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ERIC Number: ED421879
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 171
Abstractor: N/A
Reference Count: N/A
The Arizona Elementary Foreign Language Mandate: Instructional, Curricular, and Assessment Outcomes in the Mesa Schools.
Taylor, Lorraine Mills
A study investigated the instructional and curricular changes made in seven Mesa (Arizona) public elementary schools as a result of a 1989 state mandate for second language instruction at the elementary school level. In the schools under study, Spanish second language instruction is integrated into the core curriculum. The study examined instructional and curricular changes, identified current Spanish resources and materials in use by the schools, presented results of a 1995 assessment at the third grade level, and informed teachers and administrators of the importance of foreign language program continuation in the district. Data were derived from personal interviews and questionnaires administered to teachers, principals, media specialists, a state official, and two employees of the district who directed Spanish instruction. Results indicate that although teachers felt Spanish instruction was an important part of the curriculum, they themselves needed more training in Spanish. Half the teachers preferred a foreign language specialist to teach Spanish; 57 percent of principals preferred a trained specialist and 43 percent chose school-wide staff training. Training in practical teaching techniques were selected by teachers over training in theory of language learning. The 1995 third-grade assessment was found useful in holding teachers accountable for Spanish teaching. Contains 78 references. (MSE)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona