Teacher Pointers: Ideal FLES
To complement the " 5 C" National Standards of World Language Programs,
I present the 8 C's of Ideal FLES Programs --
1. C ommitment of Support
2. C ontent of Program
3. C hildren as Primary Focus
4. C lassroom Option
5. C art Option
6. C aring for Teacher
7. C haracteristics of Teacher
8. C omplementary Materials
1. COMMITMENT OF SUPPORT BY PARENTS, SCHOOL, ADMINISTRATION, & COMMUNITY
adequate budget to purchase necessary materials
important parts of school (facilities, room numbers, rooms) labeled in TL
objects and places in the interiors of all classrooms labeled in TL
display of flags or maps of countries where TL spoken
native speaking children's parents are vital part of content as cultural informants
parent volunteers inside and outside of FLES classroom
paraprofessional/secretarial time for clerical work and materials production
university interns, graduate students, and student teachers part of FLES program
coverage and promotion of program through public media
knowledgeable parties regarding second language acquisition process
PTO/PTA involvement
hallway bulletin board for public display
TL displays in display case
small area of space in each regular classroom devoted to TL (ceiling is a possibility)
reasonable expectations grounded in research re: fluency and skill development in children
program evaluated by outside source every five years
2. CONTENT OF PROGRAM
eclectic approach to meet all learning styles
use of authentic realia for hands-on learning
elementary curricululm well-articulated to middle school curriculum
variety of contemporary methods used
outreach efforts to target language community locally and internationally
target language is in some way part of all school-wide special events
curriculum for each grade covered comfortably in one academic year
spiraling of important topics in thematic curriculum
TL names and nametags for all children and teachers
use of TL 95% of time
field trips to sites related to TL or TL culture
culminating end-of-year activity
listening --> speaking --> reading --> writing sequence of activities
planning time with regular classroom teachers to allow for quality integration
class size is 12-18 students, depending on grade level and adult/child ratio
World Language Week (first week in March) as a school-wide celebration
variety of activities: (poetry, song, dancing, games, realia, puppets, manipulatives, pictures, props, games, role plays, pantomime, stories, dialogues, and authentic music)
open door classroom for visitors
classes meet a minimum of twenty minutes daily for grades two through four
lower grades may meet less time daily; upper grades meet for more time daily
l inking up with TL groups locally and internationally -- physically and technologically
5Cs of world language standards are focus in balanced curriculum development
informal open houses for parent questions and meeting FLES teacher
presentations in the community detailing goals and characterisics of FLES program
TL is integrated into all areas of the school curriculum
3. CHILDREN AS PRIMARY FOCUS
enjoyment of FLES class
eagerness to learn
active participation in classroom activities
use of target language outside of the classroom
presentations to Board of Education in TL as well as to other community groups
sharing of artifacts from home
take-home projects related to TL to share with parents/caregivers every week
praise for efforts from teachers, administrators, parents, and community
all children receive FLES instruction including all ESOL and special education students
4. CLASSROOM OPTION (PREFERRED!)
utility sink with part of floor not carpeted around this "wet area"
water fountain within classroom
separate bathroom for children
carpeted area or carpet in separate area
bulletin boards
chalkboards
whiteboards
work tables
direct exit to outside
bank of computers for word processing, e-pal and other Internet activities
appropriate supplementary/complementary TL software designed for children
color printer
special large storage drawers for flat items (posters, etc.)
storage cubbies for children for projects
listening station with earphones
card reader
windows with pleasant view
moveable ceiling tile to hang student work and other visuals
wall-mounted TV/VCR directly connected to computer for viewing of websites and videos
glass display cabinet for valuable/non-touchable artifacts
inviting and interesting features with many TL related displays
bookcases
storage cabinets and closets
cupboards
overhead projector
work tables
telephone with voice mail capability
a SMARTBOARD
5. CART OPTION (LESS DESIRABLE!)
desk, chair, file cabinet, bookcase in quiet office area for planning
cart stored in FLES office area
storage cabinet & access to other storage areas
prompt arrival and departures from regular classrooms
regular classroom teacher participates actively in lessons as role model
regular classroom teacher assists with classroom management
classroom teachers have children ready when FLES teacher enters (desks cleared)
moveable interior shelving
magnetic white boards on both sides with marker trays
poster hanging strips and hooks for hanging objects on top of cart
small cork bulletin boards on bottom
6. CARING FOR TEACHER (AND AVOIDING "BURN-OUT")
based in one school only
own computer (or laptop) and color printer
duty-free lunch/recess time to work with children for rehearsals, remediation, extra activities
FLES classes not back-to-back with physical education classes or recess
teaching load is less than ten classes per day
quarterly/monthly meetings of all FLES teachers in district for sharing, support
ample release time for professional development opportunites locally and nationally
sequential classes grouped according to grade level
planning time adjacent to lunch time for ample "down/reflective" time
FLES teacher has same amount of planning time as other "specials" teachers
minimum five-minute setting up time between classes
ten-minute break between sequential classes when grade level changes
reasonable expectations regarding schedules, responsibilities, and duties
7. CHARACTERISTICS OF TEACHER
energy
sense of humor
flexibility
tolerance for change
active participant in local, state, and national world language teacher organizations
participant in school activities and organizations
liaison/translator for children not speaking English who speak TL
enthusiasm
organization skills
double undergraduate degree in TL and elementary education
confidence and fluency in world language
producer of parent newsletter
compiler of network of FLES teachers throughout state and elsewhere in US
travel to countries where L2 is spoken every five years at a minimum
communication with native speakers via Internet or other social avenues
reader of TL books, magazines, and newspaper
viewers of TL movies, videos, television programs
Master's degree and/or is currently pursuing an advanced degree
background in second language acquisition and appropriate methodology for the young child
foundation in technology (Internet, Microsoft Word, Power Point, desktop publishing, etc.)
active member of NNELL and appropriate local TL professional organization
participation in summer enrichment related to TL and world language teaching of children
experience in teaching young children
desire to improve own knowledge and content of program
out-going personality
human relations skills for interacting and communicating with regular classroom teachers, administrators, and parents and other members of the community
responsibility and reliability
8. COMPLEMENTARY MATERIALS
appropriate catalogues for selection of L2 materials and resources
access to scanner, digital camera, video camera, die-cut machine and dies
library of resource books, NNELL journals
encyclopedia in Spanish
adult and children's dictionaries
small white boards, markers, and felt erasers for student use
CDs and tapes of authentic music and native speakers
read-along books and tapes
TL reading materials in lending library
big books
authentic TL literature
authentic TL music and musical instruments
if FLES teachers is musician, appropriate instrument easily accessible
paper cutter
crafts materials
boom box
access to computers for word processing, e-pal and other Internet activities
appropriate supplementary/complementary TL software designed for children
TL floor maps, desk maps, globes, and wall maps
ample photocopying budget
TL videos highlighting countries from the viewpoint of children
appropriate, meaningful short videos (i.e. Muzzy )
own webpage
