Description
Book SynopsisThis volume documents a sixteen-year longitudinal study of two elementary schools in which Spanish and Japanese foreign language programs were implemented and evaluated. Evaluation of the programs involved documenting children’s language development, assessing the attitudes of various constituents, and examining critical issues related to the introduction and successful operation of a well articulated sequential foreign language program in schools. The volume concludes with a discussion of possible reasons why over time certain sequential foreign language programs flourish and grow while other programs are reduced or eliminated from the school’s curriculum. Parallels with the theory and practice of environmental sustainable development are used as a framework for this analysis.
Trade ReviewThis book will be invaluable to educators and parents needing practical and accessible research-based advice on developing, implementing and evaluating foreign language learning programs in elementary and middle schools.
-- Merrill Swain, University of Toronto, Canada
Using the contrastive stories of two early foreign language programs, the authors provide longitudinal research-based evidence of program practices and outcomes that focus attention on the critical questions of students’ ability to achieve language competence and cultural understanding and on program sustainability. The authors provide implications for future research and invaluable recommendations for enhancing the sustainability of both new and on-going early foreign language programs.
-- Marcia Rosenbusch, Iowa State University, USA
The longitudinal study of these two early foreign language programs broadly provides fascinating insights into language learning and teaching in general...Most importantly, this volume makes a signifi cant contribution to the fi eld of language education by illuminating the ways in which internal and external factors impact the implementation processes.
-- Sachiko Y. Horii, University of Minnesota * Studies in Second Language Acquisition / Volume 34 / Issue 03 / September 2012, pp 520 521 *
Table of ContentsChapter 1 Introduction: The Tale of Two Schools
Chapter 2 Program Development and Implementation: A Contrastive Story
Chapter 3 A Comprehensive Model of Program Evaluation
Chapter 4 Documenting Language Program Achievement
Chapter 5 Documenting Language Program Development: The Views of Parents, Children and their Teachers
Chapter 6 The Sustainability of Early Language Learning Programs
Chapter 7 Emergent Themes of Successful Programs
Chapter 8 Summary and Conclusions
