A Pilot FLES Project: Overview and Reflections.

Autor/in	Mansour, George P.
Titel	A Pilot FLES Project: Overview and Reflections.
Quelle	In: Northeast Conference Newsletter, (1994) 35, S.12-15 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Blacks; Educational Objectives; Elementary Education; Financial Support; FLES; French; German; Japanese; Minority Groups; Models; Parent Attitudes; Program Descriptions; Program Evaluation; Second Language Instruction; Spanish; State Agencies; Summer Programs + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Finanzielle Förderung; Französisch; Deutscher; Japaner; Japanisch; Ethnische Minderheit; Analogiemodell; Elternverhalten; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Spanisch; Öffentliche Einrichtung; Sommerkurs
Abstract	This article outlines a 2-year foreign language in the elementary school (FLES) pilot project that resulted in an unusual model of program funding and considers additional issues relevant to funding such programs. The 1990-1992 pilot project implemented by Michigan State University, the Black Child and Family Institute of Lansing, and the Lansing School District demonstrated that foreign language instruction begun in the elementary school benefits children. The 2-part program (part one: academic year program; and part two: summer program) provided instruction in French, German, Japanese, and Spanish to 150 students, grades 1-6, in which 77% were Black, 4% Asian American, and 4% Hispanic; almost 40% scored below the 60th percentile in Math and Reading on assessment tests administered by the State. Goals were to teach the children, make them more culturally aware, develop a working model of FLES, and train teachers in FLES. Outcome was measured in retention rate, absenteeism, class expectations and outcomes, and data obtained from parents or guardians. Results showed that the program sustained children's interest, collaborated by a 44% response from parents that their children seemed more interested in school under the FLES program. (NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC