A MULTIPLE PERSPECTIVES ANALYSIS OF A JAPANESE FLES PROGRAM

Citation
R. Donato et al., A MULTIPLE PERSPECTIVES ANALYSIS OF A JAPANESE FLES PROGRAM, Foreign language annals, 27(3), 1994, pp. 365-378
Citations number
26
Categorie Soggetti
Language & Linguistics","Education & Educational Research
Journal title
ISSN journal
0015718X
Volume
27
Issue
3
Year of publication
1994
Pages
365 - 378
Database
ISI
SICI code
0015-718X(1994)27:3<365:AMPAOA>2.0.ZU;2-R
Abstract
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.