Non-Immersive Elementary World Language Programs

Summary

This report provides an overview of non-immersive elementary world language program models at several public school districts and considerations for creating and implementing an elementary world language program. The report also provides strategies to gain support for these programs and set reasonable expectations of students’ proficiency goals for parents and the school board.

Key observations from our research

1. Implement a program model for elementary world language acquisition that aligns with the district’s specific goals for language learners.
2. Administrators at profiled districts offer three models of elementary world language programs: Foreign Language in Elementary School (FLES), Foreign Language Exploratory (FLEX), and a grade-based time progression combination of the FLEX/FLES models.
3. Administrators at profiled districts frequently hold public presentations to set reasonable expectations for students’ proficiency goals.
4. Administrators should create professional development opportunities to support and connect elementary world language teachers across the district.

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