Elementary School Foreign Language Instruction: Priorities for the 1990s

Met, Myriam; Rhodes, Nancy C.

doi:10.1111/j.1944-9720.1990.tb00404.x

Cited by 18 publications

(16 citation statements)

References 3 publications

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“…If indeed the higher results are attributed to the extra practice at Belle Valley, this provides additional confirmation of the key role of facilitators at the receiving end of instruction who are actively engaged in learning with and helping students. Furthermore, it supports the claim that more time-on-task leads to higher achievement levels (Met and Rhodes 1990).…”

Section: I998supporting

confidence: 80%

“…Students need class sessions that are long enough to provide intellectually stimulating activities for language practice. In addition, they must b e engaged in meaningful classroom activities that foster a need for them to understand and speak the language in order to accomplish purposeful tasks (Met and Rhodes 1990). Future studies need to examine the effect of increasing the length of television time as well as the length of time spent doing review activities.…”

Section: Foreign Language Annais-spring 1998mentioning

confidence: 99%

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Teaching Spanish Through Distance Education: Implications of a Pilot Study¹

Glisan

Dudt

Howe

1998

Foreign Language Annals

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At national and state levels, there is a current emphasis on expanding foreign language programs in order to enable ALL students to achieve high standards in linguistic and cultural competency. While school districts across the country attempt to begin language instruction in the elementary grades, many lack adequate resources to employ additional staffing. Distance education programs are increasingly being proposed as a means of compensating for a lack of district‐level resources. This article 1) reviews research findings of studies dealing with distance education programs; 2) describes the results of a distance learning study implemented with elementary school students learning Spanish; and 3) identifies the questions that must be addressed as our profession attempts to evaluate the effectiveness of distance learning in current foreign language programs.

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Section: I998supporting

confidence: 80%

Section: Foreign Language Annais-spring 1998mentioning

confidence: 99%

Teaching Spanish Through Distance Education: Implications of a Pilot Study¹

Glisan

Dudt

Howe

1998

Foreign Language Annals

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“…Although Met and Rhodes (1990) and Tucker (1999) suggested priorities for research in Marcia H. Rosenbusch (PhD, Iowa State University) is Adjunct Associatc Professor of Curriculum and lnstruction and Foreign Languages and Literatures at Iowa Statc University, Ames, Iowa.…”

Section: Recent Interestmentioning

confidence: 99%

The Impact of National and State Policy on Elementary School Foreign Language Programs: The Iowa Case Study

Rosenbusch

2002

Foreign Language Annals

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This article reviews selected national policy recommendations and examines their impact on state policy making in Iowa, specifically in terms of the number and quality of Iowa elementary school foreign language programs and teacher qualifications from the mid‐1980s through the 1990s. Understanding the effect that these policies have had on early language programs in Iowa may help the profession determine the impact of national policy on state educational programs. This study suggests that future research on the impact of national policies in other states can help professionals design strategies for shaping policies in support of foreign language programs that begin in the early grades and continue through secondary school, building skills across levels.

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“…The first aspect implies that the least amount of time for language in elementary school is 75 minutes a week that is one lesson a day (Rosenbusch, 1995). M. Matt and N. Rhodes suggest that "foreign language teaching should be done every day and not less than 30 minutes" (Met, Rhodes, 1990).…”

mentioning

confidence: 99%

“…All students study a foreign language, "despite the style, level of achievement, ethnic or racial origin, social and economic status, native language or future objectives of education" (Met, Rhodes, 1990).…”

mentioning

confidence: 99%

Organizational Principles and Content of Early Foreign Language Learning in the USA

Biletska

2015

Comparative Professional Pedagogy

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According to the results of leading American scientists that convincingly demonstrate the effectiveness and necessity of early foreign language learning the features of teaching foreign languages at elementary level in the United States have been analyzed. It has been found out that the US government is working on the improvement of foreign language at elementary education all over the country. The attention is paid the languages that were not so popular, and now have obtained the status of "extremely necessary", such as Arabic, Farsi and Russian, as they have become very important for the future participation of the state in world politics. The requirements for programs development of foreign language for elementary school have been described; such aspects as quantity of classes, curriculum project, teaching materials, teaching staff and knowledge of the students, the choice of languages, coordination and efficiency are taken into consideration. The short description of the content of foreign language teaching of elementary education has been presented. It has been indicated that success in foreign language learning as a device of foreign language communication depends on the level of listening, lexical, grammatical and spelling skills, as well as the abilities of listening, speaking, reading and writing, which are defined in the program for elementary school.

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Elementary School Foreign Language Instruction: Priorities for the 1990s

Cited by 18 publications

References 3 publications

Teaching Spanish Through Distance Education: Implications of a Pilot Study¹

Teaching Spanish Through Distance Education: Implications of a Pilot Study¹

The Impact of National and State Policy on Elementary School Foreign Language Programs: The Iowa Case Study

Organizational Principles and Content of Early Foreign Language Learning in the USA

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Elementary School Foreign Language Instruction: Priorities for the 1990s

Cited by 18 publications

References 3 publications

Teaching Spanish Through Distance Education: Implications of a Pilot Study1

Teaching Spanish Through Distance Education: Implications of a Pilot Study1

The Impact of National and State Policy on Elementary School Foreign Language Programs: The Iowa Case Study

Organizational Principles and Content of Early Foreign Language Learning in the USA

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Resources

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Teaching Spanish Through Distance Education: Implications of a Pilot Study¹

Teaching Spanish Through Distance Education: Implications of a Pilot Study¹