Each program is listed alphabetically, by state.
Alaska
Skagway City School District
PO Box 497
Skagway, AK 99840
Establishing Spanish Language Acquisition for
Students in the Skagway City School District
Spanish
The Skagway School District project combines
intensive summer foreign language training for
teachers presented by a world-renowned language
educator with the judicious use of distance learning
to building capacity and to prove a low-cost
approach to foreign language instruction in an
undeserved district in Alaska. The project utilizes
the talents of local teachers to provide sequential
content-based Spanish instruction for students’
beginning in kindergarten and continuing through
eighth grade. A foreign language program at the high
school level will be expanded and improved and
continuity between elementary, middle and high
school level will be established. Key components of
the project include the use of distance learning to
provide high quality professional development,
language training for teachers by the Rassias
Foreign Language Foundation, peer tutoring between
project students and partner schools in Spanish
speaking countries, the use of language labs at all
grade levels, and interaction between foreign
language students in high school and college and
elementary students in the project.
California
Windsor Unified School District
9291 Old Redwood Hwy, Bldg. 500
Windsor, CA 95492
Foreign Language Assistant Grant Cali Calmécac
Charter School
Spanish
The project is designed to improve foreign language
instruction, articulation with high school, and
dissemination of products and effective strategies
resulting from the project. This will be
accomplished through focusing on the following
objectives for student progress: 1) High levels of
oral proficiency in Spanish; 2) High cultural
pluralism and individual differences; 4) High
standards of conduct; 5) Effective use of technology
to access, compose, and communicate information and
ideas; 6) the ability to work cooperatively and
collaboratively with others; and 7) a sense of
responsibility, confidence, self-motivation and
competence, which will enable individuals to become
life-long learners and contribute to the democratic
society. Cali Calmécac is an established program
with qualified staff and is well prepared to build
capacity for continued implementation.
Valley Center-Pauma Unified
28751 Cole Grade Rd.
Valley Center, CA 92082
Project FLUENT – Foreign Language Used to Enhance
National Talent
Spanish
Project FLUENT focuses on the development of Spanish
as a second language utilizing rich activities which
incorporate the National Foreign Language Standards
K-8th grade and effective use of age appropriate
computerized curriculum and a focus on careers in
Mass Communications and Technology which relates the
California School to Career Partnership Programs for
grades 4 -8th. The program objectives are: 1)
Enhance the K-8 grade instruction and curriculum to
the two-way bilingual program in Spanish as a Second
Language (SSL) by utilizing language rich activities
which incorporate National Foreign Language
Standards and the effective use of age appropriate
computerized curriculum; 2) Prepare 4th – 8th grade
students for the real life applications of the
Spanish language by establishing an advanced SSL
mass communication component to 4th – 8th grade; 3)
Provide an intensified Spanish language academy for
students in an after school program or summer
program; 4) Upgrade the instructional materials,
resources and educational software for the Spanish
as a Second Language program in grades K – 8th; 5)
Enhance and expand the family education program to
include SSL with the family; and 6) Provide staff
development for administrators, teachers and
bilingual aides in the National Foreign Language
Standards, effective uses of technology and
intensified immersion of Spanish for teachers in a
summer language program which applies toward
certification or university credits.
Lindsay Unified School District
519 East Honolulu Ave.
Lindsay, CA 93247
Steve Garvey Junior High School Foreign Language
Strand
Spanish
This project is a school-wide effort to create a
Foreign Language Strand within the context of the
existing school structure at Steve Garvey Junior
High School in Lindsay, California. The Strand is
predicated on a Dual Language Model
(Spanish/English) that will engage students with
grade level curriculum in two languages. Students
will be acquiring languages as a means of
communication and cultural understanding as well as
achieving the same performance standards that all
students at their grade level must achieve. The
student day will consist of nearly equal amounts of
instructional time in Spanish and English, relying
on the efficacy of differentiated instruction to
ensure attainment of California content standards in
all curricular areas. Our project will restructure
the instructional methodology and curriculum to
reflect the most promising practices of
student-centered foreign language instruction. The
project will serve students who have participated in
dual language instructional model during their
elementary education. The model can also accommodate
other students in need of primary language
instruction in Spanish as the junior high school
level.
San Bernardino County Superintendent of
Schools
601 North E Street
San Bernardino, CA 92410
Project SOL
Spanish
Project SOL (Students Optimizing Learning) has seven
components: 1) The implementation of a dual language
bilingual immersion (Spanish/English) program to
replace the school’s current early exit transitional
bilingual education program; 2) The infusion of
foreign language instruction in the mainstream
English program to provide a minimum of 30 minutes
per day of Spanish language instruction for all
students not participating in the dual language
bilingual immersion program; 3) Full implementation
of standards-based instruction; 4) The innovative
use of technology; 5) Intervention services to
provide additional support for students struggling
to meet standards; 6) Parent outreach and education
services; 7) Professional development activities,
including an intensive summer language institute.
