REL Midwest Reference Desk
Foreign Language Study in Elementary School
January 2016
Question
What does the research say about foreign language study in elementary
school?
Background
REL Midwest received a request for information on foreign language study in elementary school.
Following an established REL Midwest research protocol, we conducted a search for research
reports as well as descriptive and policy-oriented briefs and articles on foreign language study in
elementary school. The sources included federally funded organizations, research institutions,
several educational research databases, and a general Internet search using Google and other
search engines.
We also searched for appropriate organizations that may act as resources on this issue. We have
not done an evaluation of these organizations or the resources themselves but offer this list for
reference only.
What does the research say about foreign language study in elementary
school?
Boyson, B., Semmer, M., Thompson, L. E., & Rosenbusch, M. H. (2013). Does beginning
foreign language in kindergarten make a difference? Results of one district’s study.
Foreign Language Annals, 46(2), 246–263.
From the abstract: “Educators have generally believed that foreign language instruction
should begin in kindergarten or earlier to promote optimum oral language development
(e.g., Abbott, 1998; Curtain & Dahlberg, 2010; Rhodes & Pufahl, 2010; Rosenbusch,
1991; Swender & Duncan, 1998). This article describes two Spanish programs in the
Westport (Connecticut) Public Schools district: their new, long-sequence K–8 program
and the short-sequence Grade 5–8 program it replaced. A five-year study examined
students’ oral and listening comprehension proficiency levels in each program at the end
of Grades 5 and 8. Results at these grade levels were compared to determine program
effectiveness. Students who began in kindergarten attained statistically higher proficiency
levels than those who began in Grade 5. This longitudinal study strongly supports schoolbased language instruction beginning in kindergarten.”
REL Midwest
Foreign Language Study in Elementary School—1
4803_01/16
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Davis-Wiley, P., & Miller, R. V. (2012). Math literacy through French language learning:
Connecting with the Common Core in the lower elementary grades. Learning Languages,
18(1), 26–32.
From the abstract: “Among the reported proven positive results of early world Language
(WL) study are improved cognitive abilities and ‘higher achievement test scores in
reading and math’ (Stewart: 11), which are expected student performance outcomes for
the Common Core Standards. The future viability of Foreign Language in Elementary
Schools (FLES) programs, however, is fragile at best, in today’s educational arena. FLES
programs that have essentially concentrated their student performance expectations on
basic communication skills and cultural content in the target language may therefore need
to include a content-enriched STEM focus in order to seek and establish a viable presence
in the elementary school curriculum. The authors of this paper suggest that proponents of
FLES integration into the nation’s schools need to identify disciplinary literacy as the
common denominator connecting WL study and the other content subjects such as math,
given the fact that, ‘disciplinary literacy is embedded in the [Common Core] standards,
and prominently featured in the new CCSS [Common Core State Standards].’ Current
national trends inspired the authors of this paper to conduct the present research study
that involved teaching math through French in grades 2–4 in a small, urban, communitybased, highly-diverse elementary school in Knoxville, TN. (Zygouis-Coe: 35). The
authors of the present article sought to investigate the following questions: (1) What is
the impact of content-enriched French instruction on math skills in Grades 2–4 in a
specifically math-enriched FLES program? (2) What is the level of student participation
and interest during French instruction compared with regular math instruction? (3) What
are the regular classroom teachers’ perceptions of the impact of French instruction on the
children? The results of this study help support the notion that FLES programs should be
considered a core subject along with the traditional math, science, social science,
language arts elementary school curricular litany so that they can serve as the Common
Core Standards glue in connecting literacy across all content areas.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Heining-Boynton, A. L., & Haitema, T. (2007). A ten-year chronicle of student attitudes toward
foreign language in the elementary school. Modern Language Journal, 91(2), 149–168.
