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English, Intended Mostly for the Social Studies Teachers. Some Units Dealing with Problem AFRICAN. STUDIES IN FRENCH 9 the African tapes were recorded in simpie Frenchby the children and were accompanied by the .researcher'sexplanatory notes in English, intended mostly for the socialstudies teachers. Some units dealing with problem: in African educationwere pre. fired expressly for teachers. The researcher photographedand uocu- mented much more material than could he edited andused during the two -year period. On her return, she classified 650additional slides and worked them into II supplementary units. ROLE OF A. DMINISTRATORS (1 ) The project director, who also,2ri",/ed as an instructor, acted as liaison with the U.S. Office of Education, withadminis trators and teachers in the cooperating schools, and with thepar- ents of participants. While she was on leave in Africa, her associ- ate assumed these responsibilities in addition to teaching both groups of students. (2 I The Ministry of Education in Upper Volta gave Ina' approval for the researcher-facilitator's work, and the Inspector of Elementary Education for Ouahigouya assigneda group of 40 boys and 40 girls in classes corresponding to the fifth and sixth grades hisp:Articipate --toldsr the direction of there- searcher-facilitator. ROLE OF PARENTS Bening meetings were hold aboutonce 1 month for (11, parents of the' participating American students to acquaint them with the project materials and aetivilies. Parents also participated in an evaluative surxex retarding 'their children's attitudestoward the project. ROLE OF SPECIAL CONSULTANTS In constructing the experimental design and evaluativepro- cedures. consultants were employed in language pedagogy, lan- guage sequence,Mossiculture.anthropology,testing,socio- pSychology, and African studies. 2 ; OPTIONS AND PERSPECTIVES A Sourcebook of Innovative Foreign Language Programs in Action, K-12 F. WILLIAM D. LOVE LUCILLE J. HONIG Project Director, Co-Author Project Assistant,,Co-Apthor THE AMERICAN COUNCIL ON THE TV ACHING OF FOREIGN LANGUAGES BELA H.. BANATHY SHARON ENTWISTLE Prim ipal Invest:pito:. Project Coordinator FAR WEST LABORATORY FOR EDUCATIONAL RESEARCH AND DEVELOPMENT U S OEPARTME NT OF Mt ALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCA' ION fosCM( OMEN! HASIff f N REPRO (),)I't XAT if AS PE(' tvED FROM 11AI PE I4SON 0.44ANIZATiC)N ORIGIN A iNG IT POINTS Of OEN OR OPINIONS STATE 0 DO NO1 NECf SSAPILYREEPE NT Of f 1(1AL NATIONAL Ns'ITUTF OF Published I (-)f< AT ION POST T ION OR POI Iry THE MODERN LANGUAGE ASSOCIATION OF AMERICA New York 1973 The research reported herein was performed pursuant to a contractwith the Office of Education, U.S. Department of Health, Education, andWelfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do Dot, therefore, necessarily represent offic:I Office of Education position or poliCy. The American Council on the Teaching of Foreign Languages, as a nonprofit individual membership organization, promotes the study of foreign lan- guages and provides services to those concerned with foreign language education. The Far West Laboratory for Educational Research and Development is a nonprofit public organizatiou supported in part by funds from the United States Office of Education and the National Institute of 'Education, Depart- ment of Health, Education, and Welfare. Library of Congress Catale? Card No. 73.78994 ISBN 0-87352-070-x The Modern Language Association of America 62 Fifth Avenue New York, New York 10011 Designed by The Etheredges ACKNOWLEDGMENTS' The authors wish to thank Julia Pe Ipv, Chief of the Research Section of the Division of Foreign Studies of the Institute of.Inter- national Studies at the U.S. Office of Education, for her role in --developinglhe_surysy. We would also like to thank Maria Swanson for her work as a consultant, the members of the committee that reviewed sample program descriptions prior to publication, all the program directors who responded to thesurvey questionnaire, andfor both their good ideas andprograms and their extensive cooperationthe directors of 'he rnograms chosen for description in this book. Finally, we would especially like to thank C. Edward Scebold, Executive Secretary of the American Councilon the Teaching of Foreign Languages, fdr providing valuablepractical assistance and moral support. FWDL LJH 41s 4 CONTENTS 0. INTRODUCTION XV 4 SECTION I F AFRICAN STUDIES IN FRENCH FOR THE ELEMENTARY GRADES 3 Mount St. Joseph, Ohio Language and anthropology are combined ina long-terin exchange of slides, tapes, letters, and realia between FLES studentsfn Cincin= nail and their peers in Upper Volta, Africa BUTLER AREA LANGUAGE SATURATION PROGRAM. IS Butler, Pennsylvania Sixth-graders use French to