportsused for additional background and/or generalinformation are those listed in Appendix B.

4. Literature

Pertinent information from thesources listed in the bibliography was pulled togetherand assessed. To it was added the professional opinionof the consultants and those opinions found in appropriate,current literature by eminent authorities. References to such literatureare also found in the bibliography.

All information was sought forthe purpose of leading the consultants to understandas completely as possible the needs of the foreign language studentfrom both the practical, local point of view andany additional theoretical vantage point of the eminent scholars insofaras such theories might be valid in thecase at hand. 4

5- Leal Documents

The final source of information consisted in those legal documents of the State of California which bearon the area of foreign language.From 1965-1968 E.C. 7604 and E.C. 7700 directed that foreign language beoffered to all California students in grades 6, 7 and 8.* May, 1968, saw the passage of SB 1. Through the provisions of SB 1 the Legislature encourages foreign language instruction in the elementary-school (EC 8552) and requires thatforeign language or languages be offered in the curriculum in grades 7 - 12 (EC 8571- c).

6. FLF,S

At the time of preparation of this report it is not possible to know to that extent the Fresno UnifiedSchool District will attempt topursue the foreign language instructional program in grades 6 through 8.Although the sixth grade aspect of the Fresno Unified SchoolDistrict Program has been limited, this report will take it into account since it is the feeling of the evaluators and of most authorities on foreign language in the elementary school (FEES) that the optimal time for foreign language learning is before the age of puberty.4Hf

7. Overview

It is apparent that the Fresno Unified. School District in working out its foreign languageprogram has had to make certain choices while working within the constraints of budget, law, teacher availability, materialsavailability, characteristics of personnel, etc.

This report is an attempt to bring all of the fore- going factors into focus on what the writers believe will contribute most to reducing or eliminating learner needs.

The needs listed are not mutually exclusive, butare rather interdependent, and must be read with thisunderstanding.

* It should be recognized that the Fresno Unified SchoolDistrict sought and was granted exemption from the legal requirementeach year.

IfPenfield, Wilder. "The Uncommitted Cortex--TheChild's Changing Brain," Atlantic Monthly. (July, 1964.) MAJOR CONCLUSIONS

Following are the major educational needs identified by the specialists at the completion of the study regarding foreign language:

1. Disenchantment voiced frequently at the teacher level with the supervision of foreign language and with the Instruct- ional materials suggested very strongly that it might be wise to have a disinterested party brought in by the school district to work with the teachers in settling their major grievances. The ill feelings which have been created, be they real or imagined, during the past several years, seem to make it imperative to reconstruct a healthy working relationship between the teachers and the administrative personnel. The "disinterestedff person must be highly kJ-low- ledgeableinre the general area of foreign language but he must also be able to understand the background of the discontent and be able to relate warmly to all persons concerned.

2. A continuous, sequential course of study for each language offered (English as a second language, native language for bilinguals, foreign languages per se, related cultural courses) is essential. For some time the teachers have been operating without such a guide causing great disparity throughout the foreign language curricula. The teachers would like and do need common understanding regarding scope and sequence; evaluation of students, teachers, and program; real student needs as opposed to those imposed from above; philosophy of foreign language in Fresno, etc.

