A new trend: Second languages being taught in elementary schools.
For years, European and Asian children have been learning foreign languages at ages much earlier than their American counterparts, with some countries even requiring mandatory classes in grade school...
American families have recently been catching up, however. More public schools are offering languages in elementary grades, and parents are enrolling younger children in foreign language programmes, both public and private...
The trend has "been growing and growing," said Harriet Barnett, an educational consultant with the American Council on the Teaching of Foreign Languages.
Numerous studies over the last few decades have shown that learning languages at young ages can stimulate brain development, making it easier to learn additional languages and other subjects. A 1996 position paper by the National Council of State Supervisors of Foreign Languages, for example, acknowledged research that suggests early study of a language may help raise standardized test scores and improve cognitive skills.
That's not surprising. I always thought it was odd, given that most bilingual kids have no problem with learning two languages at home, that public schools didn't introduce formal education in a second language until high school. Even at that delayed point, it helps; I know my two years of Latin in high school greatly expanded my English vocabulary. But I would have loved the opportunity to be exposed to Latin or German earlier than I was.
Right on cue, here's an article which describes another "trend" - schools cutting back on foreign language programs due to the focus on basic skills:
After a decade of expansion of arts and foreign-language programs, particularly in elementary schools, many educators are warning that the subjects are in danger of being edged out of the curriculum as districts spend more time on reading, mathematics, and science.
From New York to Washington state, administrators have proposed cutbacks to other subjects as they struggle to meet the demands of state accountability programs and the federal No Child Left Behind Act. Low-performing schools, observers say, are feeling the greatest pressure to spend more time building students' basic skills in order to raise test scores.
Emphasis mine. I can empathize with educators who would like to introduce second-languages in low-performing schools, but if they aren't teaching kids to read English effectively, would those second-language classes have helped?
Are schools really cutting out these arts and foreign language courses? The report cited in this article is based "primarily on anecdotal evidence from the field." However, it's not surprising that schools in trouble are focusing most on the subjects for which they have to report test scores. Low-performing schools thus have a choice - find a way to fund language and arts programs that give students a boost in the heavily-tested subjects as well, or temporarily cut the programs until everyone is up to speed in reading and writing.
Posted by kswygert at November 5, 2003 01:23 PM