Savic, Jelena M.  "Teaching Spanish as a Foreign Language in Belgrade, Yugoslavia: A need to overcome the Old Ways".  Hispania (September 1997): 842-846.

In this article Jelena M. Savic, an Assistant Professor at the College of Philology at Belgrade University, set out to discover teacher's attitudes and assumptions toward Spanish curriculum organization and general issues regarding language teaching methods.  Ms. Savic surveyed 12 teachers using a survey patterned after the FLAST (Foreign Language Attitude Survey for Teachers).  These teachers were all female aged 27 to 55.  They taught at the Foreign Language High School, Foreign Language Institutes and the College of Philology in Belgrade Yugoslavia.

The teachers were asked a number of questions.  The following is a sample of some of their responses:
75% agreed that there is a strong need to develop communicative competence in their language classroom

84% said Spanish should be used in the classroom as much as possible and that opportunities should be created for the student to communicate orally in Spanish

86% said Spanish can not be taught without the corresponding culture and that culture should be taught in Spanish whenever and wherever possible

67% said that the grammar translation method gives positve results in development of communicative skills in Spanish

65% thought that the knowledge of grammar rules of Spanish is a prerequisite for the development of the communicative language skills

52% agreed that the sound system of Spanish should be taught separately and at the beginning of the acquisition process

 Many of the instructor's responses were contradictory.  Visiting their classrooms informed Savic of where the teachers stood on various methods.  It was found that although instructors were aware of current teaching methods, they relied on the "old ways" or the bottom-up approach. Savic concluded that much training is needed to cause this to change.
 Efforts are being made to provide Spanish majors and teachers with concepts of language learning and teaching.  A visiting Spanish lecturer from Madrid has helped in this process.  Also, starting next year, 1998, there will be specialized senior seminars.  These seminars will be dedicated to the analysis and discussion of various topics in the area of teaching methods and foreign language acquisition.

**My views**
I enjoyed reading this article.  It shows that the teacher truly can make a difference in a classroom.  This can be either positive or negative.  We can be taught new and better ways of teaching but it is up to us to implement them in our classes.

I agree that more training is necessary.  However, I believe that teachers must be convinced that these new methods are better and not simply new.

In spite of the grammar-translation method of teaching and the fact that Yugoslavian students may have little chance of integrating into Spanish culture, they are highly motivated.    I thought that this was very interesting.  These students still want to learn.  They want to learn about the Spanish-speaking world and they desire to have the ability to use and understand the language.
In our classrooms, often times we must prove to the students why they need this.  There are some who want to learn for the sake of learning.  But, unfortunately the former is more common.

In my opinion, teacher training, a change in approach linked with motivation will cause Belgrade to produce extremely competent Spanish speakers.

 Simone McKelvey
9/8/98

 Dulfano, Isabel. "FLAME - Foreign Language Alternative Mastery Example: Another Approach to FLES Models Currently in Use".  Hispania. December 1997.

Ernst-Slavit, Gisela; Wenger, Kerri J.; Statzner, Elsa L.  "Compañeros: A Teacher Preparation Partnership Model for Teaching FLES". Hispania.  May 1998.

 A FLES model began several years ago in the town of Farmville, VA.  Dr. Lily Goetz, the parent of a second grader; who was also a professor at Longwood University; desired that her child have the opportunity to have  foreign language study at the elementary level.  At the time, their was no such program in this elementary school.

 Having a full-time foreign language teacher was not possible, but the school allowed Dr. Goetz to begin an extra-curricular program for first through fourth graders.  Dr. Goetz hoped that once the administration saw the benefits and necessity of foreign language in their school, they would hire a full-time teacher and the extra-curricular program would no longer be necessary.

 The intent of the program was student-centered.  Children were exposed to a second language, specifically Spanish, at an early age.  This early exposure increased the chances of these students becoming proficient.  The student would also gain an appreciation of another culture.

 Spanish was offered to these students initially at Longwood University and later at the elementary school, once a week for eleven weeks.  Parents were asked to pay a minimal fee in order for their children to participate.  The elementary school was not asked to do anything except provide a classroom.

