LANGUAGES OTHER THAN LANGUAGES OTHER THAN ENGLISH (LOTE) PRESENTATION ENGLISH (LOTE) PRESENTATION PART II: GRADES 6- -12 12 PART II: GRADES 6 Board of Education Report Board of Education Report June 2008 June 2008
Building Upon K- -5 LOTE Program 5 LOTE Program Building Upon K Recommendations for 2008- -09 09 Recommendations for 2008 � Sequential content Sequential content - - based FLES based FLES � program beginning in Kindergarten— — program beginning in Kindergarten target language Spanish target language Spanish � Introduce co Introduce co- - curricular language clubs curricular language clubs � in the elementary schools— —FLEX FLEX in the elementary schools approach to expose students to other approach to expose students to other languages languages
VISION:LOTE Program Exit Goals VISION:LOTE Program Exit Goals for All Students for All Students � Use a language other than English for Use a language other than English for � communication communication � Demonstrate increased proficiency at the post Demonstrate increased proficiency at the post � Regents level or Checkpoint C level in preparation Regents level or Checkpoint C level in preparation for post secondary or university level studies for post secondary or university level studies � Develop cross Develop cross- - cultural skills and understandings cultural skills and understandings � � Explore offering additional languages and create Explore offering additional languages and create � new pathways for language study new pathways for language study
Information Gathering Information Gathering LOTE Com m ittee Attended regional LOTE Visited other Conferences Review ed national school districts’ & in-district & state LOTE exem plary LOTE presentations guidance m aterials program s by Apple, I nc. & SANAKO
Visitations and Program Visitations and Program Recommendations Recommendations Visitations: Visitations: Sub- - committee visited Jericho and Northport to review committee visited Jericho and Northport to review Sub � � course offerings and observe the integration of technology course offerings and observe the integration of technology Recom m endations: Recom m endations: � Revise the French 4, German 4, and Spanish 4 Revise the French 4, German 4, and Spanish 4 � curricula (i.e. enhance the study of culture) curricula (i.e. enhance the study of culture) � Differentiate instruction Differentiate instruction – –offer honors level 2 LOTE offer honors level 2 LOTE � courses courses � Explore innovative ways of integrating technology Explore innovative ways of integrating technology � into the curriculum (i.e. podcasts, language labs) into the curriculum (i.e. podcasts, language labs) � Investigate offering entry level languages at the Investigate offering entry level languages at the � high school level high school level
Regional Conferences and Regional Conferences and Recommendations for Action Plan Recommendations for Action Plan � Teaching LOTE to Children of the Millennium Teaching LOTE to Children of the Millennium � Keynote Speaker: Michael Keany Keany Keynote Speaker: Michael “Our high school graduates w ill sell to the w orld, buy for the Our high school graduates w ill sell to the w orld, buy for the “ w orld, w ork for international com panies… …w e thus m ust w e thus m ust w orld, w ork for international com panies prepare our children in a new & dynam ic inform ation prepare our children in a new & dynam ic inform ation landscape. landscape.” ” � Northeast Conference on the Teaching of Foreign Northeast Conference on the Teaching of Foreign � Languages Languages Sample sessions: Sample sessions: • The iGeneration iGeneration in the Mix: Reaching All, Teaching All in the Mix: Reaching All, Teaching All • The • • Language Acquisition through Podcasting Language Acquisition through Podcasting
Regional Conferences and Regional Conferences and Recommendations for Action Plan Recommendations for Action Plan 2008 Annual Foreign Language Educators � 2008 Annual Foreign Language Educators � of New Jersey (FLENJ) Spring Conference of New Jersey (FLENJ) Spring Conference Presenter: Dr. Heidi Hayes Jacobs Presenter: Dr. Heidi Hayes Jacobs Curriculum Mapping and World Languages: Practices Curriculum Mapping and World Languages: Practices and possibilities for improving world language teaching and possibilities for improving world language teaching and learning and learning
SANAKO Lab 300 SANAKO Lab 300 A Versatile Multim edia and A Versatile Multim edia and Language - - learning Centre learning Centre Language
SANAKO LAB: A Modern Solution SANAKO LAB: A Modern Solution for Language Teaching for Language Teaching Language teachers know that extensive exposure to a foreign language is the best way to learn it. With its digital recorder and outstanding audio quality, SANAKO Lab 300 provides teachers and students with a variety of tools, exercises and learning modes to increase opportunities for listening speaking and interacting in the target foreign language.
Sanako Language Lab Language Lab – – Suffern Suffern Sanako High School High School
iPod in Education: The Potential for iPod in Education: The Potential for foreign language instruction foreign language instruction
iPod in Education: The Potential for iPod in Education: The Potential for Foreign Language Instruction Foreign Language Instruction � Students listen to audio recordings to Students listen to audio recordings to � learn words and phrases, hearing the learn words and phrases, hearing the proper pronunciations on the iPod. proper pronunciations on the iPod. � Students record themselves using Students record themselves using � iPod and a voice recorder or with iPod and a voice recorder or with GarageBand to practice the target to practice the target GarageBand language and improve their fluency language and improve their fluency
The New York State Association of Foreign Language Teachers (NYSAFLT) NYSAFLT’s Position on Language Program s and Offerings: 1. Language learning should be a core part of the curriculum at all levels of instruction from pre-kindergarten through graduate school and be available to students of all abilities and backgrounds. 2. Language programs should allow students to develop fluency and proficiency through sustained, well-articulated sequences of study. 3. The opportunity to learn a second language is more important than the specific language learned, because second language learning facilitates the acquisition of a third or fourth language. 4. Language offerings should reflect com m unity interest and heritage and should not necessitate the elimination or diminishment of another language offering.
Committee’ ’s Recommendations s Recommendations Committee Secondary 6 -1 2 LOTE Program Recom m endations Use of Technology Curriculum Design Current Effective to Promote Alignment with Instructional Language Learning NYS & National & Assessment Standards Practices
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Office for Elementary, Middle, Secondary and Continuing Education Office of Bilingual Education and Foreign Language Studies LOTE Model Program Self- - Evaluation Tool Evaluation Tool LOTE Model Program Self This self evaluation has six different categories: This self evaluation has six different categories: � Curriculum Curriculum � � Instructional Practice Instructional Practice � � Assessment Assessment � � District Support District Support � � Professional Practice Professional Practice � � Parent/ Community Involvement Parent/ Community Involvement �
Tools for LOTE Curriculum Review Tools for LOTE Curriculum Review Curriculum NYSED’s Mapping self-evaluation projects: tool I dentify key for m odel concepts, skills & LOTE program s perform ance-based assessm ents Select appropriate instructional resources- texts and technology
Committee Recommendations for Committee Recommendations for 2008- -09 09 2008 New Director of LOTE confers w ith m em bers of LOTE departm ent � utilizing the NYSED LOTE Program Self-Evaluation Tool to guide: • Curriculum articulation projects • Make recom m endations for new courses I nitiate Curriculum Mapping Projects—FLES program & secondary � level LOTE program Com plete textbook and/ or instructional resource review process � and forw ard adoption recom m endations for BOE approval Pilot the use of iPods in m iddle school LOTE classroom s and m ulti- � m edia language lab tools in the high school to im prove students’ fluency and com m unication skills I nvestigate the use of e-Pals, videoconferencing and other � technology resources to enhance students’ cultural understandings
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