F.A.Q.'s:
*How often does my child have Spanish each week? Will my child be fluent in Spanish after 7 years?
In grades Kindergarten-4th grade, students go to Spanish class twice a week for 30 minutes of instruction. In 5th and 6th grades, students go to Spanish class once a week for an hour of instruction.
Children are considered 'fluent' in English or their native language at about age 5. If they are awake, on average, for about 14 hours a day, 365 days a year … hearing, speaking, and seeing that first language; they will have received about 25,000 hours of exposure to their native language by the time they are 5. If your child attends our school district from (Kindergarten through 6th grade), does not miss a single day, has no snow days, does not have any field trips on days their class comes to Spanish, and I am never sick or at a conference, your child will have 252 hours of Spanish class. I cannot bring your child to fluency in (252) hours. However, I can and use targeted high-frequency language, use engaging activities, provide instruction at a very controlled pace, and provide loads of repetition and comprehensible input, to maximize the language that your child does acquire in those (252) hours. As your child progresses through middle and high school, with more time each week spent on Spanish, he or she will build on what we have begun and continue to progress toward fluency."
Adapted from Sharon Hellman, Spanish Teacher
*Is the class taught ONLY in Spanish?
No. Although the class is taught primarily in the target language, (Spanish) there are times when English is used. Students are encouraged to use as much of the target language as they're able. You'd be surprised at how much your child(ren) can say in Spanish. Using a comprehensible input model (TPR/TPRS) students learn L2 just as they learned L1.
Story Telling - It's a GREAT Way to learn Spanish
TPRS® (Teaching Proficiency through Reading and Storytelling, originated by Blaine Ray) is a powerful teaching methodology that is based on proven techniques and sound pedagogy. An input-based methodology, TPRS focuses on specific activities and techniques that expose the learner to an abundance of authentic language in a condensed period of time. It simulates a hybrid immersion experience by eliminating its flaws- IN comprehensible input and excessive amounts of time- while maintaining the powerfully effective aspects of an immersion experience: context, comprehensible messages, natural and useful language and a great deal of repetition.
Importance of gesturing with TPRS - This is why, in part, that it's effective:
https://www.medicalnewstoday.com/articles/289162.php
*Why is my child taking Spanish (World Language)? What is the rationale?
Purpose statement: The FHPS World Language program will provide highly engaging and personalized second language experiences so that students develop rapid proficiency and enjoyment of the second language.
“Language and communication are at the heart of the human experience. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language.” (National Standards in Foreign Language Education Project, p. 7) Excerpted from "Working Together to Build a Multilingual Society", Center for Applied Linguistics, November 2003
In today’s global society, the ability to speak more than one language is a valuable asset. Americans
fluent in languages other than English enhance our economic competitiveness abroad, improve global communication, help to maintain our political and security interests, and promote tolerance and intercultural awareness (Pratt, 2002; Sollors, 2002).
Research has found a positive link between proficiency in more than one language and cognitive and academic
skills (Armstrong & Rogers, 1997; Bialystock & Hakuta,1994: Cummins, 1992; Hakuta, 1986).
Some studies indicate that individuals who learn a second language are more creative and better at solving complex problems than those who do not (Bamford & Mizokawa, 1991; Cummins, 1992). Standardized test results show that students who have focused on foreign language studies routinely achieve higher scores than students who do not take a foreign language.
A Glimpse into TPR and TPRS:
Please see the files that I've attached to learn more about TPR(S) and how World Language instruction is delivered in the classroom.
*AUTHOR:CAROL GAAB
*How often does my child have Spanish each week? Will my child be fluent in Spanish after 7 years?
In grades Kindergarten-4th grade, students go to Spanish class twice a week for 30 minutes of instruction. In 5th and 6th grades, students go to Spanish class once a week for an hour of instruction.
Children are considered 'fluent' in English or their native language at about age 5. If they are awake, on average, for about 14 hours a day, 365 days a year … hearing, speaking, and seeing that first language; they will have received about 25,000 hours of exposure to their native language by the time they are 5. If your child attends our school district from (Kindergarten through 6th grade), does not miss a single day, has no snow days, does not have any field trips on days their class comes to Spanish, and I am never sick or at a conference, your child will have 252 hours of Spanish class. I cannot bring your child to fluency in (252) hours. However, I can and use targeted high-frequency language, use engaging activities, provide instruction at a very controlled pace, and provide loads of repetition and comprehensible input, to maximize the language that your child does acquire in those (252) hours. As your child progresses through middle and high school, with more time each week spent on Spanish, he or she will build on what we have begun and continue to progress toward fluency."
Adapted from Sharon Hellman, Spanish Teacher
*Is the class taught ONLY in Spanish?
No. Although the class is taught primarily in the target language, (Spanish) there are times when English is used. Students are encouraged to use as much of the target language as they're able. You'd be surprised at how much your child(ren) can say in Spanish. Using a comprehensible input model (TPR/TPRS) students learn L2 just as they learned L1.
Story Telling - It's a GREAT Way to learn Spanish
TPRS® (Teaching Proficiency through Reading and Storytelling, originated by Blaine Ray) is a powerful teaching methodology that is based on proven techniques and sound pedagogy. An input-based methodology, TPRS focuses on specific activities and techniques that expose the learner to an abundance of authentic language in a condensed period of time. It simulates a hybrid immersion experience by eliminating its flaws- IN comprehensible input and excessive amounts of time- while maintaining the powerfully effective aspects of an immersion experience: context, comprehensible messages, natural and useful language and a great deal of repetition.
Importance of gesturing with TPRS - This is why, in part, that it's effective:
https://www.medicalnewstoday.com/articles/289162.php
*Why is my child taking Spanish (World Language)? What is the rationale?
Purpose statement: The FHPS World Language program will provide highly engaging and personalized second language experiences so that students develop rapid proficiency and enjoyment of the second language.
“Language and communication are at the heart of the human experience. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language.” (National Standards in Foreign Language Education Project, p. 7) Excerpted from "Working Together to Build a Multilingual Society", Center for Applied Linguistics, November 2003
In today’s global society, the ability to speak more than one language is a valuable asset. Americans
fluent in languages other than English enhance our economic competitiveness abroad, improve global communication, help to maintain our political and security interests, and promote tolerance and intercultural awareness (Pratt, 2002; Sollors, 2002).
Research has found a positive link between proficiency in more than one language and cognitive and academic
skills (Armstrong & Rogers, 1997; Bialystock & Hakuta,1994: Cummins, 1992; Hakuta, 1986).
Some studies indicate that individuals who learn a second language are more creative and better at solving complex problems than those who do not (Bamford & Mizokawa, 1991; Cummins, 1992). Standardized test results show that students who have focused on foreign language studies routinely achieve higher scores than students who do not take a foreign language.
A Glimpse into TPR and TPRS:
Please see the files that I've attached to learn more about TPR(S) and how World Language instruction is delivered in the classroom.
*AUTHOR:CAROL GAAB
The History of TPR(S) | |
File Size: | 50 kb |
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The History of TPR(S) | |
File Size: | 44 kb |
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The History of TPR(S) | |
File Size: | 40 kb |
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