Arizona's Elementary Foreign Language Mandate, Phase I

Now That We Have It, What Shall We Do

Bibliographic Data

ID8935874
AuthorsVirginia D Vigil (Northern Arizona University, corresponding author)
Year1993
Volume26
Issue4
Pages535-541
Publication date1993-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.1993.tb01187.x
OpenAlexW2055268660
LanguageEN
References cited16

This article describes the Elementary Foreign Language Task Force's efforts once the Arizona State Board of Education passed a mandate requiring that all elementary schools teach a foreign language. The Task Force identified the essential components of an effective program: 1) coordination; 2) commitment; 3) integration of foreign language with other subjects; 4) goals; 5) staffing; 6) materials; 7) instructional principles; 8) examples of delivery systems; 9) articulation; 10) grades involved; 11) languages to be taught; 12) funding and legislation; 13) evaluation plan; 14) methods of implementation. The Arizona Task Force reviewed several existing programs with national prominence. These preliminary review effortsle d to a proposed model in which Arizona's school districts were to decide the target language of instruction once they identified curricular and personnel resources. In response, Northern Arizona University launched a strong teacher‐training effort during the summer of 1992. As a result, many of Arizona's children currently benefit from foreign language instruction

Foreign language · Legislation · Mandate · Mathematics education · Pedagogy · Plan (archaeology · Political science · Staffing · Task (project management · Task force · Education Systems and Policy · Engineering · Multilingual Education and Policy · Psychology · Public Administration

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