Table Of ContentDOCUMENT RESUME
ED 358 744
FL 021 329
AUTHOR
Mardis, Sherri L.
TITLE
The Impact of Russian Enrichment in the Fourth
Grade.
PUB DATE
[93)
NOTE
37p.
PUB TYPE
Reports
Evaluative/Feasibility (142)
Tests /Evaluation Instruments (160)
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
Classroom Techniques; Course Content; *Cultural
Awareness; Educational Objectives; Elementary School
Students; *Enrichment Activities; *FLES; Grade 4;
Instructional Effectiveness; Intermediate Grades;
Interviews; *Introductory Courses; Program
Descriptions; Program Effectiveness; *Russian;
*Second Language Learning; Urban Schools
IDENTIFIERS
*Charlottesville City School District VA
ABSTRACT
An evaluation of a foreign language experience
program for fourth graders in an inner-city school is presented.
First, an introductory section reviews literature
on the rationale
for and structure of foreign language programs in the elementary
school. In the program, students learned about Russian foreign
language and culture in a weekly 30-minute segment. The evaluation
consisted of (1) interviews with the enrichment and Russian teachers
concerning their goals, program content, and classroom techniques
considered most effective; (2) interviews with the four classroom
teachers involved; (3) interviews with a sample of students; and (4)
analysis of this information to determine which activities had the
most positive effect on students' attitudes toward foreign language
learning. Results were consistent with other research on elementary
school foreign language exposure. Students and classroom teachers
found the most useful activities to be writing in Russian, singing
an
alphabet song, and having Russian names. The enrichment teacher's
perceptions of effective activities did not match the students'
or
classroom teachers'. Progress was made toward meeting program goals,
and it is suggested that participation of classroom teachers is
useful. The interview questions for each group are appended. (MSE)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Russian Enrichment
1
The Impact of Russian Enrichment
in the Fourth Grade
Sherri L. Mardis
University of Virginia
Running Head: RUSSIAN ENRICHMENT
U.S. DEPARTMENT OF
EDUCATION
Office of Eaucationa1 Research
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and Improvement
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Russian Enrichment
2
Abstract
The teaching of foreign languages at the elementary level has been
regaining popularity within the American education system. The
goals of such programs usually encompass both language skill and
attitudes, with proposed academic, social, and economic benefits
for the individual and for ihe country. This paper describes a
Foreign Language Experience program for fourth graders in an
inner-city school, in which students learned about Russian
language and culture. The Enrichment teacher, classroom
teachers, and a sample of students were questioned about goals,
benefits and drawbacks, and successes of the program, with an
attempt to determine which activities were the most effective in
meeting the stated purposes of the Enrichment program. Those
activities that appear to have had the most positive impact on the
students are reading the book R and R: A Story about Two
Alphabets, viewing slides of Russia, and singing/writing the
Russian alphabet.
Russian Enrichment
3
Introduction
The popularity of foreign language instruction in the
elementary grades has been growing for the past few years. Having
received some instruction in Spanish during the second grade, this
topic has been of interest to me for quite some time. As a Spanish
major planning to teach elementary school during the coming year,
this interest has deepened. While practice teaching at Clark
Elementary School, I was able to observe and participate in several
weeks of Russian Enrichment lessons. Intrigued, I decided to find
out more about the program- how it is organized and what sort of
activities were used- and therefore developed a qualitative study.
After hearing some proponents speak for early foreign
language instruction, I decided to research more thoroughly the
potential benefits of such exposure. I was interested in how much
could actually be accomplished in 30 minutes of instruction time
per week, and therefore inquired about the goals and expectations
of the Enrichment teacher. In anticipation of eventually utilizing
a similar program in my own teaching, I also wanted to find out
what kinds of activities were used in the classrooms, and which
activities seemed best to advance the goals of the Enrichment.
At the time that the data for this study was being collected,
three teachers from Russian sister schools came to visit the United
4
Russian Enrichment
4
States, specifically Clark School, for several weeks. This visit
presented the unique opportT:nity to interview those teachers
about the part of the program that is being conducted in Russia,
and to observe their interactions with the American children.
Literature Review
The popularity of foreign language instruction in the
elementary grades has been growing once again within the
American education system. After a period of prominence during
the 1960's and early 1970's, elementary foreign language study
diminished greatly until the late 1980's, when some educators
began to rediscover its potential value in an increasingly
interdependent world. A growing number of school systems are
adding foreign language instruction, at least to some extent, to
their curricular and/or extracurricular programs. Several lessons
have been learned from the mistakes of the 1960's and 70's, and
now these insights into elementary-grade language teaching are
being tested.
At any age level there are many probable benefits of the
study of a foreign language and culture. "Not only physiological
but also social, political, and economic considerations provide
strong reasons for learning languages early (Anderson, 1969, p.
45)." Primarily, the benefits are experienced at an individual level:
5
Russian Enrichment
5
changed attitudes, broader
opportunities, and cultural enrichment,
for example. But the
impact of just a few individuals
can be felt at
the national level in
areas such as research, politics, and
economics. Eventually, then, it
is possible to transform the
character of international relations
by changing attitudes toward
cooperation, trust, and community.