From the abstract: “This article reports the results of 2 studies conducted over a 10-year
period that researched student attitudes toward early foreign language learning. These
studies are unique because of the long time frame in which the students were followed,
and the large data sets collected at the elementary school level. Surveys of students in the
REL Midwest
Foreign Language Study in Elementary School—2
Foreign Language in the Elementary Schools (FLES) programs examined the attitudes of
all children in 2 school systems in North Carolina: one suburban and one urban. The
students studied either French or Spanish. The number of responses to the survey
questions ranged from 22,549 to 52,227 for a 4-year period. The results indicated that
boys and girls had positive attitudes when responding to 2 questions about enjoyment of
their FLES classes and teachers. The girls were positively inclined, and the boys were
neutral, in their desire to continue with foreign language study in the next grade. Two
items about the use of foreign language outside the school venue and comprehension of
foreign language teacher input revealed negative attitudes for both genders. As a followup to the quantitative study, qualitative data about attitudes toward foreign language
speakers, foreign cultures, and their own education with respect to foreign language study
were gathered through structured interviews. The participants were the same students
who had completed the original surveys 10 years earlier. In corroboration of the
quantitative data, a qualitative analysis revealed that, for a majority of the students,
foreign language study was viewed positively, as were foreign language speakers and
their cultures.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Oga-Baldwin, W. Q., & Nakata, Y. (2014). Optimizing new language use by employing young
learners’ own language. ELT Journal, 68(4), 410–421.
From the abstract: “The use and appropriate amount of students’ own language (OL) in
foreign language classes remains a subject of debate. While exclusive new language (NL)
use may not necessarily always benefit all learners, especially young language learners
(YLLs), overuse of the students’ OL may not provide the same range of communicative
experiences as greater NL exposure. This article reports on measures by which teachers
of elementary-age YLLs use the students’ OL in a systematic fashion to create an
optimally rich NL environment. Successful elementary teachers of English as a foreign
language in Japan and of Japanese as a foreign language in the United States were
selected and observed, and classroom OL use practices enabling clear and engaging use
of the NL were documented. Teachers made extensive use of signals for the use of the
students’ OL within routines for classroom management to reduce student confusion.
These findings are discussed with implications for teachers seeking to use the students’
OL to facilitate the use of the NL in class.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Pufahl, I., & Rhodes, N. C. (2011). Foreign language instruction in U.S. schools: Results of a
national survey of elementary and secondary schools. Foreign Language Annals, 44(2),
258–288.
REL Midwest
Foreign Language Study in Elementary School—3
From the abstract: “How well are our schools preparing students to become global
citizens who can communicate in languages other than English? To answer this question,
we surveyed a nationally representative sample of more than 5,000 U.S. public and
private elementary and secondary schools. Results identify current patterns and shifts
over time in five key areas of K–12 foreign language education: amount of language
instruction; languages and program types offered; curriculum and instruction; teacher
certification, professional development, and teacher shortages; and the effects of
education reform. Results reveal that despite some positive developments, overall foreign
language instruction has decreased over the past decade and the achievement gap has
widened. The article concludes with recommendations on how to progress toward
achieving foreign language proficiency for all students.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Raymond, R. B. L . (2012). The effects of New Jersey’s K–8 foreign language authorization on
K–5 foreign language teaching: Two teachers’ perspectives. Foreign Language Annals,
45(3), 362–379.
From the abstract: “Recent research in language education policy (LEP) refocuses
attention from the role of governments to local stakeholders that shape LEP. However,
little attention has been given to teacher agency in LEP implementation for early foreign
language (FL) education in the United States. This pilot study considers the role of
foreign language elementary school (FLES) teacher agency through an analysis of
interviews with two FLES teachers and examines how they see their opinions,
experience, and expertise involved in the process of delivering on New Jersey’s K–8 FL
authorization. In discharging their responsibilities, FLES teachers are limited by
structural factors that reveal little support for FLES. The study gives warrant to
comprehensively investigate, with a view to FLES program sustainability, the multiple
local factors that influence FLES program implementation across a variety of settings.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Rhodes, N. C. (2014). Elementary school foreign language teaching: Lessons learned over three
decades (1980–2010). Foreign Language Annals, 47(1), 115–133.
From the abstract: “The purpose of this research was to investigate the major successes
and challenges of elementary school language teaching from 1980 to 2010 through the
voices of some of the individuals who were instrumental in the development of the field.
The author conducted interviews with 16 leaders in the field of early language education
to elicit their views on such topics as program models, instructional approaches,
proficiency assessment, and advocacy. Ten lessons learned are presented in the form of
REL Midwest
Foreign Language Study in Elementary School—4
recommendations for the expansion of proficiency-based language programs in
elementary schools. These recommendations will help the field learn from past successes
and failures, develop the highest possible levels of language proficiency, and build on the
methodologies (e.g., immersion and content-based instruction) that have been
demonstrated to be best practices.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Additional Resources
•
Badia, Ingrid C. (2011). Developing language in digital natives. Learning Languages,
17(1), 25–28.
