By Steven Berbeco

Foreign language educating in the US at the present time falls into 3 special fields of impact and curiosity: private and non-private colleges, university and different post-secondary courses, and classes for grownup newbies. At a time while lecturers and teachers in each one of those fields search to reply to comparable questions, too few released assets realize and deal with the parallels between them.

In reaction, international Language schooling in the United States is an edited ebook with contributions that signify the range in international language schooling this present day, together with views from common, heart faculties, excessive faculties, university-level classes, summer season courses, federal executive, and foreign studying. this can be a useful consultant to the nation of the sector that fills a much-needed hole for students, researchers, directors, and practitioners who're trying to find a source that describes powerful practices around the box.

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Additional resources for Foreign Language Education in America: Perspectives from K-12, University, Government, and International Learning

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Immersion programs can also be classified in terms of the type of student population: • One-Way Immersion – The student population in the United States and Canada is English speakers who are learning a new language. • Two-Way Immersion (also called Dual Language Programs and TwoWay Bilingual Programs) – The student population includes native speakers of the target language as well as native speakers of English. Thus, all students learn subject matter through their native language as well as through the second language, and both language groups have the benefit of interaction with peers who are native speakers of the language they are learning.

Survey results revealed issues of unequal access to foreign language instruction. Schools in rural areas and schools whose students were of lower socioeconomic status were less likely to offer foreign language classes. These rural areas face special challenges in starting or maintaining programs due to staffing hurdles. One third of public elementary schools with language programs indicated that foreign language instruction was affected by the federal legislation No Child Left Behind that caused intense focus on testing mathematics and reading to the detriment of other subjects.

We need to understand the role of teachers and that in programs with limited amounts of time, in the hands of an effective instructor, children can thrive and make progress. A poorly prepared teacher who is given extended periods of time for instruction only provides extended periods of poor quality instruction. Our hope in this chapter has been to document all the factors that make up effective programs for the young learner. Indeed, program success is the result of a complex set of interrelated factors and issues that need to be considered when designing, implementing, and monitoring early language programs in our schools.

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