LANGUAGES OTHER THAN LANGUAGES OTHER THAN ENGLISH (LOTE) - - PowerPoint PPT Presentation

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LANGUAGES OTHER THAN LANGUAGES OTHER THAN ENGLISH (LOTE) - - PowerPoint PPT Presentation

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LANGUAGES OTHER THAN LANGUAGES OTHER THAN ENGLISH (LOTE) PRESENTATION ENGLISH (LOTE) PRESENTATION PART II: GRADES 6- -12 12 PART II: GRADES 6 Board of Education Report Board of Education Report June 2008 June 2008 Building Upon K- -5

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LANGUAGES OTHER THAN LANGUAGES OTHER THAN ENGLISH (LOTE) PRESENTATION ENGLISH (LOTE) PRESENTATION PART II: GRADES 6 PART II: GRADES 6-

  • 12

12

Board of Education Report Board of Education Report June 2008 June 2008

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Building Upon K Building Upon K-

  • 5 LOTE Program

5 LOTE Program Recommendations for 2008 Recommendations for 2008-

  • 09

09

  • Sequential content

Sequential content -

  • based FLES

based FLES program beginning in Kindergarten program beginning in Kindergarten— — target language Spanish target language Spanish

  • Introduce co

Introduce co-

  • curricular language clubs

curricular language clubs in the elementary schools in the elementary schools— —FLEX FLEX approach to expose students to other approach to expose students to other languages languages

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VISION:LOTE Program Exit Goals VISION:LOTE Program Exit Goals for All Students for All Students

  • Use a language other than English for

Use a language other than English for communication communication

  • Demonstrate increased proficiency at the post

Demonstrate increased proficiency at the post Regents level or Checkpoint C level in preparation Regents level or Checkpoint C level in preparation for post secondary or university level studies for post secondary or university level studies

  • Develop cross

Develop cross-

  • cultural skills and understandings

cultural skills and understandings

  • Explore offering additional languages and create

Explore offering additional languages and create new pathways for language study new pathways for language study

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Information Gathering Information Gathering

LOTE Com m ittee

Visited other school districts’ exem plary LOTE program s Attended regional LOTE Conferences & in-district presentations by Apple, I nc. & SANAKO Review ed national & state LOTE guidance m aterials

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Visitations and Program Visitations and Program Recommendations Recommendations

Visitations: Visitations:

  • Sub

Sub-

  • committee visited Jericho and Northport to review

committee visited Jericho and Northport to review course offerings and observe the integration of technology course offerings and observe the integration of technology

Recom m endations: Recom m endations:

  • Revise the French 4, German 4, and Spanish 4

Revise the French 4, German 4, and Spanish 4 curricula (i.e. enhance the study of culture) curricula (i.e. enhance the study of culture)

  • Differentiate instruction

Differentiate instruction – –offer honors level 2 LOTE

  • ffer honors level 2 LOTE

courses courses

  • Explore innovative ways of integrating technology

Explore innovative ways of integrating technology into the curriculum (i.e. podcasts, language labs) into the curriculum (i.e. podcasts, language labs)

  • Investigate offering entry level languages at the

Investigate offering entry level languages at the high school level high school level

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Regional Conferences and Regional Conferences and Recommendations for Action Plan Recommendations for Action Plan

  • Teaching LOTE to Children of the Millennium

Teaching LOTE to Children of the Millennium Keynote Speaker: Michael Keynote Speaker: Michael Keany Keany

“ “Our high school graduates w ill sell to the w orld, buy for the Our high school graduates w ill sell to the w orld, buy for the w orld, w ork for international com panies w orld, w ork for international com panies… …w e thus m ust w e thus m ust prepare our children in a new & dynam ic inform ation prepare our children in a new & dynam ic inform ation landscape. landscape.” ”

  • Northeast Conference on the Teaching of Foreign

Northeast Conference on the Teaching of Foreign Languages Languages Sample sessions: Sample sessions:

  • The

The iGeneration iGeneration in the Mix: Reaching All, Teaching All in the Mix: Reaching All, Teaching All

  • Language Acquisition through Podcasting

Language Acquisition through Podcasting

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Regional Conferences and Regional Conferences and Recommendations for Action Plan Recommendations for Action Plan

