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A Guide to Foreign Language Programs, North Carolina

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A Guide to Foreign Language Programs, North Carolina DOCUMENT RESUME ED 419 387 FL 025 196 TITLE Cover to Cover: A Guide to Foreign Language Programs, Instruction and Resources. INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. PUB DATE 1997-00-00 NOTE 310p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Classroom Techniques; Course Evaluation; *Curriculum Design; Curriculum Development; Disabilities; Distance Education; Educational Research; Elementary Secondary Education; English (Second Language); Graduation Requirements; Higher Education; Instructional Effectiveness; Instructional Materials; International Educational Exchange; Media Selection; Parent Participation; Professional Associations; School Business Relationship; School Community Relationship; Second Language Instruction; *Second Language Programs; *State Standards; *Student Evaluation; Student Motivation; Study Abroad; Teaching Methods; Teaching Skills; Travel IDENTIFIERS North Carolina ABSTRACT The guide is intended as a resource for North Carolina teachers and administrators concerning second language education. Part 1 offers a rationale for second language education, and provides specific reasons for studying French, German, Latin, Spanish, and uncommonly taught languages. Part 2 describes instructional program models for elementary and middle schools, outlines st; e high school graduation and academic degree requirements, describes advaled placement courses, outlines the international baccalaureate :ogram, and provides data on language offerings of higher education institut)ns in the state. Part 3 examines the characteristics of effective language teaching, instructional design, and program design at each instructional level, including distance education and English-as-a-Second-Language teaching. Part 4 provides guidelines and suggestions for curriculum planning and instructional design, and part 5 discusses sources for additional information and guidance about supplementary curriculum materials. Part 6 focuses on teaching strategies and techniques for the general population and for early adolescents, students with disabilities, and multi-level classes. The final section lists additional organizational and information sources, including professional organizations, publishers, Internet addresses, international exchange and travel resources, and technology resources. Includes a 48-item bibliography. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY NJ This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of viola or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1 0 aGuide to Foreign LanguagefD Programs, Instruction and ResourcesO ',::f.c 0 (C4 w") Public Schools of North Carolina State Board of EducationJay Robinson, Chairman Department of Public InstructionMike Ward, State Superintendent 301 North Wilmington StreetRaleigh, North Carolina 27601-2825 State Board of Education Jay M. Robinson Chairman Wilmington Prezell R. Robinson Vice Chairman Raleigh Kenneth R. Harris Chairman Emeritus Charlotte Dennis A. Wicker Lieutenant Governor Raleigh Harlan E. Boyles State Treasurer Raleigh Kathy A. Taft Greenville Margaret B. Harvey Kinston Evelyn B. Monroe Pinehurst Robert R. Douglas Asheville Jane P. Norwood Charlotte Eddie Davis, III Durham 301 N. WILMINGTON ST. RALEIGH, NC 27601-2825 3 aGuide to Foreign Language Programs, Instruction and Resources Evaluation Form After you have read this document, please take a moment to letus know if this Guide to Foreign Language Programs, Instruction and Resources meetsyour expectations. 1. Is the information included in this document useful? 2. Do you have any suggestions for future publications? 3. Other comments: 4. Please circle your satisfaction rating with this publication: (1 being low and 5 being high) 1 2 3 4 5 Use this form and/or additional sheets to record your comments and return themto: Bernadette Morris, Foreign Language Consultant NC Department of Public Instruction 301 N. Wilmington Street Raleigh, NC 27601-2825 Fax: (919) 715-2229 and (919) 715-0517 E-mail: [email protected] Introduction In May of 1995, the State Board of Education developed the ABCs of Public Education, a comprehensive plan to reorganize public education in North Carolina. One of the primary focuses of the ABCs plan is to provide "better local control over educational decisions" to facilitate the implementation of excellent programs. According to the