A MULTIPLE PERSPECTIVES ANALYSIS OF A JAPANESE FLES PROGRAM

This paper describes the development, implementation, and evaluation o f the first year of a three-year pilot project to teach Japanese to al l students in grades K through 5 at a Pittsburgh elementary school. Cu rriculum development followed ACTFL recommendations for proficiency-ba sed instruction. End-of-year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of s tudent oral interviews indicated the development of a range of profici ency along the novice continuum. Data from prochievement interviews, t eacher, and independent observer ratings indicated that an earlier sta rt may result in more uniform gains for the majority of learners. In a ddition, a strong positive correlation was found between children's aw areness of parental encouragement for language study and their Japanes e attainment. All parents sampled cited specific examples of what thei r children had learned and a majority expressed strong positive feelin gs about the class. Within this positive context, we noted nonetheless an indication by the teacher of perceived program marginization withi n the larger framework of the school's offerings. This and other facto rs associated with program implementation and the children's attainmen t are topics for continuing investigation and documentation.