The Status of Foreign Languages in the Elementary School in Austin: Is the Spirit Still Willing and the FLES Still Weak?

Autor/inn/en	Moore, Zena T.; Ramsay, Angela
Titel	The Status of Foreign Languages in the Elementary School in Austin: Is the Spirit Still Willing and the FLES Still Weak?
Quelle	In: Texas Papers in Foreign Language Education, 2 (1995) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	After School Programs; Articulation (Education); Course Content; Elementary Education; Enrollment Rate; Financial Support; FLES; Language Enrollment; Language Research; Language Teachers; Program Design; Program Evaluation; Public Policy; Second Language Instruction; Second Language Learning; Second Language Programs; Surveys; Teacher Qualifications; Texas (Austin) + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Articulation; Artikulation (Ling); Artikulation; Aussprache; Kursprogramm; Elementarunterricht; Finanzielle Förderung; Sprachforschung; Language teacher; Sprachunterricht; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Öffentliche Ordnung; Fremdsprachenunterricht; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Lehrqualifikation
Abstract	A 1994 study investigated foreign language instruction in the elementary schools (FLES) in Austin, Texas. Data were drawn from telephone interviews with school personnel, from documents and records at the state department of education, and from visits to schools offering FLES instruction. The report presents information on the seven school districts of the county in which Austin is located, highlighting the number of students enrolled in FLES programs, basic characteristics of existing programs (languages taught, primary goals, teachers, program structure, materials and teaching methods, articulation between levels, funding and support, evaluation, major problems), findings concerning the socioeconomic character of the communities under study, and implications for extending and strengthening foreign language instruction. Both in-school and after-school programs are considered. Contains 51 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC