Steps to develop and innovative foreign language program

A summary of the considerations involved in establishing effective and innovated foreign language programs comes from the following list:

Access and Equity.

All students regardless of learning styles, achievement levels, race/ethnic origin, socioeconomic status, home language, or future academic goals have opportunities for language study.

Program goals and program intensity.

Program goals are consistent with the amount of time actually provided for instruction. The programs vary in levels of language proficiency to be reached, amount of cultural knowledge to be gained, and time required to reach the program goals.

Extended sequence

Foreign language programs are the foundation for a long, well-articulated sequence of carefully developed curriculum that extends through the different levels. Students in these programs can develop increased language proficiency and cultural competence.

Articulation.

This articulation is the result of consensus, careful planning, and monitoring among language teachers, administrators, and parents at all levels. Students in these programs achieve outcomes that are consistent across grade levels.

Curriculum

Human, and time resources are available for systematic curriculum development. The curriculum review cycle provides assessment of curriculum.

Instruction

Instruction is appropriate to the developmental level of the students and consistent with program outcomes and current professional practices.

Materials

Materials are appropriate for the student’s developmental level, rich in authentic culture and language, and related to the curriculum. All materials, both print and nonprint, have the teaching of communication as the main focus.

Evaluation

Processes for evaluating both student achievement and program success are in use. Evaluation processes are appropriate to the goals, objectives, and teaching strategies of foreign language program, as well as to the developmental level of children.

Staffing

Modern foreign language teachers should have a high level of language and cultural competence. The teachers ‘oral proficiency in the foreign language should be C1 or C2 based on the CEFR exam.

Professional development

There is an ongoing program of professional development that allows the teachers to advance in their levels of language, culture and instruction.

Culture

The connection between language and culture is made explicit, and foreign language instructions is implemented within a cultural context. Cultural awareness and understanding are explicit goals of the program.