1. What is the foreign language program model at HCES? The foreign language program at Hunter is primarily a FLES model, with a language specialist, and classroom for each language taught. Languages currently offered are French and Spanish. A breakdown of the time spent learning the foreign Language follows:
- Primary: Each class meets for two 30 minute periods per week of French.
- First grade: Each class meets for two 30 minute periods per week of Spanish.
- Grades 2 - 6: (Before beginning 2nd grade, students will choose which language they will study through 6th grade - Spanish or French.) Classes meet twice a week for 40 minutes each.
2. How is time spent in the foreign language classroom?
Primary: Because the children have not yet made their formal choice, this is a time to explore the language with an emphasis on providing positive experiences. Children learn simple dialogues where they can exchange greetings with the teacher and one another. They learn songs, listen to stories, play games with numbers and colors, and interact with puppets.Grade 1: Emphasis is on comprehension. This means that students are exposed to rich listening experiences through songs, stories, play routines and puppet dialogues, while they may only be asked to respond with “yes” or “no” or one word answers to check comprehension. Vocabulary and phrases that have been repeated often later become part of the speaking repertoire. Children are not expected to speak until ample time has been given for listening comprehension. Activities that are developmentally appropriate are chosen that enable children to communicate when ready. Familiar routines that involve much repetition , and new opportunities to use familiar vocabulary, are woven into the lessons. Thematic vocabulary includes colors, numbers, family, face parts, descriptive words, animals, fruits, and courtesy expressions.
Grade 2:Class activities include: listening to stories, participation in puppet dialogues, songs, and games, practice of thematic conversational expressions and routines that complement what the children are learning in other classes (time, weather, seasons, calendar, feelings, foods and drinks, class objects, the neighborhood). Emphasis continues to be on comprehension. Children begin to identify letters and their sounds.
Grade 3: Emphasis is on conversation (listening AND speaking). Class activities include: listening to stories, participation in songs, games, dramatization of situations and stories. Children learn to identify letters and sounds of the complete alphabet and practice reading aloud by sounding out words. Spelling and punctuation skills are introduced. Children are expected to participate in all routine activities using the target language (i.e. requesting permission, asking for objects.)
Grade 4 - 5: Class activities include listening to stories, participation in dialogues, dramatizations, songs, games, completion of reading and written assignments from a text . Formal study of the structure of the language begins, in accordance with the student’s knowledge of English. Children are expected to communicate in the foreign language in all routine conversations. Thematic vocabulary is tied in with the children’s study in other areas. Students study cultural aspects of countries where the target language is spoken and learn to use a bilingual dictionary. They are expected to complete 2 - 3 projects a year. Emphasis is on conversation .
Grade 6: Text materials are supplemented with authentic video, song, and reading materials. Formal study of the structure of the language continues in accordance with their knowledge of English . Thematic vocabulary is tied in with the children’s study in other areas as well as with cultural aspects of countries where the foreign language is spoken. Emphasis is on integration of 4 skills, listening ,speaking reading, writing. Children who plan to continue their study of the same language in high school may take a placement test, given by the high school in May, to determine if they are eligible for acceleration.
3.What are the strengths of the foreign language program at Hunter?
Probably the most valuable advantage of foreign language instruction in the elementary grades is the strong development of listening skills, the missing component of most high school programs. Rather than getting “more” earlier, the children are laying the groundwork so that what they learn later on will take hold, be used, and not be forgotten after the final exam. On p. 82 of Languages and Children, Making the Match , the authors refer to the “natural stages of second language acquisition where there is an initial listening period when students are not expected to respond in the target language. The ability to speak emerges and develops in a predictable manner. The target language is used for classroom routines which provide students with clear clues to meaning.”( p.82 ) High school programs cannot afford the luxury of allowing students two or three years to develop listening comprehension before expecting them to speak, read and write correctly, and developmentally this would no longer make sense.
Children who have completed 3 - 6 years in a FLES program may not seem to be much more competent than a 1st year high school language student in 7th grade, but the difference becomes apparent as their study progresses. Research has shown that children who have had early exposure have a greater capacity to become fluent, other things being equal.
Another advantage of the Fl program at Hunter is that, far from taking time out of their day, the program reinforces much of what they are learning in their regular classes. Skills such as telling time, reading the calendar, using a dictionary, atlas or almanac, punctuation and grammar are introduced when they are developmentally appropriate.
4. How are the needs of students of varying degrees of ability addressed?
Foreign language classes in grades 1-6 have an average of 10-14 students. Keeping the class size small enables the teachers to address individual needs. Once vocabulary is introduced, it continues to be recycled in different lessons throughout the year, giving students a chance to pick up later what they may have missed the first time. Whole language activities such as songs, skits, and games present challenging levels of language to more advanced students, while allowing beginners to remain actively involved without having to master every aspect. Independent projects allow students to work at their own pace and ability level . By working in small groups students of all abilities learn from each other. Finally, the wide variety of activities offers a chance for each child to demonstrate his or her strengths as well as develop weaker skills.
5. What is the homework policy?
Grades Primary through 3 generally do not get homework. Occasional assignments will be sent home on a written handout.
Grades 4-6 are assigned homework at every class due the next class. Assignments are designed to reinforce the material presented during class, and generally take from 10-20 minutes to complete. Project work and long term assignments are done in class.