 Initially, this program was not meant to be part of teacher training for Longwood students.  However, due to a need, Dr. Goetz asked a student to assist with the class.  This assistance grew.  Later, students in the majors of Liberal Studies and Spanish earned 1 credit hour for teaching the elementary class, keeping a journal, and working with Dr. Goetz.

 During the class, the children were taught cognates and vocabulary which related to their everyday world.  All grade levels of these elementary students worked together.  After the eleven week course, some children took the course again for reinforcement.  There was only one level of this program but the children enjoyed it nonetheless.

 When Dr. Dulfano took over the program in 1997, she nicknamed it FLAME.  At present FLAME is not being done at the elementary school in Farmville.  Unlike FLAME, Compañeros was created to fill a two-fold need, teacher training and student preparation for a multicultural and diverse world.  "The development of foreign language programs at the elementary level requires increasing numbers of teachers who are fluent in a foreign language and who are certified to teach elementary school children.  However, many of these programs are currently staffed by teachers with no preparation in langauge teaching, by teachers with secondary rather than elementary certification, or by teachers fluent in the language but with no teaching credentials."  This program attempted to address these issues.
 
  Compañeros began in 1994 as a collaborative effort between Washington State University and Fletcher Elementary School. In an area where 30% of the elementary students come to school speaking languages other than English, FLES fit.  The faculty and parents of Fletcher decided to add foreign language instruction to the curriculum.  At the same time, a group of faculty at a teacher preparation program wanted to enhance the preparation of prospective bilingual and ESL elementary teachers.  In order to solve both problems, the institutions shared their resources and began a Spanish foreign language program for Fletcher.
 
 The prospective teachers from the university were required to have a thorough command of the language.  They were also responsible for picking up children from recess, teaching lessons in Spanish, discussing topics with mainstream classroom teachers, dealing with classroom management, and walking the children to the lunchroom.  Grade levels K-5 were taught at different times during the week.  A curriculum was used which attempted to integrate grade specific content.  These teachers were also able to use" recently acquired pedagogy, language, and culture in real classrooms and with real children" once a week.

 In this FLES program, like FLAME, university students were required to keep a journal.  Compañeros, however,  had some components not present in FLAME.

 University students took part in a FLES Methods Course.  This course blended pedagogical knowledge at the elementary school level as well as content knowledge related to the target language and culture.  Students watched videotapes of successful FLES teachers and were also videotaped themselves for the purpose of evaluation.
The maestros were overseen by an associate professor and a doctoral student who both spoke Spanish and had taught ESL and FLES.  Evaluation also came from another source.

 Prospective teachers were encouraged and required to evaluate themselves.  They were to reflect on what they had done and, when necessary, adapt their lessons.  At times, this process was frustrating.  This can be seen in the following journal entry: "This journal topic is very difficult for me.  I don't feel like our students are using very much Spanish.... I suppose I have only myself to blame for this.  I speak mostly broken Spanish to them because I want to make sure they understand.  I feel like when I try to use TPR or visual aids , the kids don't understand what I am saying or they get confused...I get the feeling that most students are not enthusiastic or excited.... Every time I try an idea from a book, it seems to flop. Help!"  In spite of the occassional frustration, I believe that Compañeros is a viable program.

 Children are exposed to a new language and culture.  Prospective teachers receive hands-on training before their normal teaching practicum.  Washington University and Fletcher Elementary School have their needs met.

**My thoughts**
 I believe that school and community support can sink or swim any program. Compañeros received much more support than FLAME.  Perhaps it is a demographic issue.  If there is not a diverse population present, oftentimes the need for FLES may not be seen.  In spite of difficulties, FLAME can work if Longwood and parents will bear the burden until the elementary school picks up the ball.   I felt that the teacher training in Compañeros was invaluable.  From the standpoint of a teacher, it can be quite frightening to be given a textbook and thrown into a classroom when you've only been there a few times.  I also believe that it is beneficial for students to have foreign language study in the elementary school, especially Spanish.  Not only will students be able to communicate with the fastest growing minority group in our country, but later they will be more valuable in the job market.

9/22/98
Simone McKelvey

Ms. Galloway discussed the history of the communicative approach. This included how and why this approach replaced the methods which preceeded it.

The communicative approach mushroomed in the 1970's. Teachers and linguists were not satisfied with the results which they were getting from the methods being used.

