Curriculum Projects - EDCI 537 – Shindler – Teaching and Assessment – Classroom Management
The Implementation of a Primary Foreign Language
Curriculum Utilizing Peer
Mentors Through a Group, Game and Story Setting
Kimberly Reilley
Summer 2000
Students involved in the Highline educational experience find themselves being educated in an environment which encourages many things, among them seems to be a sheltered and ego-centric existence. The expansion of views and cultural context is a content benchmark in the classroom (of course to prepare the students for that content question on the regents exam), but as a witness to the community, the lack of diversity is a hindrance to real world views and values. In light of the expanding Internet pursuits, the communication among the global community is seen as an opportunity to bring about unity and progress where little engagement was once seen. With the availability and technological advances of communication today, we as educators can not deny the fact that foreign language is the key to propel us into the loop of tomorrow’s version of the space race. To accomplish this we need to educate students on the importance and need to have world cultural views and the ability to communicate in an effective manner through increasing mediums. A wider range of career opportunities are available to those students who know a foreign language. The study of foreign languages provides students with new perspectives and widens their world view. “In a rapidly changing world, the study of foreign language builds confidence and offers insight into new social and cultural contexts beyond those experienced in one’s own country” (Nugent, 2000, p.35).
Buying Your Ticket (Review of literature & Introduction)
The underlying idea to curriculum changes in any educational atmosphere is to
produce a change effort that encapsulates the ideals and values of the school
and community. While inflicting that change the goal is to improve the lives
of the students we have the opportunity to reach. The
implementation of a primary foreign language curriculum is designed to impart
both of the earlier, as well as, enrich the school environment through the use
of peer mentors which, illicit the facilitation of the much needed information
of cultures abroad.
The
The State of
The student’s who do find themselves enrolling in foreign language and continue on into an optional fourth year of education, often have limited opportunities to apply their skills out of the classroom. These students need to be provided extended opportunities to allow for increased application of their skills and to motivate themselves when they see others valuing and appreciating their knowledge base. The true test of knowledge is seen through the application of that particular knowledge to others.
At the elementary level the separation that occurs between classrooms hinders socialization of various forms of the young students. As day by day passes, the comfort level inside a classroom grows and real connections between children are seen. As the year progresses the need for socialization diversity is needed to keep their skills fresh and to connect with students that they would normally never come in contact with until middle school. More opportunities of whole grade socialization must occur to dampen egocentric ideals and expand their horizons to include a diverse population of thought and personality.
If we examine even the students perspectives on the value and importance of learning a foreign language, we are faced with the notion that if the students themselves see an importance than it is the teachers responsibility to provide a sound and educational environment that feeds the high interest of the students. Since this is seen as a constructive and useful tool to fill educational time, the numbers themselves do not lie when it comes to student interest. In a survey done for Foreign Language Annals, it was found that 51% of the students polled strongly agreed that language study was important now. The same students were surveyed with the question related to the importance of language study in the 21st century. The percentage increased to 57% of the students polled who strongly agreed that language study was important in the 21st century (Antes, 1999).
The idea of spiral learning through foreign language seems to be the key to
success. “Presentation of foreign language should be consistent and
regular and should become a regular part of the curriculum” (Nugent, 2000, p.
37). “The Carter Commission recognized that students needed to begin
foreign language study much earlier and continue longer to gain proficiency and
familiarity with the language. Traditional language programs must be
changed to meet these new requirements. A couple of years of language
instruction with some literature-based courses are not enough to prepare our
students for a competitive global marketplace” (Fiorito, 2000, p. 31).
Through a fun and relaxed setting and early intervention, the goals of language
instruction in the
Envisioning the Ride (Ideal outcomes for both students and the
program)
The primary focus for the curriculum implementation is the observable outcome
relying on the children’s (first grade and high school) enthusiasm to drive
systemic implementation and perpetuation. Beyond the primary focus is the
foundation of a goals valued pursuit in which all parties involved feel a sense
of accomplishment and pride for their efforts. Although most of the
prescribed outcomes rely on behavioral and observational conclusions, the
validity of the results will impart be due to the candid written and observed
assessments of the students, teachers and advisement committee.
The outcomes we have envisioned for the students are:
1. Basic knowledge of other countries to expand and enhance cultural horizons.
2. Develop a tolerance for differences.
3. Learn basic and practical vocabulary words through a game format.
4. Create an interest in the study of diverse foreign languages.
5. Facilitate mentor relationships.
6. Application of knowledge (high school).
The outcomes we have envisioned for the program are:
1. Systemic perpetuation.
2. Shared commitment and a collective vision.
3. Growing interest and inquiry/expansion throughout the grade levels.
4. Comprehensive and decisive advisory committee/ability to assess and
implement change to enhance the program.