3. Redefinition of the roles of those persons and/or groups in the district who are directly or indirectly concerned with the foreign language program. LEARNER NEEDS INSTRUCTORCLASSIFICATION NEEDS MATRIX OF NEEDS* AUTHORITY NEEDSSchool Administratora.peans, Counselors) trictlytngI. foreign the Fresno language Unified program.** School Dis- To understand the philosophy under- FresnophilosophyinstructionI. Unified of developed foreignSchool District.language by the To follow consistently the ionaltheI. working progrmal ,nilosophy in foreign of language.the instruct-To interp,et to laymen and educators II. To have an accurate assessment II. To allow for and to meet II. A.B.foreignof his interestslanguages ande.g., abilities in HighCollege school bound terminal student assessedthe interests for eachand abilitiesstudent. as interestsforeign-languageing to meet and the abilities. requirementsprogram as of the To provide programming and schedul- per student C. literacyNativeotherorentering vocational speakerthan in industry, thatEnglish ofservices language a businesslanguageto obtain or tudeterminationTo be than aware "B" of grade foreignmore invalid reading.language basis apti-for de- E.D. StudentsmaintainBilingualskills inhis studentsneed native of Englishlanguage as foreignvalidofTo studentassist instruments language ininterests providing for theand counselors assessmentabilities with in F.G. AdultEnglishStudentsa second students in language need of ustandardu abilities.appropriatestudentsTo initiate in toforeign-languagea programtheir interests for placement and of courses *41-*0011. The Henceforth, consultants for want the topurpose stress oflanguageexclusive. thethis fact report, per se and/or related cultural Indeed, they are all interdependent. thatcourses; although also the English needs as a second languagethe andterm bilingualism. foreign language The needs are not necessarily listed in are listed individually, they are not mutually program or instruction will mean foreign rank order. WRECTIONAL,I. 'Central PLANT OfficeAND EQUIPMFLOT NEEDS To provide leadership for develop- I. Home COORDINATIVE AND SUPPORTIVE NEEDS I.(Community) foreignmentTo disseminateof languagea consistent informationinstruction. philosophy regard- of District.bylanguage the Fresno philosophy Unified as School developed To apprise self of foreign Tothelanguage be Fresnosupportive instructional Unified of thatSchool philosophypolicy. District. in To apprise self of the basic foreign toingII. educators.meet this the philosophy requirements to laymen of the and foreign To provide budgetary allotments anceII. for accurate assessment To recognize the import- II. To recognize the importance for abilities.assessmentfillinglanguage theprogram of needs his on interestsof the the basis student and of ful- per guage.andof eachabilities student's in foreign interests lan- Tolanguage.interestsaccurate become acquainted assessmentand abilities withof each inwhat foreign student's can and struction.areavariouscanTo become andof foreignstudentshould acquainted belanguagetypes done within for in-the whatthe instruction.typesshould in be the done area for of the foreign various language student