The grammar-translation method had been used since the late 19th century. Students were taught the rules of the target language. They would then translate a text from their native language into the target language. It was believed that this bottom-up method of instruction would enable them to communicate. It did not.

The next approach was the audio-lingual method whwere students learned through drills and the memorization of dialogues. The target language was heard and repeated. Students had a better chance of communicating but still were not able to do so in real-life situations.

"The communicative approach could be said to be the product of educators and liguist who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign language instruction".

 "A learning style is an individual's most efficient and effective method of processing information and learning"2.  The style is the student's preferred manner of learning.  To the learner this manner is natural, comfortable and sensible.  However, no one style is right or wrong.

 There are many names and ways to describe the various learning styles.  I have chosen to use the Four learning styles in the DVC Online Survey.  These styles are Visual/Verbal, Visual/NonVerbal, Tactile/Kinesthetic and Auditory/Verbal.  " Visual/Verbal learners learn best when information is presented visually and in a written language format.  In a classroom setting, they benefit from instructors who use the black board (or overhead projector) to list the essential points of a lecture, or who provide the learner with an outline to follow along with during lecture.  They benefit from information obtained from textbooks and class notes.  The learner tends to like to study alone in a quiet room.  The learner often sees information 'in their mind's eye' when they are trying to remember something.  Visual/NonVerbal learners learn best when information is presented visually and in a picture or design format.  In a classroom setting,  they benefit from instructors who use visual aids such as film, video, maps and charts.  They benefit from information obtained from the pictures and diagrams in textbooks.  The learner tends to like to work in a quiet room and may not like to work in study groups.  When trying to remember something, they can often visualize a picture of it in their mind.  They may have an artistic side that enjoys activities having to do with visual art and design.  Tactile/Kinesthetic learners learn best when physically engaged in a 'hands on' activity.  In the classroom, they benefit from a lab setting where they can manipulate materials to learn new information.  They learn best when they are physically active in the learning environment   They benefit from instructors who encourage in-class demonstrations, 'hands on' student learning experiences, and field work outside the classroom.  Auditory/Verbal learners learn best when information is presented auditory in an oral language format.  In a classroom setting, they benefit from listening to lecture and participating in group discussions.  They also benefit from obtaining information from audio tapes.  When trying to remember something,  they can often 'hear' the way someone told them the information,  or the way they previously repeated it out loud.  They learn best when interacting with others in a listening/speaking exchange."3. "...Very few people operate only in one style all the time."4.  However, one or two may be dominant.

 Just as individuals have dominant styles, the same is true of teaching materials and methods used in different societies.  According to Madeline E. Ehrman, "North American schools expect,  and instructional practices presume, a certain pattern of cognitive fuctioning in students: for example, a tendency toward verbal-analytic thought rather than visual/wholistic."5.

 For students who correspond to this pattern, success is likely.  In spite of coming from different backgrounds, many Japanese and Chinese Americans have fit into the pattern.  Unfortunately, not all students in America are able to fit.  Many students in our country need to be taught in another style in order to reach their potential.  Teachers must be prepared to teach and students must be willing to approach learning in a new way.  It is important for all students, whatever their backgroud, to be able to "style flex".

 Style flexing is when a learner shifts styles in order to meet circumstances.  When students are not capable of making this shift, they are trapped.  The place where they are trapped is comfortable for the moment.  However,  when they desire to grow and go beyond what is familiar they will not be equipped.

 This ability is necessary for a number of other reasons as well.  Within our society their are learners of various styles; add to that our increasingly connected world, and the need for flexibility becomes obvious.  It is impossible to teach toward one or two styles.  Every American child does not use the same style.  We also have students from other countries in American schools.  Our job, as educators, is to meet the needs of all our students.  We can not do that if we only teach toward a certain percentage of the class.  Even if that percentage is the majority,  the loss of the remainder is unacceptable.

 More than any other time in history,  students are going abroad. While abroad, students should have no anxiety about the teaching styles of their instructors.  They should be ready to focus on the what not on the how.  At present, I don't believe they are ready.

