Virginia D. Vigil(Ph.D., University of Texas) is Assistant Professor of Spanish at Northern Arizona University, Flagstaff.
Arizona's Elementary Foreign Language Mandate, Phase I: Now That We Have It, What Shall We Do?*
Article first published online: 31 DEC 2008
© 1993 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 26, Issue 4, pages 535–541, December 1993
How to Cite
Vigil, V. D. (1993), Arizona's Elementary Foreign Language Mandate, Phase I: Now That We Have It, What Shall We Do?. Foreign Language Annals, 26: 535–541. doi: 10.1111/j.1944-9720.1993.tb01187.x
This article uses The Chicago manual of style for its references, a format that will be employed in ail subsequent issues of Foreign Language Annals. It is included here to serve as a reminder and a model for prospective future authors.
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT This article describes the Elementary Foreign Language Task Force's efforts once the Arizona State Board of Education passed a mandate requiring that all elementary schools teach a foreign language. The Task Force identified the essential components of an effective program: 1) coordination; 2) commitment; 3) integration of foreign language with other subjects; 4) goals; 5) staffing; 6) materials; 7) instructional principles; 8) examples of delivery systems; 9) articulation; 10) grades involved; 11) languages to be taught; 12) funding and legislation; 13) evaluation plan; 14) methods of implementation. The Arizona Task Force reviewed several existing programs with national prominence. These preliminary review effortsle d to a proposed model in which Arizona's school districts were to decide the target language of instruction once they identified curricular and personnel resources. In response, Northern Arizona University launched a strong teacher-training effort during the summer of 1992. As a result, many of Arizona's children currently benefit from foreign language instruction.