Rethinking the PK-12 FL Curriculum:
Intrinsically Interesting, Cognitively
Engaging, Culturally Connected, and Articulated
July 27-August 6, 2004 [Institute Day by Day]
Overview
One of the greatest challenges in facing foreign language
programs today is that of designing curricula that articulate
across levels of instruction to facilitate higher levels
of student language proficiency. Rarely do foreign language
educators have the opportunity to examine together in depth
the unique challenges that exist at each level of instruction
and to collaborate on curriculum design. In this institute
participants had the opportunity to rethink their curriculum,
consider in depth new approaches suggested by content-related,
culturally rich, thematic teaching. Included in the focus
of this institute was the development of literacy in
the foreign language classroom, authentic assessment, PK-12
teaching strategies, and national trends and standards in
foreign language education. To facilitate understanding
of similarities and differences between younger and older
learners, a daily 60-minute Japanese demonstration class
for elementary school children was held, followed by
dialogue with the demonstration class teacher and institute
leaders. Partners or teams from a county or district foreign
language program or from across programs had the opportunity
to redesign their foreign language curriculum, lessons,
and/or units. They were encouraged to field-test their
products and share the results with the profession through
conference sessions and their school or district’s
website.
Participants
Experienced and practicing: 1) PK-12 foreign language teachers
of all languages—especially
encouraged were pairs or teams of teachers from the same
school district who represented the various program levels;
2) methods professors at institutions of higher education
who prepare pre-service and in-service teachers; and 3) supervisors
of foreign language who provide professional development
for teachers in their school or district.
Institute Leaders
Carol Ann Dahlberg, Concordia
College, Minnesota
Helena Curtain, University
of Wisconsin-Milwaukee;
Jessica Haxhi, Japanese
Demonstration Class Teacher, Maloney
Magnet School, Waterbury, Connecticut.
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