f 11, in r* t,- vo. %. ,y3.4:491.0.nnin. n,lnn.onn. 1,, L. ".= Xt.tt,:151; 'e s\ t YIn.IV.n Classification Matrix of Needs LEARNcontinuous,III. sequential foreign To have the opportunityNEEDS to ap.,MIO.I.....1. begin 0.11 III. INSTRUCTOR NEEDS To recognize the import III.AUTHORITY(School NEEDSAdministrators To provide for beginning Deans theCounselors) con- instructioneducational at life the optimal time span. language in his . ance of the lifeoptimallanguagecontinuous,student's span. time instruction beginning sequentialin his educational at foreignthe educationaltinuous',instruction sequential lifetspan.of-the at the optimalforeign time in thelanguage student. offeredstructionalfollowIV. a continuous program in each To be instructed by -- such a program to be stated sequential in- teachers who language languagecourseIV. ofhe studyteachers for each foreign A continuous, sequential -- such languagesquentialIV. coursesare followed of study by To see that the continuous thein foreignteachers. and se- ments.in terms of basic, minimal require- Toments.termscourse have of knowledgeof basic-minimal study toand be stated in require- acquaintedwillTo make allow additional teacherswith the toforeign provisions which become better language gradetheinstanding precedingforeign levels. of language theand instructionsubsequent given at under- assignments.visitationsinter-theprogram grade and as at intra-district or itwhich exchangeoperates they before and inteach, teaching e.g., teacher after A.V.languagebehavior heof isthe studying, given ReproductionforeignTo be awarelanguage of of authentic expectedsounds level* of e.g., linguistic V.offered,atstudent each levelbehaviorale.g. of each objectives To know specifications language for followedV.levelstudent of consistentlybehavioral each language objectives by To see that the specifications offered are the teachers. at each for C.B. studied.AccurateEnglishUnderstanding meaningsuse of of structures equivalent B.A. studentsCheckguageproductionDegree onsounds of ofcomprehension offoreign required foreign language lan- accuracy of re- by O. Degreememorizationthestructures avoidance of accuracy studies withoutof mimicry- of tomeaning useassure of * It is not the suggestedprogram. in the introduction of this report. Definition of such terms purpose of this Weeds Assessment lies within the province of the people structures studied. report to define "level" and/or "grade" in whothe may prepare the courses of study foreign language talirjahaklijage,'Hel) , t4t,"A,t,tx4A DIRECTIONAL,III.(Central Office)PLANT AND To develop, as part of the district EQUIPMENT NEEDS III.(Home) COORDDIATIVE AND SUPPORTIVE To recognize the import- NEEDS (Community) malstudytunityforeign-language time of forin a hisforeigneach studentphilosophy, educational life language at the opti- to begin the the oppor- span. lifeanceoptimallanguagecontinuous ofspan. the time instruction student'ssequential in his beginning educationalat the foreign lifeatsequentialtheIII. the span.student's optimal foreign timebeginning To recognize the language instructionin his educational importancecontinuous of mentpersonnelIV. of a uniform,concerned with To coordinate the district-wide plan efforts of all the develop- instructionforIV. continuous, in foreign To become aware of thesequential need language, bodyIV. for the community, School Board, as policy-making adopt a contin- theforeigncontinuousof(See needsbasic II,language of minimalA-G, andthe sequentialstudies variousrequirements learner for types. tailored toprograms of asToand mayassist be requestedin such by the development inuouslanguagefor the andeach Fresno sequential cultural-typeforeign Jnified School language or foreign course course offered of studyDistrict. foreigncoursesTo inform languageof thestudy developed for communityLearner Needs, of the above) instruction. Fresno Unified School District. levelbehavioraltheV. development of the objectives foreign of To assist district a statement of language offered.for each personnel in V. (None) V. (None) standards.agreedhigherTo work uponlearning with student the in institutions of developingperformance mutually LEARNER NEEDS ..)1Y ef,R, , 4, 1, V INSTRUCTOR ClassificationNEEDS Matrix of Needs materialsVI. suited to his individual needs To be supplied with instructional VI.in the selection of materials To be allowed to take part VI.inAUTHORITY (Schoolthe selection NEEDSAdministrators, of appropriate Deans materials To encourage teachers to participate Counselors) needsabove)assessment.as per or thestudent district(For types, possible program see individualII, for A-G student theTotheof materials be variousinstruction trained studentselected. in tothe betypes. use used of with priateTofor assist the supplementary variousteachers student in materials. acquiring types. appro- VII. To understand the evaluation VII. To develop a consistent VII. To understand the rationale of the culturalstudentpertainssystemespecially. used behavioralunderstanding.to eachinV. foreignabove skill objectives) in studieslanguage regard and(see toas toit taughttivestermsstudent specifiedofat evaluation theeach behavioral level. for systemeach of objec-in-skill in foronevaluationdevelopment eachthe behavioralskill in of toforeign a be consistentobjectives taught language at system specifiedeach dependent of standing.above)struction and (see for IV.cultural and V. under- Touationunderstanding. levelinterpret systemof instruction to whichthe lay is andpublicadopted, for thecultural eval- VIII.inconducive an atmosphere to creativity fraught ratherwith un- than To be taught in an atmosnhere VIII.groupsfic role in ofthe individuals foreign language and To understand the speci- inroleVIII. the of foreign individuals language end To understand the specific groups productive discord. program:C.B.A. DistrictForeignPersonnel administratorslanguage director coordinator program:O.D.k. ForeignPersonnelDistrict language administratorsdirector coordinator 00 lfL 41 Vikg ,`A .44:5.m.111d.1,11.144 '44 Eta DIRECTIONAL, PLANT AND EQUIPEENT NEEDS COORDINATIVE AND SUPPORTIVE NEEDS allotmentVI.equipment(Central for andOffice) acquisition adopted materials. of the To provide adequate budgetary necessary VI.