Wednesday, September 8, 2010
17559/p226607308_12331.jpg

FAQ's for the FLEX Program

( F oreign L anguage EXperience)

"Hola Amigos" Program Grades K-5


Questions
1)  Acronyms! What does FLES and FLEX stand for?
2)  Who will receive Spanish through the FLEX model (Foreign Language EXposure)?
3)  Who decided on the language of instruction?
4)  Why do we need to start foreign language in kindergarten?
5)  What are the goals of a FLEX prgoram?
6)  How is curriculum being developed?
7)  What are the benefits of learning a second language early in life?
8)  How is a second language taught during the early years?
9)  What does a FLEX lesson plan look like?
 
Answers
1)  Q Acronyms! What does FLES and FLEX stand for?
A
FLES stands for Foreign Language in Elementary School. To be considered a FLES program, a minimum of 90 minutes of Spanish class must be offered per week. It's goals move beyond building receptivity to the language and students begin to produce conversational Spanish.

FLEX stands for Foreign Language Experiential Program. FLEX programs offer less than 75 minutes of instruction per week to students. It's goals are to focus on laying new neuronal networks that encompass the RECEPTIVE part of the brain as it relates to learning a second language.
2)  Q Who will receive Spanish through the FLEX model (Foreign Language EXposure)?
A
The non-immersion classrooms at kinder through third grade will receive 30 minutes of Spanish instruction, 2 times a week. Fourth and fifth grades will receive 30 minutes once a week.
3)  Q Who decided on the language of instruction?
A
Desert Willow's Site Council decided on Spanish as the second language for its students. All schools in the district are deciding the same question in fall 2007.
4)  Q Why do we need to start foreign language in kindergarten?
A
Research shows that children have the capacity to acquire any language. However, as puberty brings about many changes during a child's adolescent years, research shows that brain changes as well. The brain begins to prune away those neuronal networks that have not been activated. Acquiring a second language after those early years moves to a different part of the brain, one that almost always requires a more conscious effort.

As educators, we make our instructional decisions based on the research we have on learning. By starting a second language early, we are catching that window of opportunity and are seeing the results of how children who learn in dual modalities become better thinkers and problem solvers.
5)  Q What are the goals of a FLEX prgoram?
A

The goals of a FLEX(Foreign Language EXperience) program are:

  • to develop oral communication (both RECEPTIVE and PRODUCTIVE) in a second language

What 30-60 minutes of Spanish "experience" a week will do is activate RECEPTIVE neuronal networks in the brain. Establishing a RECEPTIVE neuronal network for Spanish in the brain will allow for the transition into PRODUCTION later. Students are encouraged to PRODUCE words or simple phrases in class wth the help of the teacher. Independent PRODUCTION will come later, especially for those students that are entering their second and third year of the program.

Don't be surprised to hear your students already PRODUCING Spanish through the songs or poems that they hear. While they may not understand all the words that they are singing, their brains are producing and acquiring the sound system of the new language.

Additional goals of our FLEX model are:

  • to develop positive attitudes toward learning other languages
  • to develop positive attitudes toward other cultures
6)  Q How is curriculum being developed?
A
The Spanish Immersion/FLAP Grant director is working closely with our Spanish instructors on developing curriculum. When students first begin, topics include getting to know each other in Spanish, introduction of simple phrases (how are you? what is your name? etc.) and simple vocabulary (colors, numbers, etc.).

From second quarter on, we are working closely with the teachers to align our instruction with their themes. When we write the curriculum, we are addressing the AZ State Foreign Language Standards, as well as any content standards that relate as well: Science, Social Studies and Math.
7)  Q What are the benefits of learning a second language early in life?
A

Students who learn a second language (L2) before their adolescent years:

  • Learn to think in dual modalities
  • Maintain or do better than their grade level peers on standardized tests
  • Become critical thinkers and successful problem solvers (they've figured out the mystery of a second language!)
  • Acquire the L2 in a natural manner, similar to how they acquired their L1
  • Automatically transfer information between languages in their brains (regardless of what language was used to learn it)
  • Develop positive attitudes towards other cultures
  • Develop positive attitudes towards learning additional languages (it's no longer a scary thing!)
  • Feel like they are adding to, not taking away from, their education (it's just one more layer of learning)
  • Access parts of the brain that would otherwise be pruned away during adolescent years
8)  Q How is a second language taught during the early years?
A
Teaching a second language at the elementary ages requires educators to recognize that the brain learns any number of languages in much the same way as a child learned his/her first language. Strategies include heavy use of visuals and manipulatives, longer periods of wait time for student responses and an approach to learning a new language where skills build upon one another. The teacher does not use direct translation to make himself/herself understood.
9)  Q What does a FLEX lesson plan look like?
A

A FLEX lesson plan has the following components:

Part 1 : Theme, lesson timeframe, lesson objectives

Part 2: Receptive language : Vocabulary, general expressions, TPR (Total Physical Response) & Practice, Materials, Literature

Part 3: Expressive language : Performance Tasks, Song, Speaking Activity and Review