5. School climate addition.
6. Element of school growth (through attitudes and expansion of horizons).
7. Connection and early intervention to align with future foreign language
standards.
The goals of the program are set on the basis that this will be a fun and enthusiastic environment for the students to explore new information in a non-threatening environment. The environment will cater to the special needs students through the non-threatening environment. The assessment of the student’s knowledge gains will simply be seen through their journal entries and their internal gauge for tolerance and understanding of culture’s beyond their own. The assessment of the high school students will be based directly on a curriculum change and rubric outline.
Watching and Waiting in Line (Determination of need)
Examining the outlook of Highline ideals, I see the roller coaster of change
winding down a twisted path to only find themselves caught in a perpetual
cyclical motion of “been there and done that”. The attitude towards
change in the minds of the teachers is; go along with the idea until eventually
the momentum will fizzle out and we can get back to the old ways of teaching
how we teach. The bandwagon effect of program implementation has made
stops at the school and to illicit a change in curriculum we will need a strong
evidence based philosophy that ideally will catch the eyes of the
parents. In order to determined the need for change many factors need to
be examined. The research into the advanced programs of other countries
as well as the inquiry of similar programs implemented in area schools.
The value of learning a foreign language must be proven. The insight of
the high school students is important so we can look at the interest level on
their part and the value of the application of their knowledge. The idea
of role models and the positive effects they have on both parties is an
integral part of proving need. The NYS Standards can be brought into play
when factoring in the need for future curriculum placement as well as a baseline
into program content areas. On the basis of culminating the need factor
the parallels to student relevancy and benefits must be aligned.
To promote awareness of the need:
1. A pilot study will be conducted and the results will be used to assess and
modify program.
2. Observational assessments of those included on the advisory board will be
presented.
3. Journal entries that contain reflections and reactions from the first grade
students will be examined.
4. A survey of the high school students will be conducted before, during and
after the pilot study.
5. Recommendations of the advisory committee.
The climate of the school would invite a curriculum change of this small magnitude if all the facets of implementation are made clear to the team of first grade teachers. The climate is responsive to academic change as long as there is a strong and observable result seen in the students. The program will be presented to the faculty in a way that the school community will realize that they will be better off as a result of implementing the program and pose the idea that students will benefit from the program in an academic orientation. The social studies curriculum has been placed on the back burner in light of the new math and reading assessments being conducted by the grade level. This program would result in a concentrated effort to include a curriculum base that will include the social studies elements through expanding horizons, increasing tolerance, and working in a group setting. Through the strategy of spiral learning there is an opportunity for optimal knowledge building year after year that results in a higher level of exposure and use. This could also lead to an extension of time allotted to a student who may want to embark on a third language while still in high school.
Boarding the Roller Coaster (Implementation of the Plan)
The implementation of this program relies on many factors working together
toward a common goal. A collective vision and overview of the program is
needed to sketch the path that will be taken. This vision is set loosely
and welcomes the problems of implementation to reveal its true flexibility in
the eye of change. A large amount of the problems that may arise can be
countered and managed as a result of the pilot study that was conducted before
the large scale implementation. A mission statement is written to insure
the collective vision and to act as a stabilizer in the event that the vision
is lost in the over-processing of the minute details. The formation of core
implementers or program guides is needed for clarification and leadership
roles. These core implementers will serve as primary leaders to the
advisory committee and volunteer to be available to answer any questions that
may arise concerning the program. The leaders will value the work being
done, keep key players informed and guided, possesses the inner authority to
effect change and be in a political standing within the school that will
support and fuel needed resources. The advisory committee will encompass
a variety of people that represent the administration, teachers, community,
parents, and students. This will work on a volunteer basis and rotating
schedule if needed. The resources needed for the implementation is based
on possible scheduling conflicts that could arise when considering both the
high school and the elementary buildings. Also, the scheduling of the
elementary building on a rotating schedule to insure that each classroom is not
missing the same time period each week. The training of the high school
students to prepare them for working with the children will also have to be
factored into the time frame. In order to insure a smooth implementation
the first grade team, the high school language teachers, the advisory team,
high school student input, principal collaboration and backing as well as,
parental involvement are all needed in a collaborative effort to affect
change. No allocation of funds is needed at this time, being the early
stages of the program and how the program is set up.
Clicking Up the Initial Incline (Phase l)
A comprehensive study (conducted the summer before implementation) is done to
establish a need through the examination of other district’s programs
(visitations) and research found to be helpful and resourceful through
international language programs and standards. An initial survey done by
the teachers and the high school students would be conducted to reveal
preliminary interest level of the possible program.
