Download - Elementary German Lesson
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Elementary German Lesson
WunderblumeSchere, Papier, Wasser, Bleistift
1.Schneide die Blume aus dem Papier.2.Falte die 5 Blätter.3.Leg die auf das Wasser.4.Schau, wie die Blume eröffnet.
Lori Winne, Doctoral Dissertation, December 2007
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Wunderblume • 1st - 2rd
Following directions/making a Mother’s Day present
• 3rd - 4th
Writing a short poem or expression • 5th- 6th
Science experiment - variables
Lori Winne, Doctoral Dissertation, December 2007
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The Relationship Between Foreign Language Study in Elementary Schools
and the Academic Achievement of Children
Lori Winne, Ph.D. German/Spanish teacherGrove Patterson Academy
Toledo, Ohio
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Compared an elementary school with a foreign language program and an elementary school without a foreign language program in each of four urban districts in Ohio.
Lori Winne, Ph.D.Dissertation results, Dec. 2007
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The two schools in each district were similar in
• population• poverty level• typology• % of minority students• % of parents with college degrees• parent professions• median income of parents
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Looked at three years of state achievement test scores in Grades 3, 4, and 5.
Found positive results in all four schools with foreign language programs.
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• Found that 89% of the foreign language students outscored their non foreign language counterparts in reading.
• 64% of those FL students outperformed the district mean.
• The remaining 25% were under the district mean but still higher than their non FL counterparts.
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• Found that 85% of the foreign language students outscored their non foreign language counterparts in mathematics.
• 64% of those FL students outperformed the district mean.
• The remaining 21% were under the district mean but still higher than their non FL counterparts.
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Reading Results 2006-2007• In all four districts in the study, 91% of
FL students outperformed Non FL students– In 7 out of 12 test situations comparing
students in the same school district, FL students outperformed Non FL students (58%)
– In 4 out of 12 test situations, FL students outperformed Non FL students, even though FL students performed lower than their district (33%)
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Mathematics Results 2006-2007• In all four districts in the study, 91%
of FL students outperformed Non FL students– In 8 out of 12 test situations comparing
students in the same school district, FL students outperformed Non FL students (66%)
– In 3 out of 12 test situations, FL students outperformed Non FL students, even though FL students performed lower than their district (25%)
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Table 4.5 Comparison of Third Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
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Table 4.8 Comparison of Third Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
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Table 4.11 Comparison of Fourth Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
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Table 4.14 Comparison of Fourth Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
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Table 4.17 Comparison of Fifth Grade OAT Reading Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
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Table 4.20 Comparison of Fifth Grade OAT Mathematics Test Results in 2006-07 Between Foreign Language and Non-Foreign Language Schools
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Study Results
Indicated that time spent in FL study did not reduce achievement scores and, in fact, appeared to have enhanced achievement scores in core content areas (reading and mathematics).
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Study Results
Showed that students in FL schools have two advantages:
enhanced test scores AND
a second language.
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Priorities in Planning1. Type of Program vs Language Output
FLEX – Foreign Language ExploratoryFLES – Foreign Language in the
Elementary SchoolContent Based FLES – Themes are math,
social studies, science, and readingPartial Immersion – part day FL/ part day
EnglishTotal Immersion - 100% in FL all day
Lori Winne, Doctoral Dissertation, December 2007
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Elementary School Foreign Language Program Models
FLES Content-based FLES Partial Immersion Total Immersion Dual-Immersion
Minimal Time-----------------------------------------------------------------------Maximum Time
Minimal Intensity---------------------------------------------------------------Maximum Intensity
Minimal Grade Level Content----------------------------------Maximum Grade Level Content
Minimal Proficiency--------------------------------------------------------Maximum Proficiency
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FLES (Foreign Language in the Elementary School)• 5-15% of school day (30-40 minutes per class) • at least 3-5 days per week)• Goal: To acquire proficiency in listening and speaking (varies by program); some proficiency in reading and writing (emphasis varies by program).
Content-based FLES• 15-50% of school day• Goal: To acquire proficiency in listening, speaking, reading, and writing;
Partial/Dual-Immersion• Approximately 50% • Goal: To become functionally proficient in the language and learn content
Total Immersion• 50-100% of instructional time• Goal: To become functionally proficient in the language and learn content
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Don’t promise what you can’t
deliver!
20 minutes per week cannot produce proficiency!
Lori Winne, Doctoral Dissertation, December 2007
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Priorities in Planning
2. Teacher – most valuableteacher trainingcaution with H.S. retreadsteam with regular classroom teachers
Lori Winne, Doctoral Dissertation, December 2007
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Priorities in Planning 3. Levels/Languages
K-5K-1, K-2, K-3, K-4, K-5
Lori Winne, Doctoral Dissertation, December 2007
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Priorities in Planning
4. ResourcesODE - revised Content StandardsODE – Model CurriculumOFLA listserveContinual training & feedbackFL conferencesTime to create built into schedule
Lori Winne, Doctoral Dissertation, December 2007
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Online Language Learning
Main program vs resource
1. Type of program2. Teacher3. Levels/languages4. Resources
Lori Winne, Doctoral Dissertation, December 2007
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Ohio Foreign Language Association
Lori Winne, Doctoral Dissertation, December 2007
• www.ofla-online.org• [email protected]