(Home) (None) VI.(Coimnunity) (None) timetexts.duties,To offerspent i.e., recognitionon such selection extra to instructionalofteachers appropriate for materialsabletheirTo conduct future adequacy and an needs.equipment assessmentfor present to ofdetermine existing or forsee- mentbehavioralinVII. foreignof a consistent languageobjectives evaluationin specifiedterms of system thefor To provide leadership for develop- FresnoVII.tion systemUnified employed School District.by the To understand the evalua- SchoolsystemVII. District.employed by the Fresno Unified To understand the evaluation Tolearningstructioneach work skill with toand taughtinstitutionsdevelop for culturalat evaluation each of level understanding.higher instru- of in- menttouponments (Seethe Needs)perforhance appropriate studentV., Directional, behavior standards to mutually standards.Plant in respectandagreed Equip- VIII.commercialciles professional ventures. ethics with personal To establish policy which recon- VIII. (None) VIII.role of individuals and To be cognizant of the specific groups in the districttheTo requirerole who of aeithereach written person directly statement or defining group in the or foreign language program. 03 LEARNER NEEDS INSTRUCTOR NEEDS Classification Matrix of Needs AUTHORITY NEEDS 1,14 Ni .111s (School Administrators, Deans, Counselors) VIII. (continued) F.E.D. ForeignSchoolCounselorscommittees administrators language curriculum 0.1.n. F.E.D. ForeignCounselorscommitteesSchool languageadministrators curriculum H.J.I.G. CommunityHomeTeachersInstitutions of higher I.H.G.J. CommunityHomeTeachersInstitutions of higher A.IX. To teach the Toforeign be taught language by teachers qualified gardingIX. learning.To have information re- forIX. selection of foreign language learning.To be acquainted with the criteria B. level.To teach at the studentls grade B.A. foreignCriteriainCriteria the language classroomfor for evaluation selection teachers situation. of inToteachers.evaluation thebe ableclassroom to of use foreign situation. the criteria language for teachers A.regardingX.guage study the asvalue it oertainsof foreign to lan-his EnteringTo acquire and/or accurate graduating information from pertainsformationX.of foreign to regarding thelanguage student's the study value To communicate accurate in- as it X.toforeigninformation the student's language regarding study asthe it value pertains of To become acquainted with accurate C.B. Self-enhancementvocationalEnteringinstitutions industry, services of higher business learning or B.A. Enteringfromlearning institutions and/or graduating of higher A.B. Enteringinstitutions industry.,and/or of graduating higher business learning from or C. Self-enhancementorEntering vocational industry, services business formationToC. assist toin thecommunicating community. such in-.vocationalSelf-enhancement services 0 !IRECTIONAL,(Central Office) PLANT AND EQUIPMENT NEEDS (Home) COORDINATIVE AND SUPPORTIVE NEEDS (Community) whoofmiredIX. havethe of peopleforeign-language a foreign To determine the on the central office staff language teacher andqualifications re- IX. (None) languageobjectiveIX. qualifications verification To adopt a policy requiring the of foreign languagenriateTo develop for teacher verification or adopt an instrument qualifications. of foreign responsibilities. appro- who teach foreign language. of all teachers language.oualityin-serviceTo maintain of educationinstruction to an on-going program of in foreignupgrade the toforeigninformationX. the student's language regarding To become acquainted study as it pertains the value of rith accurate suppliedtheX. pertinent by the To become informationacquainted with school district. foreignX.information language regarding To become acquainted study as it pertains the value of with accurate B.A. vocationalEnteringinstitutionsEntering industry, and/orservices of higher graduating from business or learning B.A.to the student's EnteringEnteringinstitutions industry, and/or of higher graduating from learning informationToC. assist into the Self - enhancement communicating such community. C. Self-enhancement.vocational services business or 0 Classification Matrix of Needs thanXI. EnglishLERNER andWI those7S who do not speak (Native speakers of languages other INSTRUCTORXI.of cultural NEEDS backgrounds To be aware of the diversity XI. repre- AUTHORITYand(School clerks NEEDSAdministrators with cultural backgrounds To recognize the need for staff Deans Counselors) relate.similarclericalas"standard" school tostaff, administrators,their English) of own cultural toneed whom counselorsadults background they such and can sentedtheTo culturalbuild byby-the theon backgroundsthestudents diversity repre- of body.representative of those of the student theaslessTo dignityanaccord ofindividual. cultural eachthat student,he background, deserves regard- XII.structionattention in theforeign elementary language grades. in- To receive increased individual teacherXII.school ratioforeign in languageelementary classes. To have a lower pupil. - grades.XII.languagelower teacher-pupil instruction ratio in the in elementaryforeign To provide a schedule allowing -.andDIRECTIONAL,(Central clerks I. withOffice) PLANT cultural AND To recognize the need EQUIPMENT NEEDS backgrounds for staff XI.(Home) COORDINATIVE AND SUPPORTIVE(None) NEEDS XI.(Community) To recognize the need for staff forbodiesrenresentative that andneed. the communityof those of and to provide the student providebodiesrepresentativeand clerks forand thatthewith of those community andcultural to need.backgrounds of the student andgrades.languageXII. lowto recommendteacher instruction -pupil to To be aware of ratio in foreign the school intheboard the importance elementary of XII. (None) grades.guageteacher-pupilXII. instruction ratio in the To adopt a policy supporting low in foreign lan- elementary SUGGESTED SOLUTIONS

1. }lire a disinterested party knowledgeableabout foreign language and resnected in foreign languagecircles to try to restore faith, order and understandingamong the ranks of the teaching personnel. This person should lead the teachersand other nersons concerned in accomplishing most of theother needs as indicated on the Needs Assessmentfor Foreign Language.

2. Prepare a philosophical statement.

3. Redefine the role of allpersons and groups concerned with foreign language.

4. Prepare a course of study-for eachforeign language offered and for any related culturalcourses-

a. Restatement of philosophy.

b. Objectives in behavioral terms.

c. Definition of terms suchas "level" and "grade" as they pertain to foreign language

d. Evaluation program to be used forassessing student aptitude in foreign language, studentachievement, determination of applicant teacher proficiency inthe language he is to instruct, teacher behavior in theclassroom, student placement, etc.

5. Evaluate foreign language instructionalmaterials currently used in Fresno and otherson the commercial market.

6. Evaluate the adequacy of thepresent offerings in foreign language in light of the real /wads of thestudents and community.

7. In all of the above i-',;ems, workclosely with the Fresno State College and any other institution ofhigher learning that will cooperate so that vertical articulationin the total possible foreign language programmay be achieved. (Not all possible courses offeredin foreign language willnecessarily lead into college work.) BIBLEMAPHY

Brooks; Nelson. Language and Language Learning: Theory and Practice. New York: Harcourt; Brace and World, Inc. (1964).

et al. Language Instruction: Perspective and Prospectus. Vol. XXXII; No. 4, Sacramento, California: California State Department of Education, (November, 1963).

"The Ideal Preparation of FL Teachers," Modern Language Journal. (February, 1966).

California State Department of Education. French: Listening, Speaking, Reading, Writina. Vol. XXXI, No. 4, by Everett V. O'Rourke, Sacramento, California, 3`F to Department of Education, (October, 1962).

. Spanish:' Listening, Speaking, Reading, Writing. Vol. XXX, No. 4, by Everett V. O'Rourke. Sacramento, California: California State Department of Education, (Nay, 1961).

DuFort; Mary, et al. A Practical Handbook for Implementation of Foreign Language Programs, Alameda County School Department, Hayward, California, (1967).

Duhon, Dorothy and Leonard Brisley. Evaluation Criteria for Modern Foreign Language Teaching. Denver, Colorado: Colorado State Department of Education, State Office Building, (June 1964).

Gaarder; A. Bruce. "Teaching the Bilingual Child: Research, Development, and Policy." Modern Language Journal. Vol. XLIX, No. 3, (March, 1965), pp. 165-75.

Guerra, Emilio L. "The Problem of Articulation Between the Junior and Senior High Schools," Hispania. Vol. XLVIII, No. 3, (September, 1965), pp. 506-510.