  • 2008 Annual Foreign Language Educators

2008 Annual Foreign Language Educators

  • f New Jersey (FLENJ) Spring Conference
  • f New Jersey (FLENJ) Spring Conference

Presenter: Dr. Heidi Hayes Jacobs Presenter: Dr. Heidi Hayes Jacobs

Curriculum Mapping and World Languages: Practices Curriculum Mapping and World Languages: Practices and possibilities for improving world language teaching and possibilities for improving world language teaching and learning and learning

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SANAKO Lab 300 SANAKO Lab 300

A Versatile Multim edia and A Versatile Multim edia and Language Language -

  • learning Centre

learning Centre

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SANAKO LAB: A Modern Solution SANAKO LAB: A Modern Solution for Language Teaching for Language Teaching

Language teachers know that extensive exposure to a foreign language is the best way to learn it. With its digital recorder and outstanding audio quality, SANAKO Lab 300 provides teachers and students with a variety of tools, exercises and learning modes to increase opportunities for listening speaking and interacting in the target foreign language.

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Sanako Sanako Language Lab Language Lab – – Suffern Suffern High School High School

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iPod in Education: The Potential for iPod in Education: The Potential for foreign language instruction foreign language instruction

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iPod in Education: The Potential for iPod in Education: The Potential for Foreign Language Instruction Foreign Language Instruction

  • Students listen to audio recordings to

Students listen to audio recordings to learn words and phrases, hearing the learn words and phrases, hearing the proper pronunciations on the iPod. proper pronunciations on the iPod.

  • Students record themselves using

Students record themselves using iPod and a voice recorder or with iPod and a voice recorder or with GarageBand GarageBand to practice the target to practice the target language and improve their fluency language and improve their fluency

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The New York State Association of Foreign Language Teachers (NYSAFLT)

NYSAFLT’s Position on Language Program s and Offerings:

  • 1. Language learning should be a core part of the curriculum

at all levels of instruction from pre-kindergarten through graduate school and be available to students of all abilities and backgrounds.

  • 2. Language programs should allow students to develop fluency and

proficiency through sustained, well-articulated sequences of study.

  • 3. The opportunity to learn a second language is more important

than the specific language learned, because second language learning facilitates the acquisition of a third or fourth language.

  • 4. Language offerings should reflect com m unity interest and

heritage and should not necessitate the elimination or diminishment of another language offering.

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Committee Committee’ ’s Recommendations s Recommendations

Secondary 6 -1 2 LOTE Program Recom m endations

Curriculum Design Alignment with NYS & National Standards Current Effective Instructional & Assessment Practices Use of Technology to Promote Language Learning

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LOTE Model Program Self LOTE Model Program Self-

  • Evaluation Tool

Evaluation Tool

This self evaluation has six different categories: This self evaluation has six different categories:

  • Curriculum

Curriculum

  • Instructional Practice

Instructional Practice

  • Assessment

Assessment

  • District Support

District Support

  • Professional Practice

Professional Practice

  • Parent/ Community Involvement

Parent/ Community Involvement

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Office for Elementary, Middle, Secondary and Continuing Education Office of Bilingual Education and Foreign Language Studies

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Tools for LOTE Curriculum Review Tools for LOTE Curriculum Review

Curriculum Mapping projects: I dentify key concepts, skills & perform ance-based assessm ents Select appropriate instructional resources- texts and technology NYSED’s self-evaluation tool for m odel LOTE program s

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Committee Recommendations for Committee Recommendations for 2008 2008-

  • 09

09

  • New Director of LOTE confers w ith m em bers of LOTE departm ent

utilizing the NYSED LOTE Program Self-Evaluation Tool to guide:

  • Curriculum articulation projects
  • Make recom m endations for new courses
  • I nitiate Curriculum Mapping Projects—FLES program & secondary

level LOTE program

  • Com plete textbook and/ or instructional resource review process

and forw ard adoption recom m endations for BOE approval

  • Pilot the use of iPods in m iddle school LOTE classroom s and m ulti-

m edia language lab tools in the high school to im prove students’ fluency and com m unication skills

  • I nvestigate the use of e-Pals, videoconferencing and other

technology resources to enhance students’ cultural understandings