Elementary World Language Programs: Getting Started, Staying Strong Pam Delfosse Wisconsin Department of Public Instruction Lynn Sessler Menasha Joint School District

Academic Achievement Window of Opportunity School/District Asset Development of Proficiency Benefits of Early Language Learning

Proficiency Continuum Degree to which one can interpret, exchange and present information or ideas Capacity to use language effectively within new cultural contexts Development takes time Early start, extended/articulated sequence, effective instruction with progress measured through performance assessments Organizing framework for program development

The Proficiency Imperative Interconnected, interdependent and competitive climate Linguistic and cultural diversity as norm Access, participation, and success require global competency including proficiency in languages other than English Language proficiency as 21 st century life skill

local diversity international dynamics responsible citizenship employment opportunities status of language education cost of inaction need for support Local, National and Global Statistics That Speak

State Level Response K-12 Teacher Education/Licensure Biennial Budget Requests Elementary Program Funding Heritage & Tribal Language Support Wisconsin Early Language Learning (WELL) Initiative Critical Language Fellows Project ECB World Language Assessment: Get In The Mode! World-Ready Wisconsin Agenda

Implementation & Growth: Things to Think About Funding (cost vs. investment) Local planning process, timeline, participants Incremental development & plans for sustainability Staff qualifications and responsibilities Language(s) Delivery model (goals and outcome) Instructional resources and technology Student and program assessment Connections beyond the classroom

Hire the “Person”, not the credentials Needs of the school, program Sensitive to existing staff (from the beginning) Look for good “mix” of qualities in the WL staff (native and non-native speakers, varied certifications) Look for additional “strengths” beyond the teaching of WL

All Students “CAN” Learn a 2 nd Language (and a 3 rd, 4 th …….)

Be vigilant and work with all staff (special Ed staff, regular classroom teachers) Have a plan in place for working with students w/special needs Keeping the content rich, meaningful and worthwhile (no time for “fluff”) means all students will and want to succeed! Snowman Japan USA

Elementary WL as a “part” of the whole Build an “atmosphere”, not just a program Be “what” you do in your school, your district, etc.

Look for best practices to integrate beyond the daily language lessons Be a part of every place, every program; not something separate. “Little things mean a lot”

WL Standards: Communities 5.1 and 5.2 Show what your kids “can” do Help the community understand not just “what” you teach, but “how” you teach it; get them involved!

Strategy: Community “buy in”; finding it, tuning in Communication about programs “MUST” be consistent and constant!

The Long Range Plan: Get it in Place Now! Key Question: What will the “end” look like as you look at the beginning?

Plan for elementary grade level implementation Develop a MS/HS transition team, “early on” in the process End of HS: how will it change? (don’t assume the obvious)

WL teacher professional development, mentors, contacts (district versus school program) Plans for “extended” learning (home stays, CLV, trips abroad, key pals, sister schools) Plan for LCTL’s (i.e. recruiting staff, materials, support) Survey everyone! A lot! Don’t forget the students!

Closing Comments Thank You! Pam Delfosse World Languages Education Consultant Lynn Sessler Japanese Teacher/World Languages Curriculum Coordinator Menasha Joint School District