After doing the reading for today. I would say there is no lack of opportunity for reasearch concerning second language learning.

As I think about my teaching I think about written or mental check lists about what I need to be thinking about as I plan lessons

The only absolute is that Adolescense seems to be the optimal age for second language learning.

ACTFL uses 6 domains to evalute language level:

Comprehensibility (Can people understand you?),
Comprehension ( Can you understand others?)
Language Control ( Is your langauge accurate and appropriate?)
Vocabulary
Cultural Awareness
Communication Stategy

These are for elementary schools, but could apply to any level program witha few modifications.

The American Council on the Teaching of Foreign Langauges site lists :

Characteristics of Effective Elementary School Foreign Language Programs

1. Access and Equity for All students, regardless of learning styles, achievement levels, race/ethnic origin, socioeconomic status, home language, or future academic goals, have opportunities for language study.

2. Program Goals and Program IntensityProgram goals are consistent with the amount of time actually provided for instruction. The desired program outcomes determine time allocations for elementary school programs. There are three types of programs at the K-8 level:

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FLES programs are designed to provide a sequential language learning experience aiming for some degree of language proficiency.

Immersion programs combine foreign language instruction with content learning from the regular curriculum.

FLEX programs are designed to provide limited exposure to one or more foreign languages for presecondary students

3. Extended SequenceElementary and middle/junior high school foreign language programs are the foundation for a long, well-articulated sequence of carefully developed curricula that extend through grade 12. Students in such programs can develop increased language proficiency and cultural competence.

4. ArticulationArticulation of the extended sequence is both vertical and horizontal, including the elementary school, the middle/junior high school, and the high school. This articulation is the result of consensus, careful planning, and monitoring among language teachers, administrators, and parents at all levels. Students in these programs achieve outcomes that are consistent across grade levels

5. Curriculum Human, fiscal and time resources are available for systematic curriculum development. The curriculum review cycle provides for assessment

6. InstructionInstruction is appropriate to the developmental level of the students and consistent with program outcomes and current professional practices

7. MaterialsMaterials appropriate for students' developmental level, rich in authentic culture and language, and related to the curriculum are key components in elementary school foreign language programs. The main focus of all materials, both print and non-print, is the teaching of communication

8. EvaluationProcesses for evaluating both student achievement and program success are in use. Evaluation processes are appropriate to the goals, objectives, and teaching strategies of elementary school foreign language programs, as well as to the developmental level of children.

9. StaffingPrograms are staffed by certified teachers who have completed preparation in methods and materials for elementary school foreign language instruction, developmental characteristics of the elementary school learner, and the nature of the elementary school curriculum. Modern foreign language teachers should have a high level of language and cultural competence. Based on the ACTFL/ETS proficiency scale, a teacher's oral proficiency in a foreign language should be "Advanced."

10. Professional DevelopmentAn ongoing program of professional development should allow teachers to advance in their levels of language, culture, and instruction.

11. School and Community Support and Development The foreign language teachers work with the entire school community to integrate the foreign language curriculum into the school educational program. The elementary school foreign language program shows responsibility for and makes effective use of parent and community resources and of school board and administrative staff
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12. CultureThe connection between language and culture is made explicit, and foreign language instruction is implemented within a cultural context. Cultural awareness and understanding are explicit goals of the program. The program collaborates with other cultures and countries (exchange programs, pen pals, etc.) to assure language learning within a context of cultural experiences.


These characteristics are based on work begun at the 1989 ACTFL Priorities Conference and continued at the 1990 ACTFL Annual Meeting. A summary statement from the Elementary School Foreign Language Strand of the Priorities Conference is contained in the ACTFL Newsletter (Summer 1990, 2(4)). The complete paper by Myriam Met, Montgomery County Public Schools (MD), and Nancy Rhodes, Center for Applied Linguistics (1990) is contained in "Foreign Language Annals, 23(5)," 433-443.

At a time of budget when school budgets are decreasing I wonder how many programs meet thses guidelines.


Learning a second language at an early age...

Has a positive effect on intellectual growth.

Enriches and enhances a child's mental development.

Leaves students with more flexibility in thinking, greater sensitivity to language, and a better ear for listening.

Improves a child's understanding of his/her native language.

Gives a child the ability to communicate with people s/he would otherwise not have the chance to know.

Opens the door to other cultures and helps a child understand and appreciate people from other countries.

Gives a student a head start in language requirements for college.

Increases job opportunities in many careers where knowing another language is a real asset.

The site has several studies which support this assertions.