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Elementary German Lesson
WunderblumeSchere, Papier, Wasser, Bleistift
1.Schneide die Blume aus dem Papier.2.Falte die 5 Blätter.3.Leg die auf das Wasser.4.Schau, wie die Blume eröffnet.
Lori Winne, Doctoral Dissertation, December 2007
Wunderblume • 1st - 2rd
Following directions/making a Mother’s Day present
• 3rd - 4th
Writing a short poem or expression • 5th- 6th
Science experiment - variables
Lori Winne, Doctoral Dissertation, December 2007
The Relationship Between Foreign Language Study in Elementary Schools
and the Academic Achievement of Children
Lori Winne, Ph.D. German/Spanish teacherGrove Patterson Academy
Toledo, Ohio
Compared an elementary school with a foreign language program and an elementary school without a foreign language program in each of four urban districts in Ohio.
Lori Winne, Ph.D.Dissertation results, Dec. 2007
The two schools in each district were similar in
• population• poverty level• typology• % of minority students• % of parents with college degrees• parent professions• median income of parents
Looked at three years of state achievement test scores in Grades 3, 4, and 5.
Found positive results in all four schools with foreign language programs.
• Found that 89% of the foreign language students outscored their non foreign language counterparts in reading.
• 64% of those FL students outperformed the district mean.
• The remaining 25% were under the district mean but still higher than their non FL counterparts.
• Found that 85% of the foreign language students outscored their non foreign language counterparts in mathematics.
• 64% of those FL students outperformed the district mean.
• The remaining 21% were under the district mean but still higher than their non FL counterparts.
Reading Results 2006-2007• In all four districts in the study, 91% of
FL students outperformed Non FL students– In 7 out of 12 test situations comparing
students in the same school district, FL students outperformed Non FL students (58%)
– In 4 out of 12 test situations, FL students outperformed Non FL students, even though FL students performed lower than their district (33%)
Mathematics Results 2006-2007• In all four districts in the study, 91%
of FL students outperformed Non FL students– In 8 out of 12 test situations comparing
students in the same school district, FL students outperformed Non FL students (66%)
– In 3 out of 12 test situations, FL students outperformed Non FL students, even though FL students performed lower than their district (25%)
Table 4.5 Comparison of Third Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
Table 4.8 Comparison of Third Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
Table 4.11 Comparison of Fourth Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
Table 4.14 Comparison of Fourth Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
Table 4.17 Comparison of Fifth Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
Table 4.20 Comparison of Fifth Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
Study Results
Indicated that time spent in FL study did not reduce achievement scores and, in fact, appeared to have enhanced achievement scores in core content areas (reading and mathematics).
Study Results
Showed that students in FL schools have two advantages:
enhanced test scores AND
a second language.
Priorities in Planning1. Type of Program vs Language Output
FLEX – Foreign Language ExploratoryFLES – Foreign Language in the
Elementary SchoolContent Based FLES – Themes are math,
social studies, science, and readingPartial Immersion – part day FL/ part day
EnglishTotal Immersion - 100% in FL all day
Lori Winne, Doctoral Dissertation, December 2007
Elementary School Foreign Language Program Models
FLES Content-based FLES Partial Immersion Total Immersion Dual-Immersion
Minimal Time-----------------------------------------------------------------------Maximum Time
Minimal Intensity---------------------------------------------------------------Maximum Intensity
Minimal Grade Level Content----------------------------------Maximum Grade Level Content
Minimal Proficiency--------------------------------------------------------Maximum Proficiency
FLES (Foreign Language in the Elementary School)• 5-15% of school day (30-40 minutes per class) • at least 3-5 days per week)• Goal: To acquire proficiency in listening and speaking (varies by program); some proficiency in reading and writing (emphasis varies by program).
Content-based FLES• 15-50% of school day• Goal: To acquire proficiency in listening, speaking, reading, and writing;
Partial/Dual-Immersion• Approximately 50% • Goal: To become functionally proficient in the language and learn content
Total Immersion• 50-100% of instructional time• Goal: To become functionally proficient in the language and learn content
Don’t promise what you can’t
deliver!
20 minutes per week cannot produce proficiency!
Lori Winne, Doctoral Dissertation, December 2007
Priorities in Planning
2. Teacher – most valuableteacher trainingcaution with H.S. retreadsteam with regular classroom teachers
Lori Winne, Doctoral Dissertation, December 2007
Priorities in Planning 3. Levels/Languages
K-5K-1, K-2, K-3, K-4, K-5
Lori Winne, Doctoral Dissertation, December 2007
Priorities in Planning
4. ResourcesODE - revised Content StandardsODE – Model CurriculumOFLA listserveContinual training & feedbackFL conferencesTime to create built into schedule
Lori Winne, Doctoral Dissertation, December 2007
Online Language Learning
Main program vs resource
1. Type of program2. Teacher3. Levels/languages4. Resources
Lori Winne, Doctoral Dissertation, December 2007
Ohio Foreign Language Association
Lori Winne, Doctoral Dissertation, December 2007
• www.ofla-online.org• [email protected]
