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Does Order of Instruction Matter? A Language Program Intervention for Preterite-Imperfect Learning
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Claudia Sánchez-Gutiérrez; Sophia Minnillo; Ana Ortega Pérez; Ana Ruiz-Alonso-Bartol – Foreign Language Annals, 2025
Research on L2 acquisition of the Spanish perfective and imperfective past has suggested that order-of-instruction (preterite before imperfect) may significantly contribute to learners' difficulty with mastering the imperfect. We sought to empirically test the effect of order-of-instruction by implementing a program-wide intervention in a beginner…
Descriptors: Teaching Methods, Sequential Approach, Second Language Learning, Spanish
Language Education in Elementary Schools: Meeting the Needs of the Nation
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Rubio, Fernando – Foreign Language Annals, 2018
This article briefly reviews the social, political, and economic context that explains the present status of elementary language education in the United States and addresses the challenges identified by recent reports on the state of language education in the United States. Different curricular models of world language education--exploratory,…
Descriptors: Second Language Learning, Second Language Instruction, Elementary School Students, Immersion Programs
A "Guide du Routard" Simulation: Increasing Self-Efficacy in the Standards through Project-Based Learning
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Mills, Nicole – Foreign Language Annals, 2009
Project-based learning (PBL) is described as a student-centered approach to learning in which students collaborate on sequential authentic tasks and develop a final project. Through opportunities to integrate both language and content learning, PBL practitioners suggest that meaningful language use and purposeful communication are fostered…
Descriptors: Student Projects, Self Efficacy, Second Language Instruction, Second Language Learning
Counterpoint to the Sequential Approach.
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Kennedy, Dora F.; De Lorenzo, William E. – Foreign Language Annals, 1994
Makes a case for a sequential approach to teaching foreign languages middle schools and suggests that in the middle school must encompass both the goals of proficiency and exploration; the integrated exploratory model is more compatible with child development; exploratory can be a launching pad into sequential courses; after an exploratory…
Descriptors: Child Development, Language Proficiency, Middle Schools, Second Language Instruction
Counterpoint to the Exploratory Approach.
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Knop, Constance K.; Sandrock, Paul – Foreign Language Annals, 1994
Makes a counterpoint to a previous article that makes a case for using the exploratory approach to teaching second languages in middle schools. The article advocates a well-organized and sequential language program at the middle school level that includes interdisciplinary ties, content-based instruction, and a strong linguistic and cultural…
Descriptors: Cultural Awareness, Interdisciplinary Approach, Language Proficiency, Middle Schools
Current Foreign Language Practices in Middle Schools.
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Met, Myriam – Foreign Language Annals, 1994
This article reports the results of a survey conducted in 1992-93 of foreign language programs and issues in middle schools. Members of professional organizations representing state and local foreign language supervisors were surveyed to ascertain the nature and extent of exploratory and sequential course offerings, as well as supervisors views on…
Descriptors: Administrator Attitudes, Educational Policy, Middle Schools, Second Language Instruction