A Great View From the Top (Phase ll)
Results of the comprehensive study would be revealed and weighed. An
advisory committee is set through a volunteer basis, a commitment is required,
and two core implementers are chosen who are then told of their
responsibilities. The advisory committee comes to a consensus of a
collective vision, goals and mission statement of the program. The
committee then defines a curriculum guide that is constructed to parallel
climate and values held by the school community. The high school students
will be selected on a volunteering basis and given instruction (tips) on how to
conduct themselves when working with children at the first grade level.
The First Large Decline Followed By Twists and Turns (Phase lll)
A pilot study of two first grade classrooms is conducted. The other four
classrooms will be used as a control. The sessions will last for 40
minutes where the two classes will rotate through 4 game situations lasting 10
minutes each. Two languages will be represented in the four games or
cultural intervention lesson. The sessions have a duration of 40 minutes
because of the time it takes to walk from the high school (5 minutes each way)
and the 40-minute sessions would equal one 50-minute period of the high school
schedule. There will be a total of eight visits from the high school
students on consecutive Fridays spanning the months of April and May.
April and May were chosen for the fact that in order to have this curriculum
change in the high school, the culminating project idea provided the most
benefit when shaping the program around the relevancy to the students in
applying their skills.
The
The conclusion of the pilot study leads the way into modifications and
adjustments of the program. The high school students, teachers and other
observers will be surveyed on the major points of the program (efficacy, time,
relevancy, and content) as evidence that we are meeting the need. The
elementary students will be asked to turn in their reflection journals they
have been writing in throughout the program that give insight to their thoughts
of the program. The advisory committee will meet to analyze the program
based on the journals, surveys, comparisons to the control classrooms (based
upon knowledge growth of other cultures and efficacy) and personal observations
made by committee members.
The Home Stretch (Phase V)
The advisory committee will report back to the faculty at large with the
results of the pilot study and make a determination as to whether the program
will continue and grow or will be phased out.
How Was the Ride? (Phase Vl)
The program assessment will parallel the needs assessment in that if the
program is successful the needs of the school should have been met and there is
evidence to back up the results.
The evidence that we met the initial needs of the school and the program can
be seen through:
1. journal entries of the first grade students
2. survey results of the teachers and the high school students
3. observations and oral questioning that the students were exposed to other
cultures/evidence of preliminary tolerance
4. curriculum choices match state standards
5. mentoring bonds could be observed
6. application of knowledge by the high school students
7. positive group dynamics seen through observation concerning the mixing of
classes within the grade level
8. interest level was raised on the part of the younger students (evidence read
in their journals)
9. high school students met objectives to create a game and story
based on their
language of study to teach the younger students
(based on the high school
curriculum change, which relies on actual
grades, based upon a rubric set
before hand)
Do You Want to Go Again? (Perpetuation)
For a program of this nature to continue to improve on itself and grow at the
same time, we will need a program monitoring function. As I said for the
primary outcome, the most valuable and useful perpetuation is formed around the
children’s enthusiasm to see that the program continues from year to
year. This can be seen at both the elementary and the high school
level. The elementary students will talk to their teacher and the other
students in the class about what they learned and how much they enjoyed the
older kids coming down and teaching them new things. That enthusiasm will
be seen by the administration, other grade levels, students on the grade level
as well as their parents. At the high school level the perpetuation can
be seen in many different ways and mostly depends on the personality and work
ethic of the student. Some of course, will see this opportunity to work
with the kids as a way of getting out of class, while others will see the real
benefit of working with the children to teach them new and exciting things and
also as a way to apply their knowledge. The level of perpetuation also
lies in the hands of the school building itself. The program must
continue to align itself with the values and climate of the school as a whole.
Coaster Off the Track (Possible problems)
As with any change effort the possibility of problems arising are
inevitable. The largest possible problem would be the change in the high
school curriculum at the forth year level of education. Also, scheduling
conflicts between the high school and the elementary school and matching up
possible times. Finally, the possible need for transportation on
inclement weather days.
Bibliography
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Cohen, D. (2000). Strategies-based instruction for learners of a second language. NASSP Bulletin, 84, (1), 10-15.
Fioritto, C. (2000). Foreign language and culture: Some background and some ideas on teaching. NASSP Bulletin, 84, (1), 30-34.
Leland, C., Fitzpatrick, R. (1994). Cross-age integration builds
enthusiasm for reading and writing. The
Noels, K. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83, (1), 23-34.
Nugent, S. (2000). Foreign language instruction in a global community. NASSP Bulletin, 84, (1), 35-41.
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of foreign language education in the
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