ERIC Number: ED264715
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Foreign Language in the Elementary School: The State of the Art. Language in Education: Theory and Practice 62.
This state-of-the-art review explores types of foreign language (FL) programs, the rationale for early FL study, research evidence, program development, evaluation issues, and areas for further development. Chapter 1 outlines the various types of early FL programs that have been implemented, such as foreign language experience (FLEX) programs, foreign language in the elementary school (FLES) programs, and immersion programs. These are discussed with respect to goals, the degree of integration with the total curriculum, and the roles played by English and the foreign language. Chapter 2, on rationale, discusses two perspectives: that of the first wave of early FL programs in the 1950s and 1960s, according to which earlier language study was always better, and that of the current wave, which acknowledges both the advantages and disadvantages of early foreign language learning. Chapter 3 discusses research evidence on the effectiveness of early FL programs in light of current second language acquisition theory and suggests areas for future research. Chapter 4 focuses on the procedures involved in program implementation, from the establishment of a steering committee to the formulation of evaluation procedures. Chapter 5 presents basic concepts in evaluation design and an outline of evaluation procedures. Chapter 6 notes areas needing further study, and Chapter 7 provides a bibliography and a resource list. (MSE)
Descriptors: Curriculum Design, Educational Objectives, Educational Strategies, Elementary Education, FLES, Immersion Programs, Introductory Courses, Language Research, Language Role, Learning Theories, Linguistic Theory, Program Implementation, Second Language Instruction, Second Language Programs, State of the Art Reviews, Teaching Methods, Time Factors (Learning)
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Languages and Linguistics, Washington, DC.