Foreign Language Exploration

FLEX FAQS

Q: WHAT DO YOU CALL A FOREIGN LANGAUGE PROGRAM THAT INTRODUCES SPANISH, FRENCH, AND GERMAN ALL IN ONE YEAR?

A: CCA's FLEX PROGRAM!

In fall of 2002, CCA transitioned from a Spanish FLES program to a 3-cycle FLEX program that introduces French, Spanish, and German.  Inspiring delight in Foreign Language is at the heart of FLEX. FLEX activities engage children and invite them to speak in the target language and enjoy the process of learning. For the earliest learners, instructors teach both authentic and pedagogical songs, numbers, action verbs(TPR), and vocabulary.  Second graders are ready for STPR (story telling total physical response), contextualizing language in the format of a well-known story.  Third graders, after the last cycle of FLEX, have a special pre-Latin unit, to prepare them for fourth grade Latin.

Q: WILL MY CHILD BE FLUENT IN ALL THREE LANGUAGES BY THE END OF THIRD GRADE?

A: NO, NEIN, AND NON. OUR STUDENTS HAVE INTERNALIZED GREETINGS, NUMBERS, VOCABULARY, MANY CHILDREN’S SONGS, AND A CONSIDERABLE NUMBER OF VERBS.

The principal goal of CCA’s FLEX program is foreign language “openness”.  This distinct direction promotes and nurtures multiple language learners with the awareness that there are 6,800 languages spoken globally.

Q: WON’T MY CHILD MIX THE LANGUAGES?

A: NOT TO A SIGNIFICANT DEGREE.

Growth of CCA’s Foreign Language Department has permitted language specific faculty.  The association of one instructor for each language significantly decreased second language mixing.  When one instructor taught all three languages, younger students frequently mixed greetings or courtesy expressions.  Bilingual families where each parent speaks a different language to the children also see this phenomenon. Children will associate one language with one parent and the other language with the other parent.

Q: DOESN’T STUDYING LATIN INTERRUPT THE STUDENT’S PROGRESS IN THE FOREIGN LANGUAGE?

A: CCA DEFINES ARTICULATION ACCORDING TO THE CHILD’S DEVELOPMENTAL STAGE, NOT ACCORDING TO MATERIAL.

Articulation in foreign language is generally understood as baby steps toward bilingualism. As advancement in the Target language requires input at comprehension level plus a bit more, further development in the language would require increased meaningful exposure. The logical conclusion then would be instruction of multiple subjects taught in the Target Language.  This would require additional personnel accredited to teach both the foreign language and their subject matter. These problems that full program articulation pose can be addressed by defining articulation according to the child’s developmental learning stage rather than by subject matter alone.  CCA has sought to match the Foreign Language with sound methodology, and the learning stage of the child.

In fact, the study of Latin provides an amazing boost for our modern language students. For more information, visit our Latin page.