Hempel, Val. "Foreign Language Teaching: A National Imperative," Reports of Regional Conferences on Improving Modern Foreign Languages in Elementary Schools. Sacramento, California: California State Department of Education, (1962),pp. 7-13.

Lado, Robert. Language Teaching: A Scientific Approach.New York: McGraw Hill Book Company, (1964), p. 239.

. Language Testing. New York: McGraw Hill Book Company, (1964).

. Linguistics Across Cultures. Ann Arbor; Michigan: University of Michigan Press, (1965).

Liaison Committee on Foreign Language.Foreign Language Articulation in California Schools and Colleges. California State Department of Education, Sacramento, (1966), p. 18.

12 Modern Language Association of America. "MLA Cooperative ForeignLanguage Tests: French, German, Italian, Russian, Spanish." Berkeley, California: Educational Testing Service, 1947 Center Street.

. "MLA" Foreign Language Proficiency Tests," (SevenParts.) New York: Modern Language Association of America.

Moreno, Edward. Performance Outcomes for 6th Grade SpanishProgram. County Superintendent of Schools, Ventura County, (June, 1968).

National Education Association. The Invisible Minority, Department ofRural Education, N. E. A. ($1.00 per single copy), (1966).

Penfield, Wilder. "A Consideration of the Neuro-PhysiologicalMechanisms of Speech and Some Educational Consequences,"American Academy of Arts and Sciences. Boston, Massachusetts: Academy of Arts and Sciences,(February, 1953).

"The Uncommitted Cortex--The Child's ChangingBrain," Atlantic Monthly, (July, 1964).

Pimsleur, Paul. Pimsleur French Proficiency Test. New York: Harcourt, Brace and World, Inc. (1967).

. Pimsleur. German Proficiency Test.New York: Harcourt, Brace and World, Inc.(1967).

. Pimsleur Spanish Proficiency Test. New York: Harcourt, Brace and World, Inc.(1967).

et al, Under-Achievement in Foreign LanguageLearning. Columbus, Ohio: Ohio State University, (April, 1963).

Rivers, Wilga. The Psychologist and the ForeignLanguage Teacher. Chicago: University of Chicago Press (1964).

Stewart, William A. (editor). Non-Standard Speech and the Teaching ofEnglish. Washington, D. C.: Center for AppliedLinguistics, (1964),p. 32. FRESNO UhIFIRT) SCHOOL DISTRICT DCCUMITS USED FOR GAMING BACKGROUIM MFORMATION

1. '!Brainstorm," April, 1968.

2. Comuunication from Robert Miner to School Personnelre "Subject Area Coordinators and Elemntary Coordinators," March 131968.

3. "Course Offering information for Secondary Schools," Jamary 1968.

4. Curriculum Committee Handbook, 1964.

5. "Foreign Language: Results of Secondary Principals' Study," March, 1968.

6. Interdepartmental Communication, April 5, 1968,to Dr.Haukins from 1.6ary. Belle Drell regarding "Survey of Different Programs, Projects and Organizational Patterns in Fresno Elementary Schools."

7. Mimeographed pages pertaining to La. Familia Fernandez prepared by Harry Allison from July 11, 1967 to July 2671777

8. "Modern Foreign Language Teaching in Fresno,"an explanation of audio-lingual prepared April 15, 1968 byHarry Allison for Presentation to the Fresno Board of Education.

9. Proposed course outline for acourse in Spanish for the Spanish- Speaking Student ( Hr. Herman Rios, Edison. HighSchool, 1968).

10. Reports of Foreign Language Curriculum CommitteeMeetings (Spanish and French) 1967-68 schoolyear.

11. Statistical data from Project Designre characteristics of student population by schools; characteristics of the community.

12. Student Cue Book, German Al B, I and II, VerstehenundSprechen.

13. "Task Force Introductory Study Data," April, 1968.

14. Tentative Course Skeleton for French, 1965.

Editor's Note: Not available at time ofsurvey, but pertinent to evaluation process: "Analysis of Performance of Graduates of the Fresno City Unified School Districton the Language Placement Examination, Fresno State College."

114 APFEHDDC A

LANGUAGE LAB EQUIP YT

Project Design staff asked theTask Force for additional data concerning the physicalequipment in the languagelabs and the teachers reaction to it. As a result of this reouestthe following additional infonotionwas received from the TaskForce.

"In several instanceswe did hear complaints about the lab equipment. Some teachers said theydidn't like the idea thatthey had not been consulted regarding the nature ofthe equipment to be purchased and neitherdid they like the fact thatit had all been purchased during thesammer, installed before their return and, in effect, beena 'fait accompli., It was also stated that the equipment was often notin good orderso not really functional. Some of the teachers didnot want to bother touse the equipment and so had little or no comment to make. Another item had to do with the difficulty thatthe custodianshad with cleaning the floors and waxing, etc.Apparently theequipment is rigid, making it not just difficultto clean theroomsbut actnal y increasing the cost of cleaningseveral fold."

wEany- foreign languageteachers are not soldon the use of language labs andone might even say that the pendulumhere, nation=w ide, is hanging in the middle, i.e., theevidence is not so over uhelming in favor of theuse of the equipment that the teachers are completely sold on it so they willinclude plans for its effectiveuse in their daily program."

15 APPENDIX B

HTSTOR.ICAL DETAIL

The following OftVIEW OF TIM FOREIGN LANGUAGE PROGRAM in the Fresno City Schools was prepared by 'Kr. Wallace M. Hallberg, 4en trator, Curriculum Services at the request of ProjectDesign staff so that this Task Force report would includesome of the background information relevant to the present languageprogram in the district.

VIEd OF THE FOREIGN LANGUAGE PROGRAM

Audio-lingual foreign language teaching nation-widewas inspired by excellent results obtained from wartime crashlanguage programs and is based upon the science of linguistics. The national interest made it advisable for asmany students as possible to speak another language.

The Fresno City Unified School District has beencommitted for some nine years now to audio-lingual foreign language teaching. Abruptly the program changed from the traditionalgrammar-translation two-year college requirement to six, and insome cases seven-year fundamental skills method sequences,

In this district the sudden changewas accomplished through the adoption of audio-lingual filmprograms in French and Spanish. The foreign language coordinator at that timewas instrumental in procuring from the publisher large quantities of thefilms and associated-materials without cost to the district, whichagreed to serve as a large-scale pilot project for the program. He also designed an inexpensive language lab which made it possible toadapt most class- rooms to the use of tape-consoles and headsets at a fraction of the cost of expensive carrel-type labs adopted bymany other districts. NDEA fUnds were used for this minor remodeling andfor the headsets, consoles, and motion picture and filmstrip projectors.

As in other subject fields, the district discovered thatmassive change quickly produced numerous problems, chiefamong them preparing the teachers to use different techniques and materials. As a result, some foreign language teachers were not convinced that thenew programs were any more effective than the old. By now, however, the debate is no longer as relevant-- many teachers accent the audio-lingual method.

There is some dissatisfaction with the Frenchand Spanish programs, both of which are being revised by the publisher. This has led to pilot trial of several differentprograms and more will be tried neat year. In addition, the present assignment ofmaterials in Spanish may be reassigned to differentgrade levels for better 16 17

articulation between the junior high and senior high.

Another nroblem has been the great increase in foreign language enrollments, partly because of mandated legislation. Recently, these excessive enrollments have dropped off and may increasingly continue to do so as the district adapts its curriculum to the provisions of Senate Bill 1.

With emphasis on listening and speaking as well as on reading and writing, it becomes obvious that the element of time is a major factor in achieving results. In some cases high school graduates may not have been as proficient as formerly in those skills which the traditional program had emphasized. Consequently, some college instructors have criticized the audio-lingual program as being less effective. Such criticism has been leveled at the Fresno program, although recent evidence raises some question about the validity of this criticism.

In 1964, the district's first coordinator left to devote full time to the production of a second-level series of films. To produce the first series, he had used as consultants some of the district's teachers. His successor was one of these. Some teachers have questioned the ethics of such an association. This can be answered by the fact that other teachers in other grades and subject fields have served in similar consultant capacities, and in a few instances the district has adopted materials developed and copyrighted by its teachers. The school board's stand now is that such materials must first be adopted by other districts before being adopted by this district.