 Another factor which makes style flexing necessary is the changing face of educators.  During the schooling of a student in America,  it is safe to say that they will have at least one teacher who was not born in America.  If the teacher's methods do not line up with the preferred style of the student,  the student must adjust or quit.  "If both student and program are rigid, the chances are that the program will label the student as unable to learn languages ( and the student may come to believe this of himself or herself), and the student will criticize the teachers and programs for not meeting his or her needs."6.

 John is an example of a student who must adjust his style if he wants to succeed.  He is used to tackling and conquering problems, but learning a foreign language has been difficult.  "When the curriculum follows the textbook closely, John works steadily and systematically.  He readily performs the drills and exercises that fill the text.  When asked to participate in more free-form activities such as storytelling or roleplays, John grumbles and stumbles."7.  John can not approach language learning as he has approached other courses in the past.  He must be able to adjust in order to do well.

 Style flexing allows all students to succeed.  During one of my Spanish Exploratory classes we were learning classroom objects.  One of our review activities was to put together a jigsaw puzzle labeled with the objects in both languages.  I was surprised to see which group finished first.  The group consisted of a number of students who normally did not do well on written assignments, but with a hands on assignment they excelled. This shows me that even a student with a different style of learning can excel if I give them the opportunity.

 As is true with exercise, if you try to work certain muscles without preparation, it will be impossible to get the desired results. Students must be taught in a number of different styles so that when circumstances demand a change of approach it can de done with ease.  The comfort zone needs to be turned into a corridor.  In a zone there are borders which can not be crossed but a corridor leads to other places and possibilities.

 These other places and possiblities will be inaccessible without proper instruction. Teachers must be willing to break out of  their comfort zones too.  We, like our students have our own style of learning.  This style is brought over into our teaching.  If we are not careful we will forget that some of our students need to be taught in a different manner.

 Many educators want to do the same old thing.  This is understandable considering the load on our shoulders.  But, doing the same old thing will render the same old results.

 Breaking new ground does not have to be as difficult as it seems.  Ehrman suggests that we do four things to understand the problem areas of our students.  We should observe, form a hypothesis, test the hypothesis and evaluate our course of action.  Although this is a good way of addressing a problem,  it may be time consuming.

 An alternative to doing the above would be to teach toward all styles.  All of the students would feel like their needs were being met; like their way was not wierd or wrong.  At the same time they would be exposed to other learning styles.  They would be less intimidated by a different approach.

 While instructing students, the teacher could use the blackboard, overhead projector, the text book, handouts, hands-on activities, group activities, games etc.  Using a little bit of everything will meet the needs of more students.  It will also expose them to more than one way of learning.

 A teacher could also give a style test.  When a student needed  individual help, the teacher would know the most effective way of presenting the material.  In the corporate setting students would still be exposed to a number of styles.  They would be required to flex.

 Teaching students to adjust their style yields positive results.  I witnessed this while teaching colors to my Spanish Exploratory class.  I used the following styles : 1. Verbal/Auditory- The students heard and repeated the colors in Spanish 2. Visual/Verbal - The students used a  Que Tal? magazine which had the colors with the spanish names   3. Tactile/Kinesthetic- The students drew a picture for each color.  For violeta students drew grapes, for amarillo they drew a bunch of bananas etc.

 The use of multiple styles caused the following results in the 68 students tested:
A  B  C  D  F
39  10  8  5  6

 I witnessed similar results while teaching greetings and expressions of courtesy.  The students were taught in the following styles: 1. Visual/Verbal - The students saw the vocabulary in the text and repeated it 2. Visual/NonVerbal- The students saw a spanish cartoon which contained the vocabulary being studied 3. Kinesthetic- The students participated in conversation activities where they walked around the room and introduced themselves in Spanish to their classmates.

 The use of multiple styles caused the following results in the 68 students tested:
A  B  C  D  F
25  19  13  1  10

 Using various styles in my approach to teaching benefited my students.  I believe that it is necessary for all students to be flexible concerning their learning style.  As educators we will never have a stylistically homogeneous class.  As students we will seldom have a teacher who teaches exactly the way we want.  Knowing this, we must prepare our students to adjust when needed.  They should know a number of ways to solve a problem.  But, in order for them to know, we must teach them.  Style flexing is not impossible but in order for our students to do it, we must teach them.