From the abstract: “The Foreign Language in the Elementary Schools (FLES) program
in Fairfax County Public Schools (FCPS) provides an opportunity for all students in an
elementary school to learn a world language at an early age with a focus on developing
students’ communicative competence. Technology plays a major role in helping students
develop communicative skills in a foreign language. Students’ ability to engage in digital
activities that involve computers, videos, video games, electronics and instant
communication is becoming a necessity to succeed in today’s world. Therefore, the FLES
teachers in the program have become experts in integrating technology in the classroom
in order to keep students, the digital natives, attentive and engaged while learning a
foreign language. This article shares instructional practices involving technology.
Without a doubt, technology plays an integral part of students’ lives and it is the
responsibility of language teachers to use these tools to engage students while teaching a
language. The FLES teachers in the program have discovered that activities that focus on
productive skills along with activities that involve technology should occur
simultaneously in order to enhance students’ ability to become communicatively
competent.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
•
Crowell, J. (2012). French inside and outside the classroom. Learning Languages, 17(2),
8–9.
From the abstract: “Many teachers of foreign languages struggle with finding alternative
ways of exposing their students to the target language. At Kent Gardens Elementary
School (KGES) in McLean, Virginia, many students participate in an immersion program
from first grade to sixth grade. These students spend half of every school day immersed
in French while learning the regular math, science and health curricula. A great deal of
the materials are translated by county personnel to ensure that students are immersed not
REL Midwest
Foreign Language Study in Elementary School—5
only through speaking, but also written language. In order to achieve fluency, teachers
have come up with a multitude of methods for students to work in the target language.
The hallmark of a good language teacher is the ability to permeate anything and
everything with connections to the target language. By keeping students immersed at all
times and introducing them to a variety of inputs, students no longer focus on the
language itself, but the different media through which it is provided. While a curriculum
can easily be introduced in the target language, bringing in other smaller activities, such
as morning meeting greetings and guest presentations, helps to make the language less of
a focal point for students and more of a state in which learning is achieved. Once this
occurs, language learning occurs naturally.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
•
Hendry, H. (2008). Allocating time in FLES: An action research project. Learning
Languages, 13(2), 23–29.
From the abstract: “Current literature in the field of foreign language describes the
benefits and challenges of elementary foreign language programs that meet several days a
week over the course of a year, however little is known about elementary school foreign
language programs that provide daily instruction within limited time frames of several
weeks during the academic year. In this action research project, student surveys, teacher
journaling, and individual student oral proficiency assessments evaluate a six and six
model that distributes elementary school Spanish instruction within two six-week periods
throughout the year. Findings demonstrate that the six and six instructional model
promotes student proficiency, increases student confidence, and reduces classroom
management issues. For the purpose of this study, the author designed a modified Early
Language Listening and Oral Proficiency Assessment (ELLOPA) to assess students who
followed the basic format established by the Center for Applied Linguistics. Established
by the Center of Applied Linguistics, the ELLOPA is an oral interview used to assess the
proficiency of students enrolled in preschool and elementary second language programs.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
•
Prudencio, K. (2012). Outside means online: Promoting the use of foreign language
outside the classroom. Learning Languages, 17(2), 22–24.
From the abstract: “The author is a Foreign Language in the Elementary School (FLES)
Spanish teacher and works with students from K–6 at Little Run Elementary School in
Fairfax, Virginia. FLES is a program that had been implemented in her school district six
years ago. Finding ways to motivate students to use and practice the foreign language
outside the classroom is the effective way to help them learn. Therefore, one of the
REL Midwest
Foreign Language Study in Elementary School—6
biggest challenges the author encounters as a teacher has been finding these creative
ways. The school district provides students, parents and teachers with an online resource
called Fairfax County Public School 24-7 Learning (FCPS 24-7) that allows the district’s
students to extend learning beyond the traditional school day and beyond school
facilities. Students, parents and teachers use FCPS 24-7 Learning, also known as
‘Blackboard,’ to access homework and classroom assignments, view class calendars,
explore links to enrichment activities, update emergency contact information and much
more. Among the features that Blackboard has to offer, the one the author considered
very interesting was the ‘Creating Blogs’ tool. The use of the blog tool on Blackboard has
been a successful way to have her students use the foreign language learned in school
outside the classroom. Blogging is fun and takes the foreign language, learned in school,
outside the classroom walls.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
•
Stewart, J. (2005). Foreign language study in elementary schools: Benefits and
implications for achievement in reading and math. Early Childhood Education Journal,
33(1), 11–16.
