The article, "Scope and Sequence: Rethinking Beginning Foreign Language Instruction," by Erwin Tschirner is very similar to the things which we have been studying thus far in class. He talks about grammar and how it is used in the four skills of reading, writing, speaking and listening. He feels that different descriptions of grammar are necessary for these four skills and that different structures are learned at different levels of development.

Just as we discussed in class about the changing of textbook styles, so did Tschirner discuss the changing styles. The 80’s were very grammar oriented whereas the 90’s have become more communication oriented. In the 90’s textbooks writers are beginning to contextualize grammar exercises and increase the authenticity of the activities. The first year texts are shifting away from grammar as the main focus to grammar as a tool for communication.

Tschirner gives examples from the ACTFL Oral Proficiency Interview that help to determine a foreign language learner’s grammatical development. According to the OPI, speakers classified as Novice level (Novice low and mid) basically have no grammar because they can only communicate by memorizing single words or phrases. Intermediate level speakers communicate with simple sentences. They seem to understand how word order works to make a sentence and ask questions because they understand subject/verb agreement. Advanced learners can communicate in paragraphs, meaning that they understand meaning and relation well enough to put together a series of coherent sentences. They are, therefore, able to distinguish and communicate in past, present, and future tenses.

In doing this study, many people who were involved with the OPI felt that the only way a learner could ever reach the Advanced level is to study abroad and gain real life experience.

This study basically agrees with Krashen’s Input Hypothesis in that, "If the student is at the Novice level, the focus of instruction should be on structures that they will be able to control partially at the Intermediate level," (10).

Overall, Tschirner feels that the strong emphasis should not be placed on grammar until the 3^rd or 4^th level of language due to the fact that most students don’t attain the basic subject/verb agreement concept until the Intermediate level. This study also shows that each individual learns and develops in different stages. Therefore, no single approach will work the same for everyone. Overall, it was an informative article, however Tschirner used words that were not familiar to me and some of his thoughts seemed to run together. Otherwise it paralleled what we have been discussing in class which made it a little easier to understand.

Tschirner, Erwin. "Scope and Sequence: Rethinking Beginning Foreign Language Instruction." Modern Language Journal 80 (1996): 1-12.

Lisa Simon
El 7 de septiembre

 
In the spring of 1997, Isabel Dulfano took over a program known as FLAME: Foreign Language Alternative Mastery Example.  This program was designed to introduce children to foreign language concepts, such as days of the week, months of the year, seasons, numbers, alphabet, transportation, etc.  It also benefits the college student who must complete one hour per week for a semester long practicum, who has the help of a Spanish faculty member at the university.  It is similar to a regular practicum that one must do at Longwood before student teaching.

The program relies heavily on parental support.  They must allow their child to participate.  They must pay a small fee.  They must be willing to provide transportation after school, and they must recognize the importance of broadening their child’s cultural understanding of languages.
 FLAME is much like an exploratory program called FLEX.  FLEX and FLAME both deal with the four skills and culture on an introduction only basis.  They do not require, or expect the learner to become completely proficient.  They differ in that FLAME only deals with one language and ties in familiar, everyday vocabulary for the children.

This program is beneficial to the college student as well as the learner.  The college student has the opportunity to work closely with the student and master teacher to plan and teach various lessons.  They not only benefit from watching and listening to the master teacher, but also from their peers.  They make up games, puppets, stories, signs, etc. to reinforce learning.

Thanks to the parents, students, faculty and college students, this program is a success.  It’s goals are to, “ . . .provide exposure to foreign language study at the elementary level and for students to acquire a broad base of vocabulary, . . .” (846).  It sounds like a good program; however, I wonder if a program like this could be offered through the school as a class and not be an after school program.  The topics could still be the same and maybe it wouldn’t only be open to those who could pay for it.  Why shouldn’t all children have the opportunity to study foreign language in the same manner?  I think that the earlier children get started with a foreign language, the better their foreign language and English skills will be as they continue to develop in school.
 

In this article, John Blackie is discussing the need for a better relationship between high school and college courses.  He offers many differences such as, “...student characteristics, institutional funding sources and availability of materials, teaching qualifications, and articulation” (136).  He does tell us that many 2 year colleges are already attempting to close the gap between high school and college courses.  Many high schools across the United States are already participating in dual enrollment foreign language programs.  This article discusses some of the problems that have arisen and what actions the administrations can do to improve the programs.

The first area discussed was student eligibility.  Almost all of the colleges expect their dual enrollment students to follow the same admission guidelines as any other student, such as taking any placement exams necessary, any standardized tests, and all of the students’ records are reviewed the same.  They mention the possibility of implementing course specific rather than general placement tests or foreign language exams made up by certified local teachers for Spanish students to increase student success.

Teacher credentials play an important role as well.  They must meet the states’ qualifications just as any other teacher.  In Pensacola Jr. College, the faculty, “...must meet the Southern Association of Colleges and Schools teaching credentials or the course is not approved for dual credit.  Foreign language teachers must have a Master’s degree in their field. . .”(137).   They are then chosen by mutual agreement between the high school principal and a representative of the college’s personnel department.  They then become part of the college’s adjunct faculty.

