Wauwatosa Schools Foreign Language Program Audit Helena Curtain Ph. D. [email protected]

Wauwatosa Schools Foreign

Language Program

Audit

Helena Curtain Ph. [email protected]

t

Wauwatosa Schools Foreign Language

Program Audit

Our education systems, schools, and communities will prepare our learners for global competition only if we act, not talk; .... We need to educate the whole child for the whole world. Our nation's economic competitiveness depends on it.

Gene R. Carter, Executive Director, ASCD


Program AuditA pervasive lack of knowledge about foreign cultures and foreign languages threatens the security of the United States as well as its ability to compete in the global marketplace and produce an informed citizenry. The U.S. education system has, in recent years, placed little value on speaking languages other than English or on understanding cultures other than one’s own.

National Research Council 2007

Trends•Growth of early language learning

programs (pre-school - Grade 12)•Global emphasis on languages•One-way and two-way immersion•Emphasis on what students can

DO with the language (Proficiency)•Performance assessment

Language around The World

Millions of learners around the world go to school in another language.

% of World uses 2 or more languages

Monolinguals 1/3

Bilinguals & Multilinguals

2/3

Crystal, 1997

% of World Using2 or More

Languages

% of Children in the World Learning to Speak 2 or More

Languages

Children learning to

speak 2 or more languages

2/3

Children learning to

speak only one language

1/3

UN Report, 2002

Language around The World

Council of Europe, 2001Every European should have at least

THREE languages– Mother tongue– English– Neighbor Language

How many Americans are proficient in a second language? 9% of Americans53% of Europeans

Which languages are studied in grades 7-12 ?

Spanish 72%French 8%German 8%Latin 7%

Italian 2%Japanese .8%Russian .2%Other .3%

95 %

4.3 %

(1999 dataNew data expected 3/10)

Number in MillionsNative Native &

Rank Speakers Non-Native Rank1. Mandarin873 1.051 billion #12. Hindi 370 490 #2 3. Spanish 350 420 #4 4. English 340 510 #35. Arabic 206 230 #66. Portugese 203 213 #97. Bengali 196 215 #88. Russian 145 255 #59. Japanese 126 127 #1110. German 101 229 #718. French 67 130 #1020. Italian 61

What Percentage of US Students study a second language ?

44% of high school33.8% of all students

Based on 1999 dataNew data expected March 2010

Language Education:

State of the Art

Principles for Effective Language Instruction*

*Based on ACTFL Standards and Startalk Programs

Principles for Effective Language Instruction

• Align standards-based, thematically-organized curriculum, instruction and assessment

• Use the target language for instruction

• Ensure meaningful interaction in the target language

• Integrate language, culture and content

• Differentiate instruction based on learner need

• Assess learners’ progress and performance


• Facilitate student-centered learning



Standards-based = Proficiency -based

Standards for Foreign Language Learning

in the21st Century

SuperiorCan support opinion, hypothesize, discuss

topics concretely and abstractly, and handlea linguistically unfamiliar situation

Proficiency Inverted Pyramid

LOW

LOW

LOW

MID

MID

MID

HIGH

HIGH

HIGH

NoviceCan communicate

minimally withformulaic and rote

utterances, listsand phrases

IntermediateCan create with

language, ask and answer simple

questions on familiar topics, and handle a

simple situation or transaction

AdvancedCan narrate and

describe in all major time frames

and handle a situation with a

complication

Superior: Can support opinion, hypothesize,

discuss abstract topics, and handle a

linguistically unfamiliar situation. No patterns

of errors. Extended Discourse

Advanced: Can narrate and describe in past,

present and future time/aspect, and handle a

complicated situation or transaction. Paragraph

Level

Superior

Intermediate

Advanced

Novice

Intermediate: Can create with language, ask and

answer simple questions on familiar topics and handle a

simple situation or transaction. Sentence Level

Novice: Can communicate minimally with formulaic and

rote utterances, lists, and phrases. Word Level

In mt ee dr i- a t e

Intermediate

N o v i c e

Advanced

Advanced

K-4 K-8 K-12 7-125-125-8 9-10 9-12

Pre

Advanced

N o v i c e

Expected Proficiency Outcomes Dependent on Length of Time in the Program

Sample Program Articulation Proficiency Targets



The language curriculum integrates language culture and content.

ThematicCenter

Language in use

(Communication)

Content

(Connections)

Culture(s)

Timeline of Columbus’ Voyages/Routes

DescribingFood

FoodPyramids Geography/Climate

Where Is It Grown?

Foods Of the

New World(Circa 1492)

FoodsOf the

Old World(Circa 1492)

Popular Common

Foods: Staples

Then and Now

Other Products

Exchanged

Endangered Animals

Where do Animals Live?Science

Animal habitats Animal food

How animals moveFood chain?

Endangered animals?

GeographyLocations of

animal habitatsContinents

CountriesLandforms

MathematicsMeasuring animal sizes in metric

systemEstimating Paper strips

Graphing favorite animals of classComparing sizes

Plotting animal populations on a graph

ArtAnimals in art works

Making animal masks Drawing picture from an

animal’s perspective

Language ArtsStories /retelling stories

Poems Chants RhymesAnimal sayings

Gouin SeriesSkits

Oral PresentationGames

Writing LEA Stories

Drama Fantasy Visit to Habitat Skits

Social StudiesAnimals as symbols

Importance of animal to the culture

PetsPerspective Taking

Physical EducationAnimal locomotion

charades/pantomime

Music Rhymes

RapsSongs

Where do

Animals Live?



• There is a clearly stated curriculum known by the teachers.

