ERIC EJ1124818: The "Fun with Languages" Project: Making Learning Another Language an Early Priority

2016·0.29 MB·English

by  ERIC

THE
‘FUN WITH LANGUAGES’
PROJECT:
Making learning
another language
an early priority
By Thérèse Saint-Paul, Ph.D. in Kentucky that aims to kindle a love of research has further corroborated what edu-
and Valérie Hendley and interest for foreign languages at an early cators have found: instruction for beginning
There is no denying the importance age and whose cutting–edge approach aligns language learners, in particular, should take
of multilingualism in the 21st century; itself with some of the recent studies and into account their need for context-rich,
increased travels, student exchanges, trends mentioned below. meaningful environments. For instance,
global business, diplomacy, and security are PART 1 Genesee stated that individual difference in
mediated by communication. Education is “Make learning a second language a top learning styles exists in the structure of the
the key to building a strong multilingual priority as early as possible” is one of the ten brain and is thus beyond individual control,
world community that will work for peace tips that Nevadomski Berdan recommends hence the importance of engaging all senses
and stability. However, it may be often for raising global children (2015). Research and skills (Genesee 2000).
overlooked that a successful educational has identified why an early start to learning Research reports on FLES over the past
system is measured in part by the invest- languages is seen as beneficial, and under thirty years has systematically indicated a
ment that governments place in early what conditions (Nikolov and Mihaljevi‐ correlation between early foreign or second
education (“Equality and Education” Djigunovi‐ 2011). One essential condition is language learning and improved learning in
OECD report 2012). The first part of this described by the Critical Period Hypothesis general: for example, students who learn or
paper reviews the essential benefits of early (CPH)–as defined in cognitive science are exposed to another language on a regular
foreign language exposure and learning for and neurobiology–establishing the early basis early in life perform significantly better
the development of the whole child. It also years as the time during which learning a on both verbal and nonverbal intelligence
looks at the historical changes of Foreign foreign language is optimized (Nikolov and tests, show increased development of verbal
Language in the Elementary School (FLES) Mihaljevic Djigunovic 2006). Research in and spatial abilities, and score well above
in the United States, along with some com- brain development also correlates density anticipated national norms in reading and
parisons to European trends. In the second in the Inferior Parietal Lobe with how early mathematics (Stewart 2005; Early Language
part, the article describes a FLES initiative the individual began his or her language Learning Research White Paper Report
at the K-12 level, launched three years ago acquisition and how fluent a person is in 2008). A recent study from the Institute
in partnership with Murray State University a second language (Tindell 2015). Brain for Learning & Brain Sciences I-LABS at
16 ~ spring/summer 2016
the University of Washington goes further in interest in the learning of foreign 1950s and 1960s, many had disappeared
in establishing that bilingualism-related languages in many schools in the United by the late 1960s and early 1970s because
differences in brain activity are associated States (Rhodes, “Elementary School Foreign of planning issues and a still developing
with higher executive functions (problem- Language Teaching”). The Association for consensuses on appropriate methodologies
solving, shifting attention, and other Early Learning Leaders’ 2016 conference for children. In response to the report of
desirable cognitive traits) at a very early clearly shows this: not a single presentation the President’s Commission on Foreign
stage, when babies are about to speak their devoted to early language learning seems to Language and International Studies (Carter
first words (Ramírez et al. 2016; McElroy be included in their program. This phenom- 1979) the early 1980s saw an increase in
2016). The study also shows that compared enon did not happen for lack of will on the early foreign language education programs
with children from monolingual families, part of school children or teachers, but – as until the 2000s. “A downturn in the
the brains of babies stimulated in early Nancy C. Rhodes concluded in her longi- economy, coupled with the effects of fed-
childhood through immersion in a bilingual tudinal study, Elementary School Foreign eral education legislation (No Child Left
context will remain open to learning new Language Teaching: Lessons Learned Over Behind), led to the closing of many public
language sounds. Three Decades (1980–2010) – for lack of school early language programs” (Rhodes,
Despite the consistency of research understanding and appreciation by admin- “Elementary School Foreign Language
findings that confirm the benefits of early istrations of the role that acquiring another Teaching” 116). In her bibliography, Rhodes
foreign language exposure and the argu- language early can play in the development cited many studies that identified key fac-
ments for foreign language learning and of the whole child. “Envisioning a country tors and the broader historical context that
