Elementary German Lesson

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• Lori.winne@wikispaces.com

• lwinne@frontier.com