From the abstract: “Educators and policy makers in many countries have been
expressing concern about how to improve students’ achievement in reading and math.
This article explores and proposes a solution: introduce or increase foreign language
study in the elementary schools. Research has shown that foreign language study in the
early elementary years improves cognitive abilities, positively influences achievement in
other disciplines, and results in higher achievement test scores in reading and math.
Successful foreign language programs for elementary schools include immersion, FLES,
and FLEX programs.”
Note: REL Midwest tries to provide publicly available resources whenever possible.
Although we were unable to locate a link to the full-text version of this article, we
determined that it might be of interest to you. The resource may be available through
university or public library systems.
Additional Organizations to Consult
•
American Council on the Teaching of Foreign Languages
(http://www.actfl.org/)
From the website: “The American Council on the Teaching of Foreign Languages
(ACTFL) is dedicated to the improvement and expansion of the teaching and learning of
all languages at all levels of instruction. ACTFL is an individual membership
organization of more than 12,500 language educators and administrators from elementary
through graduate education, as well as government and industry.”
REL Midwest
Foreign Language Study in Elementary School—7
•
Center for Applied Linguistics
(http://www.cal.org/resource-center)
From the website: “The Center for Applied Linguistics is a private, nonprofit
organization promoting access, equity and mutual understanding for linguistically and
culturally diverse people around the world.”
•
Committee for Economic Development
(https://www.ced.org/)
From the website: “The Committee for Economic Development of The Conference
Board (CED) is a nonprofit, nonpartisan, business-led public policy organization that
delivers well-researched analysis and reasoned solutions to our nation’s most critical
issues. CED offers reasoned solutions from business in the nation’s interest. Our research
includes fiscal health, education, global competitiveness, and democratic institutions.”
•
National Council of State Supervisors for Languages
(http://ncssfl.org/)
From the website: “NCSSFL is an organization of education agency personnel from all
states of the United States who have the responsibility of foreign/world language
education at the state level.”
•
Many states also have their own Association of Foreign Language Teachers.
Keywords and Search Strings Used in the Search
•
Foreign language AND elementary
•
Second language AND elementary
•
Foreign language in elementary schools
•
FLES
•
Immersion AND elementary
Search of Databases and Websites
Institute of Education Sciences sources: Institute of Education Sciences (IES), Regional
Educational Laboratory (REL) Program, National Center for Education Statistics (NCES),
National Center for Education Research (NCER)
Additional data resources: ERIC, EBSCO databases, Google Scholar, Google, general Internet
search
REL Midwest
Foreign Language Study in Elementary School—8
Criteria for Inclusion
When Reference Desk researchers review resources, they consider—among other things—four
factors:
•
Date of the publication: We include the most current information, except in the case of
nationally known seminal resources.
•
Source and funder of the report/study/brief/article: We give priority to IES, nationally
funded, and certain other vetted sources known for strict attention to research protocols.
•
Methodology: Randomized controlled trial studies, surveys, self-assessments, literature
reviews, policy briefs. We generally give priority for inclusion to randomized controlled
trial study findings, but the reader should note at least the following factors when basing
decisions on these resources: numbers of participants (just a few? thousands?); selection
(Did the participants volunteer for the study, or were they chosen?); representation (Were
findings generalized from a homogeneous or a diverse pool of participants? Was the
study sample representative of the population as a whole?).
•
Existing knowledge base: Although we strive to include vetted resources, there are times
when the research base is slim or nonexistent. In these cases, we presented the best
resources we could find, which may include, for example, newspaper articles, interviews
with content specialists, and organization websites.
The Regional Educational Laboratory (REL) Reference Desk is a service provided by a
collaborative of the REL Program, funded by the U.S. Department of Education’s Institute of
Education Sciences (IES). This response was prepared under contract ED-IES-12-C-0004 with
IES, by REL Midwest, administered by American Institutes for Research. The content of the
response does not necessarily reflect the views or policies of IES or the U.S. Department of
Education, nor does mention of trade names, commercial products, or organizations imply
endorsement by the U.S. government.
REL Midwest
Foreign Language Study in Elementary School—9