cross-cultural education that accompanied where educators have taken heed of these influenced elementary school language
the push toward globalization in the 1990s, lessons and in which the educational system education at that time. When President
such as the Standards for Foreign Language promotes high-quality multilingual and Barack Obama recently emphasized the
Learning in the 21st Century first published multicultural education for all children is a need to train linguistically competent, glob-
by the American Council on the Teaching wonderful dream” (Ibid. 129). ally competitive students in the 21st century
of Foreign Languages (ACTFL) in 1996, According to this article, although FLES (Ibid.), foreign language educators across
the last two decades have seen a decrease programs experienced rapid growth in the the country responded with well-designed
Learning Languages ~ 17
curricula. Sadly, budget cuts, poor planning and lack of qualified programs, that these young learners perform better on standardized
teachers have affected the implementation of such programs (Ibid. tests across the disciplines, and that significant problems still face
117). As a result, Rhodes concludes, the overall position of foreign elementary foreign language programs, such as funding and integra-
language learning within the curriculum at the elementary and tion in the curriculum (Richards 2015). These studies indicate that
secondary levels in the United States has not significantly improved there is a groundswell of parents whose appreciation of multilin-
over the last fifty years (Ibid. 127). gualism could be harnessed, with the belief that ACTFL advocacy
Another factor that has contributed to the low interest for FLES campaigns need to focus on changing the mindset of school decision
appears to be the lack of qualified teachers (Ibid. 128). Ideally, makers about the importance of having language begin as early as
elementary school teachers should have the skills to teach the basics possible and administrators listening to parents’ voices. It is about
of a foreign language, but in many universities there is often not a bringing change from the bottom up, as Howard Zinn argues (2008,
faculty member with a specialization in foreign language teacher 2009).
education. In response to this, collaboration and partnership In essence, this literature review outlines the core belief that
between World Languages departments and Colleges of Education motivated the creation of the Fun With Languages project, a
are becoming more prevalent (see the 2010 second edition of the partnership between Murray State University (Modern Languages
World Languages Standards, produced by the National Board of Department, Office of Regional Outreach) and The International
Professional Teaching Standards for teachers of students from 3 Language Center (ILC). Many aspects of the FWL method
years of age to 18 years and over). respond to the guidelines proposed by the experts in the field of
In contrast, studies have shown that multilingualism is promi- early language education, summed up, for instance, in the Early
nent in most European countries (Heinzmann 2013). As surveys Language Research White Paper conducted by Early Advantage, an
show, the majority of Europeans learn languages only in school; this educational publisher of Foreign Language and English as a Second
indicates the effectiveness of the European educational system in Language instructional programs (2008).
promoting the early learning of languages. In Finland, at least two The Fun With Languages method, which follows the practice of
foreign languages are part of the core curriculum for basic education “hear it, repeat it, say it” (HRS), places the emphasis on early oral
beginning in the third year of elementary school (Kumpulainen repetition and follows three major principles:
2015, 16-21). To note, Finnish 15-year-olds scored the highest in all (1) Acquiring native-like pronunciation.
four domains assessed by the Programme for International Student As mentioned above, research has established that the age of
Assessment (PISA) 2003 survey comprising forty-one countries acquisition is of critical importance for native-like grammar and
(Korhonen 2006). Adding to their success is the high proportion of pronunciation in second language (L2) acquisition (Uylings 2006).
teachers per student ratio. The success of Finnish education can be Although no critical period for semantics has yet been identified,
attributed to the fact that the country invests heavily in teachers. researchers have concluded that L2 child language learners are
In Finland, any child who falls behind, in foreign language learn- more likely to obtain native-like pronunciation than adult language
ing or another subject. is immediately taken care of by remedial learners (Mayberry and Lock 2003; Flege, Mackay, and Piske 2002).
classes until s/he is able to reintegrate into the regular classes. This (2) Learning a variety of sounds through play.
approach, states Hancock (2011), is at the antipodes of the com- Younger learners “are likely to be less language anxious than
petitive model, with which the “USA muddled along in the middle many older learners and hence may be more able to absorb lan-
for the past decade, when government officials have attempted to guage rather than block it out”‘ (Johnstone 2002). The FWL/HRS
introduce marketplace competition into public schools” (2). method emphasizes the practice of a variety of sounds through play.
The lessons learned from leaders in the field of early foreign As Kuhl, Tsao, and Liu (2003) stated, studies have shown that as
language learning over a thirty year period (1980-2010), as analyzed early as 9 months old, children are capable of discerning differences
by Rhodes, emphasized the need to dispel common misconcep- among the phonetic units of languages, i.e., native and foreign
tions about language learning, particularly at the elementary level, language sounds. The study further indicated that this audio learn-
such as: children can only learn words or do not have the maturity ing was only effective when taught by a live person. In the FWL/
to grasp complex sentence structures for instance. Instead it was HRS method, the facilitator stresses the foreign language sounds
established that language learning is a lifetime process, and educa- when speaking to the children. Since the ludic element eliminates
tion of school administrators is essential (Rhodes 122). In addition, language anxiety, children are asked to switch gender voices, repeat
Rhodes identified features of successful programs: (1) support by a a word in a burly man’s voice, or a tiny mouse’s voice, or with the
team rather than just one language teacher or administrator, (2) sus- roar of a lion, for instance, which allows the learners to experiment
tainability after a start‐up grant or initial funding ends, (3) choice with many sounds.
of language of instruction that is relevant to the community, (4) (3) Making cognitive connections.
sufficient weekly time so that learners can progress, and (5) partici- In the FWL/HRS method, a child understands quickly that
pation: “The entire school community should feel that the language one concept, e.g. bear in English, can be expressed with different
program is central, rather than peripheral, to the curriculum” (Ibid. sounds such as ours in French, oso in Spanish, (xiong, rising tone)
118). The current focus on science, technology, engineering and in Chinese, kuma in Japanese, Bär in German. From a semantic
math (STEM) has introduced both questions as to the necessity point of view, when a child realizes that the relationship between
of FLES programs as well as those about the importance of the names for the same object in different languages is arbitrary, he or
benefits of early language learning for STEM success. This study and she begins seeing how languages relate to each other and abstract
other more recent ones confirm that there are schools which have thinking can become easier. Genesee and Cloud (1998) report that,
successfully implemented early foreign language education in their provided children learn in a supportive language-rich environ-
18 ~ spring/summer 2016
Creating Conversations in
Early Language Learning
Creating Conversations in Early Language Learning

Have an idea for a focused discussion

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Learning Languages ~ 19
ment, “multilingualism is a key step in that engages all skills, Fun With Languages be found not only in elementary schools,
understanding and appreciating differences” activates the process that enhances the but also in middle schools. We are seeing
because it brings educational, cognitive development of the child as a whole. our vision become a reality. Children who
and socio-cultural benefits (p. 63). It is well PART 2 started language learning at the elementary
established that early language learners are Fun with languages is an initiative that school level are requesting that we launch
more creative and better problem solvers started in 2012 as a collaborative project clubs in their middle schools. Fun with Lan-
than students who do not study a second between Valérie Hendley, director of The guages is having the desired impact.
language (Stewart 2005; Landry 1974; Mar- International Language Center and Dr. Fun with Languages introduces learners
cos 2001; Weatherford 1986). Thérèse Saint Paul, French professor at to another language through games, songs,
Through its ludic, kinetic HRS method Murray State University. Hendley, a French stories, and drama. Engaging the senses, as
native speaker, had moved from England mentioned in Part One, is an essential com-
Valérie Hendley to Mayfield, Kentucky. While living in ponent of our method. During the one-hour
is Director of the
England, she owned a language franchise lesson the learner manipulates vocabulary
International Language
called Le Club Français where children and learns to use it in a hands-on/active
Center (ILC) and project
could join an after-school club to learn discovery setting. The facilitators are chosen
leader of the Fun With
French or Spanish. When Saint Paul and from advanced language students or native
Languages Project.