San Francisco Unified School District
Multilingual Programs
555 Franklin Street
San Francisco, CA 94102
Galileo Academy Chinese Two-Way Immersion College
Prep Program
Chinese
This grant will enable the district to expand its
successful K-8 Chinese language immersion models to
grades 9 – 12. The project will serve three
categories of students: 1) Recent arrivals from Hong
Kong who wish to continue to maintain and develop
academic language and literacy skills in Cantonese
or Mandarin as they learn English; 2) Students who
are currently enrolled in a Chinese Two Way
enrichment program at the middle school (both
Cantonese speakers and native-English speakers); 3)
Students who have been enrolled in the district’s
Chinese full immersion program at Alice Fong Yu K-8
School (native English speakers). The program will
incorporate a partial-immersion model, providing
students with daily intensive instruction in Chinese
language arts and instruction in Cantonese in
targeted content areas (science, social studies, or
math). Instruction will be organized in a block
schedule that is part of a comprehensive program
designed to meet eligibility requirements for the
University of California and California State
University systems.
Capistrano Unified School District
32972 Calle Perfecto
San Juan Capistrano, CA 92675
Japanese Language and Culture Education Program
Japanese
This program will provide all students at Concordia
Elementary School in San Clemente, California with
the opportunity to learn Japanese language,
appreciate Japanese culture, apply Japanese language
skills to the content area of science, and promote
active parent and community involvement. This
project includes a special emphasis on the use of
technology as it will use computer-assisted
instruction as well as distance learning to promote
the study of Japanese.
Manhattan Beach Unified School District
1230 Rosecrans, Suite 400
Manhattan Beach, CA 90266
District-wide Foreign Language Center
French, Spanish, Latin
The Manhattan Beach Unified School District will use
funds from FLAP to expand and improve the District’s
foreign language instruction in grades 6 – 12. This
grant will create a district-wide Foreign Language
Center, a vibrant hub of linguistic and cultural
learning and events, offering students multiple
opportunities to participate in standards based
foreign language instruction beyond the traditional
framework. This instruction will employ a revised
curriculum that is both aligned to the National
Foreign Language Standards and designed to spark
students’ curiosity and facility with language. The
Foreign Language Center will use new wireless,
digital instruction technologies that build speaking
as well as reading skills. The Foreign Language
Center is designed to promote acquisition and
fluency in a second language.
Edwin Markham Elementary
101 Markham Ave.
Vacaville, CA 95688
Project SPICE
Spanish
The Spanish/English Dual Immersion Program (SPICE –
Spanish/English Peer Immersion Cultural Education)
program at Markham serves both English Language
Learners and Spanish Language Learners from all over
Vacaville. The goal of the program is to assist
students in becoming bilingual and bi-literate by
the end of the 6th grade. The new version: ALL
students will have the “powerful key to successful
communication: Knowing how, when and why to say what
to whom.” (Standards 1996 p.11)
San Mateo-Foster City School District
51 West 41st Ave.
San Mateo, CA 94403
To provide Spanish foreign language instruction to
K-5 children
Spanish
Fiesta Gardens International School (FGIS), Bayside
Middle School, and Hillsdale High School comprise a
K-12 Spanish-English two-way immersion (TWI) program
in San Mateo, California. The project goals are to:
(1) improve the quality of the TWI program through
better articulation, professional development, and
greater focus on Spanish grammar, and (2) to expand
the program through recruitment of students in the
middle school grades and better retention of
students who attend the elementary school program.
Local District F
2151 N. Soto Street
Los Angeles, CA 90032
Dual Language Program – Loreto Elementary School
Spanish
The Dual Language Program at Loreto Elementary has
been designed to develop Spanish and English
proficiency in participating students and to develop
curricula and staff development programs that will
assist teachers to better the LEP student
population.
Montebello Unified School District
123 S. Montebello Drive
Montebello, CA 90640
“Project HOPE II” – Dual Language Enrichment Program
serving English and Spanish Students grades K – 2
and their families
Spanish
To bring about innovative programs providing for the
establishment, improvement, or expansion of foreign
language study for elementary students at Fremont,
Montebello Park, and Washington Elementary Schools,
by establishing a Dual Language Enrichment Program
at each school. The project goals are that the
students develop fluency in communication and
literacy in two languages, English and Spanish; that
students achieve academically by meeting or
exceeding district guidelines; that students develop
an understanding and appreciation of other cultures;
that students develop positive attitudes toward
fellow students and their families and communities
and participate in multilingual communities at home
and around the world. The focus of the project is to
establish, expand and improve foreign language study
by empowering teacher to utilize appropriate
instructional methodologies, by developing a strong
student support system including school-to-home
linkages, and by extending instruction in curricular
areas.
