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PDS Elementary Spanish Curriculum: Grades 3 - 6

Monday, 09 August 2010 13:17 Written by Russ Norment

PDS – Elementary Spanish Curriculum – 3 – 6

The elementary Spanish program, though realistically an exposure curriculum due to the number of weekly contact hours, endeavors to be proficiency based. Departing from the traditional and elusive “mastery” curriculum, which is grammar rule driven and stifles communication, a proficiency approach is based around vocabulary acquisition as a means to create communication. Grammar is by no means discarded; rather it evolves more naturally and is seen as a vehicle to help avoid miscommunication.

 

Proficiency is the ability to deliver and receive communication that is situationally appropriate. Given that language is acquired and not taught, the role of the instructor becomes one of a facilitator of this acquisition who creates classroom activities that use the second language for problem solving and level appropriate interpersonal communication. Rather than the use of traditional vocabulary lists and out of context study of grammar rules and discrete conjugations, vocabulary, structure, syntax, and pronunciation are addressed in context. Additionally, risk-taking, vulnerability, and intuition are encouraged.

Differentiating Mastery from Proficiency

Mastery                                                                                             Proficiency

 

         Grammar Rules                                                                                Vocabulary Acquisition

(vocab)                                                                                                (grammar)

 

Teaching Focus                                                                                    Learning Focus

 

Metalanguage                                                                                    Interlanguage

 

Identify                                                                                             Communicate

 

Imitation                                                                                           Self-Selection

 

10 Organizing Principles for Language Acquisition – John De Mado

1.

 

Teaching will never suffice for what learning must accomplish.

2.

 

Languages are learned, not taught.

3.

 

Language acquisition is a psychological process, not a logical one.

4.

 

Language is largely a problem-solving device. When it is not used to that end, it becomes the problem.

5.

 

A child will not exceed, in L2, the ability he or she has in L1.

6.

 

It is possible to communicate in a less than accurate fashion.

7.

 

Linguistic accuracy assures that the largest number of us shall have the best opportunity to understand one another.

8.

 

Linguistic accuracy is a destination, not a point of departure.

9.

 

The conventions (rules) of a given language must not impede the invention of that language.

10.

 

People who communicate take risks. There is an intimate relationship between language acquisition and the amount of risk-taking, vulnerability and intuition encouraged.