ATale of Two Schools : : Developing Sustainable Early Foreign Language Programs / / Richard Donato, G. Richard Tucker.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• VerfasserIn: Donato, Richard,; Tucker, G. Richard,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2010]; ©2010
• Year of Publication: 2010
• Language: English
• Series: New Perspectives on Language and Education
• Physical Description: 1 online resource (192 p.)
• Other title: Frontmatter --; Contents --; 1. Introduction: A Tale of Two Schools --; 2. Program Development and Implementation --; 3. A Comprehensive Model of Program Evaluation --; 4. Documenting Student Language Achievement --; 5. Documenting Language Program Development: The Views of Parents, Children and their Teachers. --; 6. The Sustainability of Early Language Learning Programs --; 7. Emergent Themes of Successful Programs --; 8. Summary and Conclusions --; Appendix A. Modified ACTFL Rubric for the Presentational Mode of Communication of Intermediate Level Learners --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781847693112; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781847693112
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Richard Donato, G. Richard Tucker.

This volume documents a sixteen-year longitudinal study of two elementary schools in which Spanish and Japanese foreign language programs were implemented and evaluated. Evaluation of the programs involved documenting children’s language development, assessing the attitudes of various constituents, and examining critical issues related to the introduction and successful operation of a well articulated sequential foreign language program in schools. The volume concludes with a discussion of possible reasons why over time certain sequential foreign language programs flourish and grow while other programs are reduced or eliminated from the school’s curriculum. Parallels with the theory and practice of environmental sustainable development are used as a framework for this analysis.