Many Ways To Learn: Elementary School Foreign Language Program Models
Lucinda Branaman and Jeanne Rennie

Three major types of foreign language programs are available in elementary schools in the United States: traditional foreign language in the elementary school (FLES) programs, foreign language exploratory programs (FLEX), and language immersion programs (Curtain and Pesola, 1994). A fourth program model, which is a variation of the immersion model, is called two-way immersion.

FLES Programs

FLES programs are the most frequently offered foreign language programs in U.S. elementary schools. These programs present a second language as a distinct subject--much like science or social studies--that is typically taught three to five times per week, with classes lasting anywhere from 20 to 50 minutes. Most FLES programs focus on teaching the four communication skills--listening, speaking, reading, and writing--along with culture. Some programs, called content-based or content-enriched programs, incorporate themes and objectives from the regular academic curriculum as a vehicle for developing foreign language skills. Depending on the frequency of the classes and the opportunities provided for practicing the language, children in long-sequence FLES programs may attain substantial second language proficiency (Curtain and Pesola, 1994).

FLEX Programs

FLEX programs introduce students to other cultures and to language as a general concept, typically in classes taught once or twice per week, with classes lasting from 20 to 30 minutes. Students learn about one or more languages, but the emphasis is not on attaining proficiency in a particular language. Although some proficiency may be attained with a once- or twice-a-week program that emphasizes the use of a specific language (Lipton, 1995), parents should not expect their children to attain fluency in a FLEX program. These programs can, however, provide a basis for later learning in a long-term, sequential foreign language program.

There is some discussion in the foreign language teaching community about the value of programs whose main focus is familiarizing students with a second language or languages, rather than aiming for full proficiency. Although some educators believe that some exposure to second languages, however limited, is better than none (Lipton, 1995), others believe it is better to have no program at all instead of one that does not emphasize the development of proficiency.

Immersion Programs

Immersion programs allow English-speaking children to spend part or all of the school day learning in a second language. In full (total) immersion programs, children learn all of their subjects--including math, social studies, and science--in the second language. Partial immersion programs operate on the same principle, but only a portion of the curriculum is presented in the second language. In partial immersion programs, which are more prevalent than full immersion programs in the United States, a child may learn social studies and science in Spanish or French in the morning and mathematics and language arts in English in the afternoon. In both full and partial immersion, the second language is the medium for content instruction rather than the subject of instruction (Met, 1993). Children enrolled in immersion programs work toward full proficiency in the second language and usually reach a higher level of competence than those participating in other types of language programs (Curtain and Pesola, 1994).

Two-Way Immersion Programs

In two-way immersion programs in the United States, native English speakers and native speakers of another language (usually Spanish) are enrolled in the same class, preferably in roughly equal numbers. Content instruction is provided in both languages, but only one language is used in the classroom at any given time. Some content areas are taught in English; others are taught in the second language, which is normally used at least 50 percent of the time. Typical goals for two-way programs include the development of high levels of proficiency in the students' first and second languages; performance at or above grade level in academic areas in both languages; and the development of positive cross-cultural attitudes and behaviors and high self-esteem.

Program Profiles

To provide a better picture of the goals, practices, and outcomes of the types of foreign language programs described previously in this article, one example of each type--FLES, FLEX, total immersion, and two-way immersion--is profiled below. Each program has been in operation for several years and has a demonstrated record of success. Each of the four profiles includes an overview of the program and its context, program goals, program features, student outcomes, and contact information.

References

Curtain, H., and C. A. Pesola. 1994. Languages and Children: Making the Match. Second edition. White Plains, NY: Longman.

Lipton, G. 1995. Focus on FLES*: Planning and Implementing FLES* (Foreign Language in Elementary Schools) Programs. Baltimore, MD: National FLES* Institute.

Met, M. 1993. "Foreign Language Immersion Programs." ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. ERIC Document Reproduction Service No. ED 363 141.

Lucinda Branaman is Project Coordinator and Research Assistant for the National K-12 Foreign Language Survey at the Center for Applied Linguistics (CAL) in Washington, D.C. She is a fluent speaker of French. Jeanne Rennie is Associate Director of the ERIC Clearinghouse on Languages and Linguistics at CAL in Washington, D.C. She is also Codirector of CAL's Foreign Language Education division and Editor for the Center for Research on Education, Diversity, and Excellence. She is a fluent speaker of French and can also communicate in Spanish.

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