Torrance Unified School District
2335 Plaza del Amo
Torrance, CA 90509
Foreign Language Program supporting Spanish,
Japanese & Korean for K – 8 students
Korean, Japanese and Spanish
The Torrance Foreign Language Assistance Program (TFLAP)
promotes the sequential study of foreign languages –
Spanish, Korean, and Japanese for TUSD students (K –
8) during and after school. TFLAP will serve 120
elementary (K – 5) students and 100 middle school (6
– 8) students. TFLAP goals are as follows: (1) to
increase the language proficiency of students (K –
8) in one of three foreign languages – Spanish,
Korean and Japanese. (2) Promote the sequential
study of Spanish, Korean and Japanese by offering a
summer language program. (3) Increase parental
involvement in their children’s education. (4) To
acquire appropriate instructional materials and
curricula.
Hacienda La Puente Unified School District
15959 East Gale Ave.
City of Industry, CA 91716
Chinese Language Instruction for Elementary Students
Chinese
The program will provide instruction in the Chinese
language and culture to children in grades 1 through
5. This program will held after school four days per
week, on two campuses in this public school
district. Presently, there are no foreign language
classes taught in these grades in this school
district. Foreign language is taught in grades 9
through 12, and there is a two year foreign language
course requirement for high school graduation in
California. At two of the district’s high schools,
Chinese is one of the available languages for study.
Beginning a program for elementary education in
Chinese will be the initial step toward providing a
full spectrum of Chinese study in the future.
Palos Verdes Peninsula Unified School District
3801 Via La Selva
Palos Verdes Estates, CA 90274
PVPUSD – Foreign Language Assistance Program
Chinese
This program will utilize scientifically researched
language acquisition strategies including partial
immersion, the natural approach, and total physical
response (TPR). Beginning with primary school age
students (K – 2) in their physical education
classes, these strategies will ensure the learning
process and remove the fear and apprehension related
to learning a foreign language, especially Chinese.
Students as well as parents, volunteers, business
and community members will provide peer and
cross-age tutoring in Chinese, cultural experiences
through seminars, mini courses, field activities,
and internships that enable students to apply their
language skills in authentic settings.
Illinois
Chicago Public Schools
125 S. Clark St.
Chicago, IL 60603
Mandarin and Japanese Improvements in Curriculum (MAJIC)
Mandarin and Japanese
MAJIC is a master plan to improve the overall
quality of the CPS K – 12 Mandarin and Japanese
World Language Programs. In order to achieve this
goal, a comprehensive, sequential program of
instruction for Mandarin and Japanese, coupled with
quality teacher training and mentoring, are
essential. Project MAJIC has three major objectives:
Develop and implement standardized curriculum and
assessment materials for CPS K – 12 Mandarin and
Japanese World Language Programs; 2) Establish a
state certification program for Mandarin and
Japanese language teachers (in collaboration with
DePaul University) and assist CPS Mandarin and
Japanese World Language teachers with the process
for state certification; 3) Expand professional
development to create on-going, innovative
professional development programs for CPS Asian
language teachers to access the latest educational
resources and methodology.
Deerfield High School
1959 North Waukegan Rd.
Deerfield, IL 60015
Learning Together/Aprender Juntos
Spanish
This project addresses two principles: developing
and sustaining healthy relationships to create
caring communities and seeking new information and
using the discoveries to change understanding. The
goals of Learning Together/Aprender Juntos are: 1)
to use language and interaction to promote and
enhance fluency; 2) to gain a deeper understanding
of Hispanic culture and the immigrant experience; 3)
to provide a service to the community. The
objectives are: 1) to develop opportunities for
building relationships with Hispanics in our
community; 2) to provide experiences that ask
students to apply knowledge in a real-world setting;
3) to encourage students to pursue language studies
for more than two years in high school and to pursue
language studies beyond high school.
Chicago Public Schools
125 South Clark St.
Chicago, IL 60603
Spanish Heritage Language Project
Spanish
The Spanish Heritage Language Project will establish
a sequential program of study for elementary
students (K-8) whose native language is Spanish
(heritage language learners). The project will not
duplicate transitional bilingual education programs;
it will target students who exited from transitional
bilingual education program or are not identified as
Limited English Proficient students (LEP). The
Project will meet its goal based upon the following
five main objectives: 1) Create standardized K – 8
curriculum and assessment materials that will
provide curriculum continuity from the elementary
level into existing high school Spanish Heritage
World Language Programs. 2) Implement K – 8 Spanish
Heritage World Language programs during the school
day. These programs do not currently exist in CPS K
– 8 schools. 3) Provide professional development and
K – 12 curriculum articulation for Spanish teachers
during the regular school year and summer sessions.