Hendley met, they realized they shared the speakers with a background in early child-
She is a French native
speaker and lives in same beliefs about language learning: the hood or elementary education, although this
Mayfield, Kentucky. earliest exposure, the better. They were both is not a requirement. Students receive mate-
While living in England, introduced to another language at a very rials and training in the method but are pri-
she owned Le Club young age, and that experience had been a marily selected for their personality, such as
Français, a franchise that provided after-school determinant factor in their lives. They put their ability to create an engaging learning
clubs in French and Spanish for younger their vision on paper and presented a grant environment. We usually warn visitors to
learners. She earned a French Baccalaureat in
proposal to the Office of Regional Outreach our clubs: “When you walk into a Fun with
Foreign Languages (English, Italian, Spanish,
at Murray State University. Languages club, do not be surprised to find
Russian, Hebrew) in 1982. Her areas of expertise
DESCRIPTION OF THE FUN WITH children squealing and running around and
are: innovating programs with interactive games,
LANGUAGES INITIATIVE shouting words in another language loudly
drama, and phonics. In addition to coordinating
Given the scholarship on the subject and with a big smile on their faces.” Fun
all Fun With Languages clubs in the region, she
also organizes workshops in French for the gifted (summarized in Part One of this article), the with Languages is not a program based on
and talented children through another Murray goal of Fun with Languages is to introduce teaching grammar or aiming to make a child
State program and coaches Calloway High children to another language as early as fluent in another language. Its mission is to
school students in French. preschool age. introduce children to different sounds, to
The pilot was a success: it was tested in different ways of using their tongue in their
Thérèse Saint Paul,
2013, in seven elementary schools located mouth, and also to different cultures. We
Ph.D is from Belgium
in a single county for one hour per week, believe that learning is based in daily real-
and studied English
lasting ten weeks. 113 students registered. ity; and that children will learn if they are
and Dutch at the
This very positive response encouraged familiar with the content and the approach
University of Liège. She
Hendley and Saint Paul to apply for a full is user-friendly. Our goal is to take the child,
received her Ph.D in
Comparative Medieval grant with the Office of Regional Outreach within one hour, from what seems to be
Literature (Arthurian for 2014. The grant was secured and the a very unfamiliar territory to a fun place
and Celtic Studies) program started in four counties in Western where they can feel at home. We make that
from The University of Kentucky. The project established a partner- new territory part of their reality and hope
Edinburgh, Scotland ship of mutual benefit between ILC and the that the experience will last a lifetime by
and taught French at the Universities of Glasgow Department of Modern Languages at Mur- expanding language learning opportunities
and Strathclyde (Scotland, UK), the University
ray State University. The ILC uses language for all children in elementary and secondary
of Texas-Austin, the University of Pennsylvania
students as language facilitators, and offers programs to better equip them with the
(Lauder Institute/Wharton Business School) and
clubs in the five languages taught at the uni- skills needed to communicate effectively in
is currently Associate Professor of French at
versity: French, Spanish, German, Japanese multicultural settings and across the globe.
Murray State University. Her areas of research
and Chinese. As indicated in Part One, while methods
and publications are Medieval Arthurian
literature, Francophone (Belgian) literature In 2015 the Fun with Languages Project for the teaching and learning of world
and culture, French for (Green) Business. She received yet another full grant. For each languages at an early age are still a focus of
developed and co-published an award winning viable club with ten hours of instruction, continual development, identification of
multi-media French for Business Course the grant gave the schools ten hours of lan- developmental processes in early language
(Strathclyde University Publications, 1989). In guage to be taught to a grade of their choice. learners and successful pedagogical research
addition to the Fun With Languages initiative, So far, seventeen schools in nine different in this area have led to the establishment
she launched “An evening of French Poetry and
counties have benefited from Fun with of core practices upon which programs like
Texts,” an event in which students of French
Languages innovative language grants. At Fun With Languages have grown. Rhodes’s
perform annually on stage.
this point, Fun With Languages clubs can study based on interviews of early foreign
20 ~ spring/summer 2016
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NNELL Breakfast
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language lelaarnnginuga gfero lmea rlneaindgin ofgrr ogpmarno lifezeaasdtsiiioonnng.a pSlsrp oionfne tsshoseiro efndiea illnds ipanan rdtth geb eyft i Sealandn utaipnllddaa ngtaee tUo anSn At hu.ep date on the
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Learning Languages ~ 21
language teachers clearly showed the voli- 62-65. Print. Web. 11 March 2016. <http:// President’s Commission on Foreign Language
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connections between some of the major www.smithsonianmag.com/innovation/why- infants: a magnetoencephalography study.”
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22 ~ spring/summer 2016