study math, science, health, socialstudies, and art CHINESE-RUSSIAN STUDY CENTER 26 Toledo, Ohio Magnet center for high school students offeringcourses in Russian and Chinese language, cultkre, and history CONTACT4TUDY-OFMEXICO 37. Tacoma,Washington High school students spend 12 weeks in Mexico during,the school year for homestays, travel, and independent research vii a* viiiCON1ENTS FOREIGN LANGUAGE EXPLORATION PROGRAM (FLEX) 49- Topeka, Kansas Junior hig h ,school students get a "taste" of fivedifferent languages ow. FO REIGN LANGUAGE INCENTIVE PROGRAM (FLIP) 56 Casper, Wyoming A three-day summer language institute plannedand conducted by students fronttsolated areas of Wyoming FOREIGN LANGUAGE WITHOUT FAILURE 65 Chagrin Falls, Ohio Small-group commiinicatiog exercises. mastery testing, andCREDIF audio-visual approach for high school classes in French,Spanish, and RUSAtall THE FRENCH IN DELAWARE 78 Greenville, Delaware An advanced course that draws on research in local historicalarchives 0 GERMAN LANGUAGE SUMMERCAMP 86 Seattle, Washington Ten to eighteen-year7olds use German in a camp organized by local educators with the.help of a German-American organization . GUIDED INDIVIDUALIZED_ STUDY IN- FOREIGN LANGUAGES 97 Garden City, New York High school program of self-instruction in Chinese and Japanese INDIVIDUALIZED GERMANINSTRUCTION 105 Morgan-Hill, California Nongraded program using teacher-prepared I,APs in over 40 courses in beginning, intermediate, and advanced German IDUNLIZE DAN STRAJCTIO_N, FOREIGN LANGUAGES 117 West Bend, Wisconsin District-wide program of nottiraded continuous progress in French, German, "and _Spanish CONTENTS - ix JOHKDEWEY HIGH SCHOOL ` FOREIGN- LANGUAGE PROGRAM 132 Brooklyn, New York Foreign languages in a high school committed to continuous progress and individualized instruction LATIN FLES PROGR'AM 143 Washington, D.C. A---estrict-wide plogram of Latin°Maderelevant and useful for fifth- and sixth-grade inner-city students MANAGED SELF-INSTRUCTION USING PROGRAMMED MATERIALS /53 Tucson, Arizona _ District-wide program of independent study and consultations with native speakers of French. Spanish, Hebrew, Latin, and German MINI-COURgli. CURRICULUM 10 Ridgefield, Connecticut Specialized ten-week courses for students in advanced Gentian .. : MINORITY STUDIES IN FOREIGN LANGUAGES 173 - Prince George's County. Maryland 71w study of ethnic and cultural minorities integrated into the high .school foreign `language (Wrier:Mtn r . QUINMESTER PROGRAM IN FOREIGN LANGUAGES /85 Miami (W.de County), Florida Short -terse fort ign language courses in a school distruA that operates yed:round on pine-week cycles THE SKYLINE CENTER: WORLD LA GUAGE CLUSTER AND CAREER DEVELOPMENT 'ENTER /93 -- -- --- -_ ___ Dallas, Texas A magnet school that includes foreikW langtainid-vocation-oliented_____, foreign language courses x - CONTENTS SOUTHCAROLINNTUDY-TOUR OF FRANCE 204 Columbia, South Carolina Three-month summer program organized by oneteacher with home- .stays, travel, and instructionthroughout France STUDENT-CENTERED CLASSROOM 215 Clarence,New York , , JJ Small-grfoup and individualized study in conjunctionwith specific teacheribelutviors SUMMER 'FOREIGN LANGUAGE DAY HOUSE INSTITUTES 225 . Chicago,Illinois - Junior and senior high school students explore foreignlanguages and the ethnic neighborhoods of Chicago in aneight-week summeren- richment program SUP.ERVISED MULTI -MEDIA CORRESPONDENCE STUDY 232 Boutder, Colorado Videotapes and "telelectur:s" bring French and Spanish instruction to students in high school.^ too small to hire foreign language staffs TOTAL IMMERSION LANGUAGE PROGRAM (TIP) 243 Commack, New Yitrk French or Spanish used three periods a day, five days a week, for three years in senior high school history and literature courses and a variety of mini-courses SECTION II- AftERDEEN-L'UNION JUMELAGE 255 Aberdeen, Maryland High ichool French students exchange letters, slides, and visits with peers in France CONTENTS xi ADVANCED FRENCH CONVERSATION 259 Old Westbury, NewYork Cassette recorders used as the key to personalized instruction AUGUST MARTIN HIGH SCHOOL FOREIGN LANGUAGE PROGRAM 262 Jamaica, New York Foreign languages in a high school with on aviation and aerospace orientation * .. COMPUTER-ASSISTED INDEPENDENT LATIN STUDY 265 Urbana, Illinois, High school students me a universitx computer in studying Latin *. CONCORDIA LANGUAGE ILLAGES 268 Moorhead, Minnesota Instruction in five different languages combined with a wide range .. of outdoor activities ' .!.1 IA COORDINATION OF SKILLS IN AN INDIVIDUALIZED PROGRAM 272 i Norman, Oklahoma Modular schedulink is the backbone of individualized and small-group instruction . 1. .,. DELAWARE-PANAMA EXCHANGE PROGRAM 275 Dover,
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