4) Create Spanish pre-advanced placed courses in
elementary schools and increase student enrollment
in high school Spanish Advanced Placement courses.
5) Student enrollment and successful participation
in the Spanish Heritage Language Project will
contribute to the increase in the high school
graduation rate of Hispanic students.
Louisiana
St. Martin Parish School Board
P.O. Box 859
305 Washington St.
St. Martinville, LA 70582
Project ACTE (Academic Achievement and Communicative
Competency Through Educational Excellence)
This project forms a base from which to prepare
students with strong knowledge and high levels of
competence in foreign language by addressing the
five major goals of the “National Standards of
Foreign Language Learning in the 21st Century” (1996
publication): 1) community in languages other than
English, specifically French and Spanish; 2) gaining
knowledge of other cultures; 3) acquiring
information and connecting with other disciplines;
4) developing insight into their own language and
culture; and 5) participating in multilingual
communities and a global society. A primary focus of
this project is articulation to improve instruction.
Lafayette Parish School System
P.O. Drawer 2158
Lafayette, LA 70502
Project SING (Spanish Immersion in a New Goal)
Spanish
Project SING will serve a selected underserved
school in Lafayette Parish to implement a model K –
8 Spanish Immersion program. Drawing on the
district’s experience in foreign language immersion
programs, and with an intensive in-depth planning
period prior to initiating classes, the project
seeks to create a high quality Spanish immersion
program, as well a to create a step-by-step guide
that could serve other district throughout the US in
establish and implementing such a program.
Massachusetts
Burlington Public Schools
123 Cambridge St.
Burlington, MA 01803
Elementary Foreign Language 1 – 5
Italian
This program will address all five of the Secretary
of Education’s Competitive priorities to: 1) train
regular education classroom teachers through an
intensive summer foreign language program in Italy;
2) link non-native English speakers (Italian
Advisors) in the community with the schools to
promote two-way language learning; 3) promote the
sequential study of Italian language and culture to
increase students’ Language scores, Reading and Math
scores; increase Italian instructional time to 45
per day, five days per week and after school; and
extended students’ Italian language learning to
grades 4 and 5 thus serving the total of 1480
students; to coordinate a sequential curriculum with
the middle and high schools based on the National
Standards in Foreign Language; 4) make effective use
of technology by using a cable station network
system; and 5) promote content based instruction and
disseminate videos, Parent and Teacher Handbooks to
duplicate project FLAG at any of the 50 CASIT member
elementary schools in the Boston area and elementary
schools offering Italian nationwide.
Springfield Public Schools
195 State Street
Springfield, MA 01102
Foreign Language: Moving Forward Using Technology
Data Driven Assessments
The program will improve foreign language study in
grades 3 to 12 in all of the district’s 42
elementary, middle and high schools. The project
will: (1) include professional development, (2) make
effective use of technology to promote foreign
language and study assessment, and (3) demonstrate
new and innovative approaches that can be
disseminated and duplicated in other local education
agencies. The project will meet three competitive
preferences: promoting the sequential study of a
foreign language for students beginning in
elementary schools; supporting intensive summer
programs for professional development, and
effectively using technology to promote foreign
language study. The project will meet component #1
of the competitive priorities by improving the
current Chinese program in grades six to twelve,
expanding the program to a third middle school, and
promoting the use of technology for students to
access authentic materials, including Chinese
characters, and participate in the district wide
online reading and writing assessment. The foreign
language project will have five components: (1) an
improved, challenging student instructional program;
(2) an improved, extensive job-embedded professional
development program; (3) meaningful parent
involvement; (4) meaningful community involvement;
and (5) an extensive curriculum development project
centered around an online reading and writing
assessment.
Brockton Public Schools
43 Crescent St.
Brockton, MA 02301
Brockton’s CLASP: Community and Language Acquisition
Spanish Program
Spanish
The purpose of this project is to support the
continued development of a Spanish two-way immersion
program at the Arnone School. The grant provides for
teacher professional development, curriculum
development in Spanish, and activities to foster
home/school collaboration that allows the Arnone to
strengthen and expand the program it has begun. The
goals of the project include: 1) the two-way
immersion program will expand by one grade level
each year of the grant. Goal is to be measured by
implementation of a new grade level each subsequent
year and successful integration of components
required for successful two-way immersion programs.
