History & Program Philosophy
The D97 Elementary World Language (Spanish FLES; WL FLES) program began in the mid-1990s as a pilot in one school, was adopted as “core” subject in 2001, and was fully implemented district-wide in the early 2000s. In the wake of groundbreaking findings about brain development and language acquisition, parents, teachers, administrators, school board members, and experts from the community came together to develop a program that offered second language learning to all children beginning in kindergarten and through elementary school.
In addition to learning the language itself (and subsequent career opportunities), the brain research linked second language acquisition to important cognitive and developmental advances. Among these are the formation of new synapses (and faster "firing" of those already there), intellectual growth (abstract thinking), and positive influences on student achievement. Other benefits include a greater “growth mindset” and willingness to take risks in learning, support for "first language" development, and lifelong brain benefits such as the possible slowing of Alzheimer's and language retention in stroke.
Because of the significant research findings, equity and inclusion were of key importance from the program's inception. Equal access to quality, sequential language learning for all elementary elementary students was crucial.
The instructional model chosen supports best practices for young learners. Tied to the national World-Readiness Standards for Language Learning and proficiency-based outcomes, the district-created curriculum engages the whole child in interactive and developmentally appropriate and communication- based activities, primarily in the target language. It uses interdisciplinary instruction, culture, movement, music, and literacy development methodology, and fosters the key D97 value of respect for cultural diversity and understanding.
Two decades later, the program stands as a testimony to D97's commitment to universal access to second language learning for all students. Despite budget ups and downs over the years, the board of education has continually affirmed the central place of language learning in the elementary curriculum and importance of the “power of language” and “global citizenship.”
The quality of the program and teaching staff are recognized beyond D97. During the fall of 2016, the Spanish-FLES teachers offered a total of 10 presentations at the state ICTFL and national ACTFL conferences, one of the few elementary presenter districts. These panels provided professional development to hundreds of language educators from across the country and beyond.
In the Spring of 2017, the WL FLES team won a “Language Learning for Children Special Interest Group Pedagogy Grant” from the American Council on the Teaching of Foreign Languages (ACTFL). This grant will allow development of a pilot curricular unit and mural project based on the life and work of Mexican artist Diego Rivera.
The WL FLES teachers continue to grow through their own professional development opportunities. They attend national and regional conferences and participate in workshops on language acquisition and TPRS (Teaching Proficiency through Reading and Storytelling), methodology, technology, and other best practices for young language learners. As further evidence of their expertise and commitment to ever-strengthening student learning, half of the WL FLES teachers are currently pursuing National Board Certification.
In addition to learning the language itself (and subsequent career opportunities), the brain research linked second language acquisition to important cognitive and developmental advances. Among these are the formation of new synapses (and faster "firing" of those already there), intellectual growth (abstract thinking), and positive influences on student achievement. Other benefits include a greater “growth mindset” and willingness to take risks in learning, support for "first language" development, and lifelong brain benefits such as the possible slowing of Alzheimer's and language retention in stroke.
Because of the significant research findings, equity and inclusion were of key importance from the program's inception. Equal access to quality, sequential language learning for all elementary elementary students was crucial.
The instructional model chosen supports best practices for young learners. Tied to the national World-Readiness Standards for Language Learning and proficiency-based outcomes, the district-created curriculum engages the whole child in interactive and developmentally appropriate and communication- based activities, primarily in the target language. It uses interdisciplinary instruction, culture, movement, music, and literacy development methodology, and fosters the key D97 value of respect for cultural diversity and understanding.
Two decades later, the program stands as a testimony to D97's commitment to universal access to second language learning for all students. Despite budget ups and downs over the years, the board of education has continually affirmed the central place of language learning in the elementary curriculum and importance of the “power of language” and “global citizenship.”
The quality of the program and teaching staff are recognized beyond D97. During the fall of 2016, the Spanish-FLES teachers offered a total of 10 presentations at the state ICTFL and national ACTFL conferences, one of the few elementary presenter districts. These panels provided professional development to hundreds of language educators from across the country and beyond.
In the Spring of 2017, the WL FLES team won a “Language Learning for Children Special Interest Group Pedagogy Grant” from the American Council on the Teaching of Foreign Languages (ACTFL). This grant will allow development of a pilot curricular unit and mural project based on the life and work of Mexican artist Diego Rivera.
The WL FLES teachers continue to grow through their own professional development opportunities. They attend national and regional conferences and participate in workshops on language acquisition and TPRS (Teaching Proficiency through Reading and Storytelling), methodology, technology, and other best practices for young language learners. As further evidence of their expertise and commitment to ever-strengthening student learning, half of the WL FLES teachers are currently pursuing National Board Certification.
Program Details
Students in Kindergarten through 2nd grade attend Spanish 3 times a week for 30-minutes. Students in 3rd grade through 5th grade attend Spanish 2 times a week for 30 minutes. Our methodology is based on using immersion using comprehensible input, teaching language in context, using TPRS (Teaching proficiency and reading through storytelling), cooperative learning groups, communicative task-driven activities, and by collaboration with teachers and staff throughout the school.
Please keep in mind that understanding comes well before speaking, and being in a Spanish-speaking environment is important for seeing gains. For example, if you ask your child “How do you say ‘sit down’ in Spanish?” he or she may not know. However, if you walk into his/her classroom and the teacher says, “Siéntense” and everyone sits down, you will know the child understands. At some point, the same student will tell his or her classmates to “siéntense."
Please keep in mind that understanding comes well before speaking, and being in a Spanish-speaking environment is important for seeing gains. For example, if you ask your child “How do you say ‘sit down’ in Spanish?” he or she may not know. However, if you walk into his/her classroom and the teacher says, “Siéntense” and everyone sits down, you will know the child understands. At some point, the same student will tell his or her classmates to “siéntense."
A few facts about Spanish:
•It takes ~240 hours to improve in Spanish and our students only have class 60 or 90 minutes a week.
•On average, students need to hear a words ~100 X before they can effectively and efficiently produce the word.
•Most of our students are novice learners, and therefore they need context, visuals, and familiar contexts to help them communicate, and they do so best with those accustomed to interacting with language learners.
•Spanish is the mother tongue of approximately 350 million people in 21 countries.
•At the end of the 19th century, 60 million people were Spanish speakers. Today, nearly 500 million people across the world speak Spanish!
•On average, students need to hear a words ~100 X before they can effectively and efficiently produce the word.
•Most of our students are novice learners, and therefore they need context, visuals, and familiar contexts to help them communicate, and they do so best with those accustomed to interacting with language learners.
•Spanish is the mother tongue of approximately 350 million people in 21 countries.
•At the end of the 19th century, 60 million people were Spanish speakers. Today, nearly 500 million people across the world speak Spanish!
ACTFL Proficiency Guidelines
For more details please visit www.actfl.org or go to teacher contacts and ask your student´s Spanish teacher.