ABSTRACT
Recently, in addition to the programs in middle schools and high schools, there is an increasing interest in starting the study of foreign languages in the early grades. Consequently, there are more Foreign language in elementary schools (FLES) programs throughout the United States. 1 The interest in implementing early foreign language education programs reflects the general tendency in the United States to recognize the importance and necessity of studying foreign languages. Indeed, more states in the nation are setting up new foreign language requirements. According to Rosenbusch (1995), this trend is influenced in part by research indicating the benefits of early study of a second language in terms of cognitive development, academic achievement, and positive attitudes toward diversity. Yet one cannot overlook the political context of educational reform in the United States and the impetus for educational practices to equip us for the approaching challenges of a new century. Education 2000, a U.S. policy initiative, incorporated foreign languages along with traditional subjects such as math, science, and social studies into the core curriculum. In addition, national standards for foreign languages have been established. 2 Currently performance standards—how well students should demonstrate their proficiency—are being developed in several states. As the interest in foreign language learning in the early grades continues to rise, so does the need to develop practitioners’ understanding of effective pedagogical approaches for promoting foreign language learning among children.