2) Students will develop their oral proficiency and
literacy skills in Spanish. 3) Teachers will develop
their understanding of the MA Foreign Language
Curriculum Frameworks and the National Foreign
Language Standards and of the best instructional
practices to be used in foreign language immersion
programs. 4) Students will develop an understanding
of the cultures of groups who speak Spanish. Goal
will be measured by use of locally developed student
attitude survey in regards to the learning of the
language and culture. 5) Parents of students in the
program will develop their understanding of the
two-way immersion program and develop their own
Spanish oral and literacy skills to support
students’ learning at home.
Maine
Maine School Administrative District #53
P.O. Box 488
73 Hartland Ave.
Pittsfield, ME 04967
MSAD #53 Foreign Language Program
French and Spanish
Project Title
Synopsis
The FLAP grant will set the foundation for a pre-K
to 8 French and Spanish language and culture program
that will initiate student experience and exposure
to foreign cultures and languages; promote second
language and cultural proficiency over the long-term
in reading, writing, speaking, listening and
viewing; increase and intensify first and second
language competencies; use effective research to
employ the best foreign language pedagogy, including
the integration of foreign language with other
content areas, predominately literacy; incorporate
technology to foster improved communication,
especially capitalizing on the grades 7 and 8 Maine
Laptop Initiative; and help students develop broader
perspectives as citizens of the world, capable of
enjoying the kinds of global experiences that are
today quite commonplace.
Maine School Administrative District #58
4 Sumner Street
Kingfield, ME 04947
MSAD #58 Foreign Language Assistance Program
French, Spanish and Russian
This grant will expand and improve an existing
foreign language program to give geographically and
financially challenged children a cutting edge
opportunity to acquire a foreign language. The
Project Design is two fold: increase K – 12 student
interactive contact time in French, Spanish and
Russian through the use of laptop languages labs
with Rosetta Stone software and provide professional
development for improving fluency skills, updating
curriculum methodology, and sharpening technology
abilities of foreign language teachers.
Michigan
Central Academy
341 E. Huron
Ann Arbor, MI 48104
Foreign Language Assistance Grant K – 12
Arabic
The goals of this project are: 1) to increase
professional skills of the Arabic language teachers
at Central Academy; 2) to solidify the Arabic
foreign language curriculum design (K-12) at Central
Academy by developing Arabic materials using the
model developed in the state of Michigan with funds
provided by a Foreign Language Assistance Grant from
1999 – May 2002. (Project Mich-I-Lifts); 3) to add
the Arabic language component developed with funds
from this project to the Mich-I-Lifts projects; and
4) to increase student proficiency in Arabic as a
foreign language over time.
Forest Hills Public Schools
6590 Cascade Road SE
Grand Rapids, MI 49546
Project INCA (Increasing Native-language and
Cultural Awareness)
Spanish
Project INCA proposes to increase native-language
and cultural awareness through the implementation of
a three part program. The cultural component
includes the development of a culture class,
partnership with local Hispanic community leaders,
and a student-to-student exchange program with inner
city sister schools. The curricular material
component includes identification and procurement of
a curricular units authored in Spanish, and where
not available, translated by native speaking
persons. The media resources component includes the
identification and procurement of books, games and
electronic media, authored in Spanish, necessary to
establish a regional bilingual lending library.
Dansville Schools
1264 Adams Street
Dansville, MI 48819
Spanish
The first year of the grant will enable Dansville to
hire a coordinator to articulate the Spanish program
1 – 12. Attendance at the Center for Advanced
Research on Language Acquisition (CARLA) summer
institute and the Central State Conference on the
Teaching of Foreign Languages (CSC) will provide
teacher enrichment. The Spanish program will be
integrated into the core curriculum at the
elementary level. The second year of the grant will
include purchasing adequate furniture and technology
equipment for the portable lab/classroom. A Spanish
class, exclusively offered for 7th graders, will be
introduced by making the current middle school
teacher full-time. A webmaster will be hired to
construct a website for curriculum and eventual
dissemination of Dansville’s grant program successes
to other schools. Teachers will again attend the
CARLA summer institute and CSC. The grant will
provide two scholarships for teachers and four
scholarships for financially distressed students to
attend a summer trip to a Spanish-speaking country.
The third year of the grant will provide opportunity
for the purchase of textbooks for all levels as the
curriculum is evolving. A one half-time Spanish
teacher will be added at the high school level to
meet the needs of a student-drive program. Funds
will finance the attendance of Spanish teachers at
their third sequential session of the CARLA summer
institute. They will attend, and aim to present
successes and “how-to’s” from our grant program at
CSC. The elementary Spanish teacher will establish a
pen pal program with one or more schools in a
Spanish-speaking country. A “family night” program
will be funded to allow student/parent interaction
while gaining more knowledge of Hispanic culture in
America. A coordinate will be hired to compile and
publish an advocacy kit to assist other schools that
wish to implement a program as the Dansville Spanish
program.
