I have been in the extremely difficult situation of starting a FLES program from scratch several years ago and encountering bumps along the road, but meeting with much success overall. I have gathered an extensive checklist of elements that go hand-in-hand with a successful FLES program. If most of the following points are not positively addressed, there could likely be failure of the FLES program. This "failure" is due to problems in any or all of these four areas -- program support, parents and community, class content, or the teachers themselves.
1. How much specific support is the teacher receiving from the board of
education, the administration, her/his direct supervisor/principal, and other
teachers?
- adequate financial support for purchasing materials s/he needs
- time to produce materials that cannot be bought
- time to order materials to accomplish the above
- time to examine other FLES curricula from other established programs
- sufficient daily planning time before, during, and after classes
- a minimum of five minutes between each class to regroup
- a class time tailored to the age group
- a duty-free lunch and duty-free before and after school time, especially if planning time is minimal
- a reasonable number of classes (10 classes or less per day is best); Please note, however, that teaching twelve classes in one school, compared to teaching twelve in two schools are not equal workloads
- time to visit other systems to observe and meet in person with other FLES teachers
- time to write, revise, and adjust curriculum
- professional development time for FLES-related conference attendance, computer classes, etc.
- regular assistance from a paraprofessional (best) or volunteer to help with VITAL clerical needs
- adequate space to function as a professional (desk, file cabinet, calendar, wastebasket, chair, work table, bookshelves, bulletin board)
- easy access to computer for word processing or own laptop
- if traveling, reasonable time between schools to pack, drive, and unpack
- if traveling, duplicate materials purchased when possible
- a means to integrate the teacher socially among the present staff(s)
- a large cart with large whiteboards to transport materials between classes
- space within the regular classrooms for displays, storage
- a means to practice the world language with others if not a native speaker
- access to state standards document for tailoring program
- access or means to establish resource library of FLES program materials
- children's "readiness" for language class -- children on rug or at desks or tables with no distractions; classroom teacher demands proper respect and listening behavior and intervenes gently and quietly if a student "forgets"
- regular participation of FLES teachers in regular programs and special events taking place in classrooms
- positive attitude towards value of world language instruction on the part of the whole staff (principal, classroom teachers, special teachers, and paraprofessionals), resulting from prior professional development sessions
- assistance and active participation on the part of the regular classroom teachers to model enthusiastic, proper behavior
- storage space for materials in each school
- work area in each school if traveling
- supportive language materials in public library
- complementary/supplementary software in computers
2. How much ownership, input, and role have parents and the school community in the program?
- active partners in hiring process, including interviews and decision-making
- PTO/PTA presentations on specific goals of the program, as well as
answering questions, addressing concerns
- teacher present/active at PTO/PTA and other school gatherings
- "open door" class visitations, including special events where parents attend with child
- informal open houses for parent questions and meeting FLES teacher
- communication via newsletter, highlighting events in FLES classes
- volunteer opportunites within scope of program
- class field trips on weekends to places/events that upplement/complement classroom activities (children, parents, and teacher included)
- presentations in the community outside of school walls promoting and detailing goals and nuts and bolts of FLES program
3. What are the elements of the FLES class itself?
- humor, silliness
- active participation by the children
- music
- rhymes
- realia
- puppets
- manipulatives
- pictures
- colorful props
- energetic, enthusiastic presentations
- smiles
- lots of praise
- use of world language almost all the time
- role plays
- big book stories told in simplified language
- appropriate, meaningful short video segments (i.e. Muzzy)
- games
- dancing
- mini-projects to take home every week or so to reinforce study of world language
- variety of activities within time frame without being overwhelming
and pressuring
- thematic focus for optimum language acquisition
- primary emphasis on listening, speaking, and cultural activities
- reading and writing a natural extension of in-depth listening/speaking activities
- FLES website for supplementary/complementary activities for children and their parents
4. What are the teacher's background and abilities?
- knowledge of first and second language acquisition
- knowledge of contemporary second language learning techniques and
methods
- practical experience with teaching young children
- human relations skills for interacting and communicating with regular classroom teachers, administrators, and parents and other members of the community
- confident, solid ability in world language (native or near-native oral proficiency)
- desire to improve own knowledge and content of program
- organizational abilities
- outgoing, non-shy personality