Then comes the issue of “Interinstitutional Communication”.  The high school and college must work together on curricula, differences in educational philosophies and incompatibility of schedules.  Once the proper individuals meet to discuss the above mentioned issues, the course is assessed.  The goal for a good foreign language program should be communicative competence.  The classes are regularly evaluated through student classwork and a student portfolio at the University of Minnesota.  They use the portfolio to compare the high school student’s work to a student enrolled in a traditional Spanish course.  They try to discourage comparisons on a grade to grade or student to student basis.  They say it is counterproductive.  Basically one of the main things to remember is that, “. . . a successful foreign language dual credit program is a cooperative effort and is not a contest” (139).

The article concludes that, a dual enrollment program saves time, money, and, often, an unnecessary duplication of material.  It helps the colleges and high schools by increasing interest in the upper level courses and helps to build a better program.  The most important thing is that all people involved maintain open levels of communication and work together for the good of everyone.

I agree with this program.  It is nice, as a foreign language teacher, to see students who really are interested in gaining a better understanding and appreciation for foreign language. One can only hope that those students will go on to pursue a career in foreign language.  The article is well written and easy to understand.  It uses good studies which directly apply to the topic and gives good program examples which are easy to follow.

The article gives a good idea for simulating a Spanish wedding ceremony and reception.  The simulation would involve an entire class of students;  the bride, the groom, a priest, the mother and father of the bride and mother and father of the groom, a photographer, a cook, a coordinator, siblings of the bride and groom and the rest of the class would be the guests.  The class would be responsible for making up invitations, making up an authentic menu, sending out invitations, responding to the invitations, decorating for the wedding on one side of the room and the reception on the other side.  The guests had to respond to the invitation and bring a gift for the bride and groom.  To do this, they looked through Spanish magazines and newspapers, found an ideal gift, photocopied it, then gave it to the bride and groom along with a Spanish wedding card.  The photographer took pictures then the bride and groom sent them to the guests when they sent “thank you” cards.  The bride and groom, along with the priest, write up the wedding vows.  Any family member with an important role in the ceremony had to make up a short speech about the bride and groom.

They would use authentic Spanish music at the reception, or la fiesta.  The photographer takes candid shots during the fiesta which later go into an album to be shown to other classes, as the wedding album.  Students will be evaluated on their participation, preparation and a written summary of the event due at the conclusion of the event.

This idea could even be extended beyond the wedding and go back to the fiesta de quince anos where the novios meet.  Then have the wedding ceremony, then go farther ahead in time to when they have their first child and they would have the baptism or the child, thus discussing the importance of the family.
 I think that this is a really neat idea.  Other holidays or festivities can also be simulated.  This is just an example in the Spanish tradition.  It would be a little time consuming to plan, but for those of us on a 90 minute block, I’m sure that we’d have plenty of time to put together a wedding and reception.  Plus once you have done it once, it would be easier to set things up the second time around.
 Students will learn faster and easier if they can participate.  This is not only a “hands on” type activity.  The students actually “become” these characters which will enable them to have a much better understanding and some first hand experience which will motivate and stimulate them to learn more about their “new” culture.

 For my observation, I observed a 2 ½ year old little boy. He is very smart for his age and seems to be talking rather ahead of his time; or else other children that I have been around that are his age are slow talkers. Whatever the case, it is usually pretty easy to understand what he says. This particular day the topic of conversation was colors of cars that we walked past. The Novice and Expert were speaking to learn about colors.

The Novice participated when questions were asked about car colors and also offers other car colors that we see. He asks, "Mommy, is that Sisa’s car?" (That is his way of saying "Lisa"). And his mother answers, "No, but it does look the same, doesn’t it? What color is that car? Who else has a black car?" Then the Novice will name all of the cars that he knows of which are black, (mine, the babysitters son’s car, his daddy’s car, etc.).

The Expert, his mom, is pleased when he gives correct answers and, if he gives incorrect answers, she tells him names of people with that color car and he remembers their car colors, then recalls what color it actually is. As most children do, he has a different favorite color every day. Usually it is whatever color he has seen a lot of that day. Sometimes it is a color that he just saw or just learned, such as green and orange.

When the expert and novice don’t understand each other his mother asks him again to repeat his answer. Sometimes he will answer back with, "What mommy?" He does not usually speak in complete coherent sentences, but he does well for his age. He knows to associate coughing with something wrong. For example, if I cough he says, "What wrong, Sisa?" He doesn’t grasp the concept of the "S" on the end of words. If he sees a car that looks like mine he says, "Sisa car?"

From time to time we will correct him, but more often than not we let him make a few mistakes and just speak correctly when we talk to him. We talk as the adult, and he will eventually learn without being embarrassed that everything that he says is wrong at this early age.