ABCs plan, the primary role of the Division of Instructional Services within the Department of Public Instruction is to design, develop and enhance the curriculum. As part of this effort, the Division is developing and publishing a variety of curriculum support documents and other products. Cover to Cover: A Guide to Foreign Language Programs, Instruction and Resources is part of this series. Cover to Cover: A Guide to Foreign Language Programs, Instruction and Resources is designed to provide assistance to foreign language teachers and administrators by addressing their concerns about foreign language teaching and by providing an accessible list of a variety of resources. This document is divided into the following sections: rationale and research in support of foreign languages, program models and requirements, characteristics of effec- tive programs, curriculum planning, selected strategies, and resources. It is hoped that this document will help foreign language teachers and administrators increase their schools' capacity to implement quality programs in foreign language educa- tion and that it will provide them with the resources needed for doing so. 6 V Table Of Contents PART I:FACTS, RATIONALE AND RESEARCH 1. What Does Research Report About Foreign Languages 3 2. Why Study a Foreign Language? 7 3. Why Study French? 10 4. Why Study German? 13 5. Why Study Latin? 15 6. Why Study Spanish? 17 7. Why Study the Less Commonly Taught Languages 7 18 8. Involving Parents, Administration and Community 20 PART II: MODELS AND REQUIREMENTS 9. Contrast Between Communicative and Grammar-Based Instruction 27 10. Program Models for the Elementary and Middle Grades 29 11. NC Graduation Requirements and NC Academic Scholars Program 32 12. Advanced Placement Courses 35 13. International Baccalaureate 43 14. Survey of NC Institutions of Higher Education 45 PART III: CHARACTERISTICS OF EFFECTIVE FOREIGN LANGUAGE PROGRAMS AND TEACHERS 15. Foreign Language Principles 55 16. Characteristics of Effective Foreign Language Instruction at the Elementary, Middle, and High School Levels 56 17. Criteria for Evaluating an Elementary Foreign Language Lesson 66 18. Classroom Behaviors of the Outstanding Teacher 67 19. The Teacher Performance Appraisal Instrument and the Foreign Language Teacher.. 69 20. Characteristics of Effective Foreign Language Distance Learning Programs 71 21. Foreign vs. English as a Second Language 74 PART IV: CURRICULUM 22. Local Curriculum Planning 81 23. Unit Design 88 24. Sample Units 94 25. Assessment of Performance in the Foreign Language Class 117 VII 7 PART V: CURRICULUM SUPPLEMENTARYMATERIALS 26. Second Language Goals and Objectives 131 27. Standards for Foreign Language Learning 136 28. ACTFL Proficiency Guidelines 138 29. The ABCs and Foreign LanguageEducation 147 30. Implementing the ABCs in Randolph County:A Staff Development Activity 148 PART VI: STRATEGIES 31. Classroom Organization, BehaviorManagement and Instructional Delivery 153 32. Motivation and the Foreign Language Student 172 33. Foreign Languages and the Early AdolescentLearner 191 34. Teaching Foreign Languages to Studentswith Disabilities 204 35. Teaching Combined-Level Classes 213 36. Suggestions for the Cooperating Teacher 218 PART VII: RESOURCES 37. NC DPI Foreign Language Publications 225 38. Professional Organizations 228 39. Professional Development Resource Personnel 233 40. NC Foreign Language Textbook Adoptions 236 41. Criteria for Selecting Textbooks 242 42. NC Foreign Language Collaboratives 252 43. International Firms in the State 253 44. National Honor Societies 254 45. List of Publishers 255 46. Internet Addresses 269 47. Travel Opportunities 275 48. Exchange and Study Abroad Programs 276 49. Language and Multi Media Labs 280 50. Foreign Language Software Resources 282 51. Miscellaneous Addresses 288 GLOSSARY 297 BIBLIOGRAPHY 301 3 VIII Part I Facts, Rationale and Research 1. What Does Research Report About Foreign Languages? 2. Why Study a Foreign Language? 3. Why Study French? 4. Why Study German? 5. Why Study Latin? 6. Why Study Spanish? 7. Why Study the Less Commonly Taught Languages? 8. Involving Parents, Administration, and Community What Does Research Report About Foreign Languages? I. FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOLS Pronunciation Children have the ability to learn and excel in the pronunciation of a foreign language (Du lay and Krashen; Krashen and Long, et al.; Krashen and Terrell). Higher Scores Children who have studied a foreign language
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