The Fresno program is well -Down throughout the state.Many representatives of other districts have visited the schools here to see the program in operation, and they continue to come.Adjustments are constantly being made; the program is being adapted and improved to produce even better results; teachers are given opportunities to evaluate the adopted materials through curriculum committee discussions and recommendations to the administration; the school principals have evaluated the program; new pilot Programs are evaluated. All these processes are intended to produce better programs. The effect of the new legislation is yet to be felt. New ideas and methods should enhance the teachers' power to attract, motivate and hold. APPENDIXC FRESNO UNIFIED SCHOOL DISTRICT PERSONNEL AND STUDENTS INIERVIbidED BY TASK FORCE I, FOREIGN LANGUAGE CONSULTANTS

Robert S. Miner, Assistant Superintendent, Division ofSecondary Education

Reid W. Gromis, Administrator, Division of PersonnelServices

Harry C. Allison, Foreign Language Coordinator, Officeof Program Coordination

School Administrators:

William Micka, Principals Irwin Junior High School Arthur Miller, Principal, Fresno High School Vernon Walker, Principal, Bullard High School B. Lindes Campbell, Dean of Girls, Bullard High School John Lehr, Principal, Hamilton Junior High School Shannon Jones, Principal, Lane Elementary School Jim Harris, Principal, Del Mar Elementary School Frank C. Gonder, Vice Principal, Fresno High School James Corbo, Counselor, Irwin Junior High School Robert K. Winzler, Counselor, Fresm High School

School Teachers:

Ernest Marquez, Irwin Junior High School Jerome Marquez, Edison High Scho61 Herman Rios, Edison High School J. Eliceche, Fresno High School Albert Swanson, Fresno High School Ruth Dahmer, Fresno High School Carmen Elgorriaga, Sierra Junior High School Sydney Colvin, Tenaya Junior High School Valerie Robinson, Tenaya Junior High School Judith Snyder, Tqnaya Junior High School Fred Savala, Washington Junior High School Karen Melikian, Hamilton Junior High School Alma Jean Macy, Hamilton Junior High School Isaias Paz, Hamilton Junior High School Arnold Green, Bullard High School Edward Shahzade, Bullard High School Raylene Campbell, Lane Elementary School Larry Garcia, Lane Elementary School Gerald Pilibosian, Lane Elementary School Seda Sarkisian, Lane Elementary School R. M. Altschuler, Del Mar Elementary School Terril Sue Monson, Del Mar Elementary School

Fresno State College-- Jose Elgorriaga

Students: Irwin Junior High (2 students) Edison High (1 class) Fresno High (1 class) Tenaya Junior High (2 classes) Lane Elementary (1 class) 18 Ti 14 -fUrEIG iGUAG::;

liAJOR IDIMIYIED a 1-a0,LT,T 3TAFP

TF 14- 1.A healthy working relationship is needed between teachers and other school personnel involved in the foreignlanguage program.

TF 14- 2. The present disenchantment that exists betweenteachers and supervisory personnel in thearea of foreign language should be overcome.

TF 14- 3. A continuous, sequential course of study foreach language offered is essential.

Tw 14- 4. A philosophy of the foreign languageprogram is needed in Fresno.

TF 14- 5. Teachers need common understanding regardingscope, sequence, student evaluation, and other teachers involved in the language program.

TF 14- 6. There is a need for a redefinition of the roles of those persons and/or groups in the District who are directly or indirectly concerned with the foreign language program.

TF 14- 7. The District, in cooperation with institutions of higher education, should achieve vertical articulation of foreign language programs.

TT? 14- 8. Schools should determine needs of students for foreign language instruction and provide appropriate placement.

TF 14- 9. Students need to understand systems used toassess achievement in foreign language skills.

TF 14- 10.Materials used in the foreign languageprogram Aould be selected by the staff usinrr tIsea andappropre to grade level.