Mississippi
Hattiesburg Public School District
P.O. Box 1569
Hattiesburg, MS 39403
Elementary Foreign Language Program
Spanish
The project is designed for 150 minutes per week of
Spanish instruction for the elementary study
population at Thames. Instruction will be provided
by native speakers of Spanish who are highly
qualified teachers and paraprofessionals and
supported by parent volunteers and native speakers
of Spanish enrolled at the local university. Project
goals are both cognitive and affective. The
objectives of the cognitive goals for acquiring
proficiency in listening, speaking, and reading,
include: 1) demonstration of beginning proficiency
during the first year implementation and
incrementally in subsequent years; 2) demonstration
of progressively increased fluency and
comprehension; and 3) acquiring curriculum content
sills that are connected specifically to themes of
the mainstream classroom instruction. The objectives
of the affective goal for acquiring second language
instruction in order to create a more international
outlook and better understand ethnocentricity,
include: 1) providing firsthand multicultural
experiences for participants using native speakers,
Internet access, and nationally recognized leaders
in foreign language instruction, and 2) attending
multicultural events that feature music, dance, and
foods form non-English cultures.
Gulfport School District
1525 Thornton Ave.
P.O. Box 220
Gulfport, MS 39502
K – 8 Spanish Instruction Program
Spanish
The Gulfport School District proposes a project to:
1) pilot a model of early language instruction in
five elementary schools that uses video-delivered
instruction and reinforcement from regular classroom
teachers; 2) expand a pilot K-3 Spanish program into
grades 4 and 5 that serves a significant number of
minority children who attend high poverty schools;
3) develop an infrastructure that will support a
high quality foreign language program for all
students in grades K – 5 that can be extended,
sustained, and support using local resources after
federal funding had ended; and 4) lay the groundwork
for a successful transition from elementary to
middle school foreign language instruction.
Nebraska
Educational Service Unit #5
900 West Court Street
Beatrice, NE 68310
Elementary Spanish by Desktop Conferencing
Technology
Spanish
This project focuses on the limitations for the many
rural elementary students who have no access to
on-site foreign language opportunities, due to
diminishing budgets, lack of language specialists,
and on-site distance learning rooms. The design
develops a three-year, K-6, technology-based Spanish
language model for these rural students wherein
students and teachers view weekly video Spanish
lessons, extend them with prepared activities
mediated by the classroom teacher, then, at a
scheduled time during the week, follow with a
Spanish conversation session with the distance
speaker. This teacher-facilitated learning design
partners the classroom teacher with the native
distance speaker in the development of students’
proficiency in Spanish as well as in other core
subject matters (at the teacher’s discretion).
New Jersey
Point Pleasant School District
2100 Panther Path
Point Pleasant, NJ 08742
Integration of World Languages in Grades K – 8
New Mexico
Bridge Academy Charter School
P.O. Box 1119
Las Vegas, NM 87701
Language and Culture Studies Generated by
Student-Drive World Service Projects
Spanish, Arabic, Urdu-Hindi, Japanese and Dhivehi
among other less commonly taught languages
The study of languages is generated by world service
projects designed and implemented by students: this
means that language acquisition takes place through
content-based instruction (CBI), service project,
and collaborative learning. Because the focus is
world service (i.e. Kerala and Maldives), students
are motivated to understand cultures they will be
encountering; their study is meaningful and
contextual; the task is authentic and personally
fulfilling, leading to deeper processing; and the
possibility of flow experiences is high. The will
not “take a language”; they prepare for service in
an area of different languages and cultures, and
they study language to make their service
successful. They will have more than 10 hours a week
of intensive study. It is a student-centered
curriculum because the students acquire the
knowledge they need, when they need it. Students are
not confronted with context-less facts, grammar, and
skills taught in isolation. The goal is real
language proficiency on the part of the students,
not just taking classes. The teachers are completely
fluent in foreign languages, and that means the
student will be able to hear authentic foreign
language used throughout the day. Students study
topics of interest (engineering and IT
infrastructure in India, desalination in the
Maldives) using foreign languages. As students
pursue their projects, they are immersed in a
foreign language program. A portion of the grant
goes to professional development, so that the
teachers can maintain a high degree of fluency and
skills in matching project directions to content
standards, as well as networking and making
connections for world service.
