Documenting Growth in a Japanese FLES Program

Authors

  • G. Richard Tucker,

    1. Carnegie Mellon University
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      G. Richard Tucker (Ph.D., McCill University) is Professor of Applied Linguistics and Head of the Department of Modem Languages at Camegie Mellon University, Pittsburgh, Pennsylvania.

  • Richard Donato,

    1. University of Pittsburgh
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      Richard Donafo (Ph.D., University of Delaware) is Associate Professor of Foreign Language Education in the School of Education at the University of Pittsburgh.

  • Janis L. Antonek

    1. University of North Carolina
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      Janis L. Anfonek (Ph.D., University of Pittsburgh) is an Assistant Professor in the Department of Curriculum and Instruction at the University of North Carolina at Greensboro.


Abstract

ABSTRACT  This paper describes the implementation and evaluation of the second year of a three-year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable progress in develop ing proficiency in Japanese. Furthermore, the gains we have documented were not limited to children in the upper grades of the elementary school. At the same time, there were indications From the teacher's enddyear reflection that more could be done to incorporate the program into the “life” of the school.

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