•The curriculum is used in planning and implementing the lessons. The curriculum rather than the textbook drives instruction.

• The curriculum is articulated horizontally and vertically within the program.

• The language curriculum integrates language culture and content



The teacher explicitly states objectives so that students will know what they are expected to learn and how they will use what they have learned by lesson’s end.


• Use the target language for instruction

The teacher uses the target language for instruction (at least 90% of the time).

Target Language Use During Observations

*One of these teachers used a much higher percentage in a higher level class during another observation.





New vocabulary is presented in a meaningful context, often accompanied by visuals, concrete objects, or hands-on experiences.

Vocabulary is not taught or practiced through translation to/from English and the target language.



The teacher teaches grammar as a tool for communication. It is not the focus or the goal of the course, unit, or lesson.

Rote grammar exercises that lack meaning and context—whether oral or written—are NOT in evidence.


• Teachers insure meaningful interaction in the target language

There is clear evidence of opportunities for unrehearsed communication.

Students engage in activities that go beyond memorization, drills and regurgitation of information



In every class session, the teacher provides pair and/or small group activities that engage students in using the language for meaningful communication.

There is more student talk than teacher talk as appropriate to the level of instruction.

• Teachers differentiate instruction based on learner need



• Teachers assess learners’ • progress and performance

Program Delivery

Program Delivery

There is sufficient contact time for the world language program.

There are adequate facilities for language classes.

Significant numbers of students are enrolled in language classes.

Professional Development

Teachers are involved in a sustained program of professional development.

Findings: Program Delivery

Wauwatosa Schools Foreign Language Program Audit

Findings: Program Delivery Enrollments

High School enrollments are above national and state averages but could be improved.

Drop offs in enrollments between levels should be examined.

High School Enrollments

Wisconsin Average 52.3%

National Average 44%



National Average 44%


Findings: Program Delivery Enrollments

Middle School enrollments are well below the state average.

Findings: Program Delivery Grade 6

There is no grade 6 program. Wauwatosa was once a statewide leader in offering language at grade 6.

Middle School Enrollments



•Teachers travel to other schools once (some twice) per day.

• No possibility for after school meetings, or student help

• No connection to rest of faculty at school

The middle school program lacks adequate resources

Findings: Program Delivery Middle School

•Teachers must travel to different rooms No possibility for “cultural island”



• Teachers expressed concerns about

• feeling like “stepchildren”

• lack of attention to needs of language program

There is a lack of administrative support for the language program

• Culture celebration was cancelled at one school.


There is no vehicle for informing parents of value of various language offerings.

Dominance of Spanish poses danger of losing French and German as offerings.

Findings: Program Delivery Languages Offered

There is no elementary school language program.

District is piloting such a program during the spring semester 2009-2010.

Findings: Program Delivery Elementary School

Findings: Program Delivery “Short” and “Long” Track ProgramThere is a lack of consistency in the ways that “short” and “long” track programs are delivered across languages. There no longer appears to be a reason for such a complex delivery system. Students can be placed at the appropriate level with performance assessments designed to ensure proper horizontal and vertical articulation.

There is a need for professional development. The language program has not received attention for many years.

Findings: Professional Development

While there is a commendable professional learning communities system in place, professional development for the world language program has not been available for many years.

Findings: Curriculum, Instruction and Assessment

Findings: Curriculum, Instruction and Assessment

The curriculum which has been painstakingly developed is not used. The textbook functions as the curriculum.

The curriculum needs to be updated in order to include more functional language goals and thematic topics.

Findings: Curriculum, Instruction and Assessment There are no common assessments targeting interpersonal, interpretive and presentational language and promoting horizontal and vertical articulation.

There are no outside assessments validating the proficiency outcomes of the language program.

Other Effective Teacher Characteristics

The physical environment, including displays of student work, is instructional, motivational, and informative. Visuals that are labeled in the target language do not contain English translations.

Physical Environment

RecommendationsProgram Delivery

1. Radically change the middle school program in order to make language study an integral in each middle school.


Program Audit


2. Consolidate the short and long track programs


3. Extend the foreign language program to earlier grades in the middle school and elementary school.

Recommendations

Program Delivery

4. Continue to offer Spanish at both middle schools. Offer French at one middle school and German at the other.

Recommendations

Program Delivery

5. Find a means of informing parents and students of language offerings other than Spanish .

Recommendations

Program Delivery

6. Table for several years any consideration of broadening the district’s world language offering to other languages such as Chinese.

.

Recommendations

Curriculum Instruction and Assessment

7. Establish coherence and guiding purpose in approaches to instruction and assessment.

(Is purpose of the program to produce communicators or grammar analyzers?)

Recommendations

Curriculum Instruction and Assessment

8. Create a curriculum/instructional/assessment support system that will enable the program to be aligned with up-to-date standards-based practices and establish vertical and horizontal curriculum articulation.

• Internal and external proficiency-based performance assessments are needed.

Recommendations

Professional Development

9. Provide professional development to language staff

• Provide training in standards-based curriculum design, performance-based assessment, and thematic unit development. • Provide time to develop these products.

While there are many areas of growth to be undertaken by the Wauwatosa language program, there are also many commendable areas. This report is an attempt to help the district provide an outstanding language program and build upon the strengths that are already there: a group of dedicated and hard-working teachers who truly want their program to be the best that it can be. All parties seem committed to making the Wauwatosa program an outstanding one that prepares its students for real-world language use.

Conclusion

Questions???

Documents

Wauwatosa Schools Foreign Language Program Audit Helena Curtain Ph. D. [email protected]