New York
Mount Vernon City School District
165 North Columbus Ave.
Mount Vernon, NY 10533
Project FLAME (Foreign Language Achievement, Mastery
and Excellence Program)
Spanish
The purpose of this Foreign Language Assistant
Program, Project FLAME, is to expand the foreign
language Spanish program for elementary school
students at the Lincoln Elementary School from
grades K to 6 and to establish a foreign language
program in the Graham Elementary School, grades K to
3, in Mount Vernon School District in Mount Vernon,
New York. The National Foreign Language and New York
State Standards for the study of languages will
guide the implementation and expansion of Project
FLAME at both sites. This FLAP program will promote
the sequential study of a foreign language (Spanish)
beginning in kindergarten through sixth grade. To
ensure the development and implementation of an
effective elementary level foreign language program,
Project FLAME will provide an intensive year round
and summer professional development component under
the leadership of Manhattanville College and the
American Council on the Teaching of Foreign
Languages (ACTFL). In addition, Project FLAME
proposes to have extensive community resources,
volunteers and parents to link community members,
especially non-native English speakers in order to
promote two-way language learning. Parents of
participating students will be invited to join
Spanish language classes and participate in Spanish
language and culture related school events.
Buffalo City School District
418 City Hall
Buffalo, NY 14202
A Successful Model for Foreign Languages in the
Elementary Schools
Spanish
The purpose of this project is designed to maximize
the contact time and intensity of the Spanish FLES
program at Olmsted #64 by establishing a new Spanish
program in the Buffalo Public Schools. The project
will provide a developmentally appropriate,
articulated program that flows across levels,
without interruption leading toward fluency. It will
add one professionally trained foreign language
teacher and teacher aide to the staff to increase
serve to approximately 500 students in grades
pre-kindergarten through four. Adequate didactic
material to support the program in all classrooms
will also be provided.
Manhattan Academy of Technology
80 Catherine Street
New York, NY 10038
Project One – One World Promoting Understanding and
Tolerance
Chinese
ONE is a thematic Chinese language, dual cultural
arts program (East and West) and family literacy
based project utilizing – music, visual arts and
crafts, games, food, dance and theater and the vast
recourses of the community, -- to facilitate
student-centered learning based on rigorous
national, state and local academic performance
standards. ONE is designed to establish, improve and
expand foreign language teaching and learning model
to meet the needs of 588 limited English proficient
students and English proficient students in a
three-year foreign language program that serves
mostly Chinese immigrant and first generation
students in pre-kindergarten (pre-K) through grade
8. ONE will emphasize three goals: 1) bilingualism,
biliteracy, biculturalism; 2) increased teacher
effectiveness; 3) increased parental community
participation.
Buffalo City School District
418 City Hall
Buffalo, NY 14202
A Successful Model for Foreign Language in the
Elementary Schools
Spanish
The purpose of this project is designed to maximize
the contact time and intensity of the Spanish FLES
program at the Westminster School #68 in order to
improve the Spanish program. The project will
provide a developmentally appropriate, articulated
program that flows across levels, without
interruption, leading toward fluency. It will add
one professionally trained foreign language teacher
and teacher aide to the staff to increase service to
approximately 500 students in grades pre-K through
grade 8. Adequate didactic materials to support the
program in all classrooms will be provided. This
will expand and improve the existing innovative
model program for teaching a foreign language which
beings with early childhood and continues through
middle school years.
Oklahoma
Aline Cleo Public School
PO Box 49
Aline, OK 73716
The Aline-Cleo Foreign Language Acquisition Project
Spanish
This project will provide a foreign language program
providing Spanish studies for PreK – 12 students in
the school district. A language teacher will be
hired and Spanish culture will be threaded
throughout the elementary curriculum, in courses
such as history and art as well as through the use
of focused language instruction. Interactive
distance learning technologies will link the
elementary school to the junior high/high school to
provide for sharing of instructional resources. Web
based technologies will provide supplemental content
and support activities. The project focuses on
building a language program, which starts in the
lower elementary grades. Support activities will
also include a Mexico City University through
distance delivery in the form of interactive
television and web based content. Additional support
expertise will be provided through collaboration
with the Aurora Learning Community Association (ALCA),
a non-profit organization and a next generation
eLearning environment for support and online
dissemination of developed materials.
North Rock Creek District
42400 Garrett’s Lake Rd.
Shawnee, OK 74804
Rock-Grove Consortium’s Foreign Language Program
Through Distance Learning
Spanish
This project’s goal is to increase student
proficiencies in the Spanish language. The program
will employ a project director, Spanish instructor
and four site technicians. The certified Spanish
instructor will participate in professional
development immersion activities in the Spanish
language and culture for three weeks during each
summer. Sequential language instruction will be
facilitated by the adoption of a single publisher’s
textbooks and instructional materials for grades 1 –
8. Planning in cooperation with classroom
instructors will enable integrated Spanish language
instruction using thematic units corresponding to
classroom units.
