Article presents a simple methodology for FLES teachers. (GB)

Curriculum standards for California's secondary school foreign language programs are outlined. An introductory section describes the instructional approach and objectives and the organization of the curriculum model. Subsequent sections on receptive language skills, productive language skills and culture describe the specific language functions,…

DESIGNED FOR TEACHERS, ADMINISTRATORS, AND SUPERVISORS, THIS BULLETIN PROVIDES GENERAL AND SPECIFIC GUIDELINES FOR ESTABLISHING AND CONDUCTING A FLES PROGRAM. IT DISCUSSES TEACHING TECHNIQUES AND AIDS, CONSIDERATIONS IN INTRODUCING READING AND WRITING, SELF-EVALUATION CRITERIA FOR TEACHERS, AND TOPICS APPROPRIATE AT EACH GRADE LEVEL (K-8). THE…

Traces the reasons for development, the characteristics of the new French programs, the premises underlying their development, organization of the resulting curriculum guides, and implications of the revised curriculum. Summarizes program offerings across Canada, program costs and anticipated outcomes. (Author/MES)

THE FIRST PART OF THIS CURRICULUM GUIDE FOR SUPERVISORS AND ELEMENTARY SCHOOL TEACHERS OF ITALIAN IS DEVOTED TO AN EXPLANATION OF THE PHILOSOPHY, OBJECTIVES, COURSE CONTENT, AND METHODS OF TEACHING FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOLS. IN THE SECOND PART, THE TOPICS TO BE TAUGHT ARE DEVELOPED IN DETAIL. EACH TOPIC FOR THE FIRST, SECOND, AND…

A comparison of core French curriculum guides for Ontario, Quebec, Saskatchewan, and New Brunswick reveals emerging trends in objectives, program structure, and methodology and a sense of consensus on French language instruction curriculum guide content. Findings may be of special interest in light of the proposed framework for a national…

This curriculum guide for Immigration Reform and Control Act (IRCA) English-as-a-Second-Language (ESL) programs lists competencies and resources for ESL and Civics instruction. Section A provides IRCA competency statements for beginning and intermediate levels of ESL instruction which integrate ESL and Civics competencies. The competencies in the…

The three-year Spanish program curriculum guide for Alberta public high schools outlines: (1) program objectives reflecting the basic education goals as well as a rationale for including Spanish in a school program; (2) specific minumum expectations for each language skill (listening, speaking, reading, and writing) and for cultural understanding…

This curriculum guide for Immigration Reform and Control Act (IRCA) English as a Second Language (ESL) programs lists competencies and resources for ESL and Civics instruction. Section A provides IRCA competency statements for beginning and intermediate levels of ESL instruction which integrate ESL and Civics competencies. The competencies in the…

The Immigration Reform and Control Act (IRCA) of 1986 mandates that applicants for permanent residency either demonstrate minimal understanding of ordinary English and a knowledge and understanding of the history and government of the United States, or show that they are satisfactorily pursuing a course of study recognized by the U.S. Attorney…

This curriculum guide provides materials for teachers who work with the limited English proficient (LEP) population. Sections I, II, and III include an introduction, the mission statement, and philosophy statement. Section IV presents characteristics of various LEP students. Section V is a guide for effective teaching of English as a second…

A guide for teachers developing a high school Latin curriculum provides a rationale, structure, and method for course planning at four difficulty levels. The approach is based on seven subject matter goals and specific instructional objectives for each, which are appended. The goals are: to help students (1) understand simple Latin syntax; (2)…

This guide outlines the Manitoban Department of Education's conversational French-as-a-second-language curriculum for second grade. The program is designed to introduce young children to the French language and culture through the learning of French sounds, vocabulary, and some sentence patterns. An introductory section explains the program's…

Written for use with the REEP (Refugee Education and Employment Program) Curriculum, this curriculum guideline makes modifications and includes additions to make the REEP curriculum suitable for use in any non-intensive English as a Second Language (ESL) program. (The REEP Curriculum is intended for use in an intensive five-day per week program; a…