The study of a foreign language
can be intellectually
challenging. It increases knowledge
and understanding of one's
native tongue (National Commission
on Excellence in Education
INCEE), 1983). The Wisconsin
For sign Language Curriculum
Planning Guide also credits
"improved knowledge of geography"
and "greater academic achievement
in other areas of study,
including reading, social studies,
and mathematics"
as benefits of
foreign language study (Curtain
& Pesola, 1988, p. 5). The New
York Curriculum Guide for
Foreign Language suggests that such
study "develops the skills and
habits essential to the learning
process, creative inquiry, and critical thinking"
(Curtain & Pesola,
1988, p. 5).
It can also provide
access to information that was
previously incomprehensible.
There also exist certain social
benefits that result from
studying a foreign language. It
serves as a connection to the world
around us, therefore appreciation
and acceptance of other cultures
Russian Enrichment
6
can be cultivated. New doors in the arts, music, literature, and
cuisine are opened for exploration. The Wisconsin Curriculum
Planning Guide aims for language students to develop a global
attitude, and the New York Curriculum Guide lists building a
sense of humanity as one of its goals for foreign language study
(Curtain & Peso la, 1988). Ideally, with an alleviation of ignorance
about other peoples comes the reduction of hostility and mistrust,
allowing for the possibility of new friendships.
This appreciation of others is also necessary in the schools
due to the large number of immigrants and refugees entering the
country. One doesn't have to go very far in order to encounter
someone whose native language and culture are different. For this
reason, both teachers and students need to be prepared to deal
appropriately with cultural minorities in the classroom. Teachers
need to set an example of welcome and acceptance. Students can
put into practice in their own classroom the lessons they have
been learning about tolerance and understanding.
The concept of global education has been gaining support
during recent years because it is believed necessary "to prepare our
nation's students for a future characterized by change, pluralism,
and interdependence" (Rosenbusch, 1992, p. 129). Our citizens
need to know how to live, communicate, and cooperate in a world
Russian Enrichment
7
composed of a variety of ethnic groups, and that goal is most
effectively reached by teaching those skills to the younger
generations. Rosenbusch describes several units of study on global
issues that were developed for use with beginning elementary
foreign language students. One of the teachers asked to evaluate a
unit stated, "FLES (Foreign Language in the Elementary School) is
an ideal place to incorporate global education" (Rosenbusch, 1992,
p. 134). For reasons stated later, the elementary grades are more
conducive to the study of foreign culture. Therefore, such
instruction can also fulfill the increasing call for global awareness
among future generations.
Economically, the knowledge gained from foreign language
study can benefit those students preparing for a variety of careers,
such as commerce, international relations, law, science, and the
arts (College Board, 1983). Such knowledge could also give an
advantage toward advancement in one of those professions. It
gives one assets during business travel and dealing in an
international market.
On a larger scale, "a nation's welfare depends in large
measure on the intellectual and psychological strengths that are
derived from perceptive visions of the world beyond its own
boundaries" (President's Commission on Foreign Language and
CG
Russian Enrichment
8
International Studies (PCFLISI, 1979). What a nation's people
perceives and understands about the world influences how that
country interacts internationally. For this reason, foreign
language and cultural instruction are important, which is why
Curtain and Peso la (1988) call it a "valuable national resource" (p.
3). The knowledge of foreign languages gives the nation access to
scientific and technological discoveries and research of other
countries, thereby allowing the country to hold a place in the
global marketplace. It facilitates better business relations between
American and foreign corporations. Knowledge of a foreign
language can also be useful in matters of national security and
defense, and diplomatic relationships could improve as
representatives better communicate with each other.
The benefits of foreign language study are numerous and
varied. In addition, those benefits have the potential to be even
greater if instruction in foreign language begins at the elementary
level. The level of proficiency reached and the attitude toward
foreign languages and peoples will be most affected by an earlier
start. Silber (1991, p. 67) asserts that "development of positive
cross-cultural attitudes is a goal of foreign language programs
most likely and most effectively reached when foreign language
instruction begins in the elementary school." Curtain and Peso la
1
Russian Enrichment
9
(1988) suggest that foreign language instruction needs to be
included in the elementary curriculum if it is considered valuable:
Every skill and outcome that is important to society is
introduced through the elementary school curriculum...
Only when languages become a secure part of the
elementary school curriculum will language learning
begin to meet the needs so vividly described in the
national reports of the 80's." (p. 34)
Several reports from that decade stress the importance of foreign
language skills as beneficial for the nation, in ways previously
discussed. (College Board, 1983; NCEE, 1983; PCFLIS, 1979)
Proficiency in a foreign language can be obtained only after
several years of study. If such skills are considered to be a
desirable outcome of foreign language instruction, then a few years
of study in high school and/or college are not likely to be sufficient
for most. Even a limited amount of exposure to a foreign language
over a period of several years during the elementary/middle grades
::an provide extra practice vital to reaching fluency. In their final
the National Commission on Excellence
report, A Nation at Risk
,
in Education encourages this earlier start: "Achieving proficiency
in a foreign language requires from 4 to 6 years of study and
should, therefore, be started in the elementary grades. We believe
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