Texas
Midland Independent School District
615 West Missouri
Midland, TX 79702
Language Proficiency for All: The Midland Model
Dallas Independent School District
3700 Ross Ave.
Box 2
Dallas, TX 75204
Enhancing Education Through Distance Learning:
Russian and Spanish
Russian and Spanish
This project is designed to establish, enhance and
expand delivery of basic to advanced foreign
language instruction of Russian and Spanish to
students on diverse campuses in the Dallas
Independent School District (DISD). In an effort to
maximize resources, the students will receive
foreign language instruction through distance
learning, or television, instruction with the
support of the district teachers who will work as
facilitators in the classroom. Competitive
priorities address the following: 1) establish,
improve or expand foreign language instruction in
kindergarten through 8th grades by teaching Russian;
and 2) establish a foreign language program in
underserved elementary schools. Competitive
preferences address the following priorities: 3)
promote the sequential study of Spanish and Russian;
and 4) make effective use of technology by using
distance learning to promote foreign language study.
LISD Foreign Language Department
P.O. Box 217
Lewisville, TX 75067
A Model for Establishing, Improving & Expanding an
Aligned FL Program – Elementary School
Spanish
The goal of LISD FLAP project is to establish,
improve and expand foreign language study for
elementary and secondary students. In order to
achieve this goal, three things will be addressed:
improve the foreign language program in grades 1 –
5, improve the use of technology in elementary and
middle schools, and improve the alignment and
articulation of the foreign language program
sequence. There are three objectives: 1) transform
existing grades 1 -5 Spanish program from FLEX to
FLES; 2) add more technology; and 3) develop an
articulated and aligned 1 -12 foreign language
program.
Houston Independent School District (HISD)
3830 Richmond Ave.
Houston, TX77027
Mark Twain Elementary School FLAP
Spanish
The goal of this program is to promote the
sequential study of Spanish for all Mark Twain’s
students in kindergarten through 5th grade.
Regarding second language acquisition, Mark Twain’s
students fall in three distinct groups – non-Spanish
speakers in English classrooms, Spanish speakers in
English classrooms, and bilingual students in the
Spanish immersion classrooms. In addition, a fourth
group comprises the Spanish-speaking parent. Part
One of the proposal implements a foreign language
exploratory program for non-Spanish speaking
students in English classrooms. Part two improves
academic achievement and self-esteem of the Spanish
speaking population in English classrooms by the
school-wide focus of their mother tongue and
cultural heritage. Part three establishes a Spanish
language art center for the immersion population,
expanding Mark Twain’s current Dual Language
Program. Its objective is to increase the Cognitive
Academic Language Proficiency (CALP) for the
immersion population and provide greater assurance
that their acquisition of Spanish is practiced and
sustained throughout middle and high school.
Northside Independent School District
5900 Evers Rd.
San Antonio, TX 78238
The Northside ISD Building Bilingual Communities
Program
Spanish
The program will provide students with comprehensive
K-8 dual language program that includes professional
development, parent/family education, and
instructional programs in an effort to create a
biliterate, bilingual, bicultural student
population. The program goals are: 1) create the
infrastructure for middle school (grades 6 - 8)
Two-way dual language program (Spanish/English) that
offers academically challenging content area and
elective courses for Native Spanish speakers; 2)
provide high quality sustained and intensive
professional development opportunities for program
teachers and staff to enrich their academic language
competence and familiarity with second language
learning methodologies in order to improve student
academic achievement; 3) provide opportunities for
parents and students to participate in program
activities that extend students’ basic competencies
and assist them in achieving high-level of academic
Spanish language in order to enhance bilingualism,
biliteracy, and biculturalism of the program
participants.
Washington
Cheney School District #360
520 Fourth Street
Cheney, WA 99004
Cheney School District Foreign Language Expansion
Program
This program will provide an 8 – 12 foreign language
program aligned with the National Foreign Language
Standards and will establish a Foreign language
program in all K – 8 classrooms district-wide. A
FLAP-LEA grant will greatly enrich this new program
in terms of teacher training, resource materials,
and technology, resulting in a greater number of
students learning foreign languages and cultures, as
well as overall improved student learning.
Northshore School District
18315 Bothell Way NE
Bothell, WA 98011
An Elementary School Innovative Dual Language
Program
Spanish
This program proposes to implement a K – 6 dual
language program in which participating students
become fluent in both English and Spanish.
English-speaking children will be placed in
classrooms with non-English speakers and instruction
will occur in both languages. The program’s design
as a dual language, immersion program represents the
first such program in western Washington and meets
the criteria for competitive priority #2 as no
foreign language or dual language programs exists or
has existed at Woodin or in the Northshore School
District.
