Suchergebnisse

This article presents a perspective on elementary school foreign language programs in the United States. The author presents an overview of the history of elementary programs, a summary of present practices, and a discussion of the educational and political context of early language programs. Recommendations for future action by both language educators and early language advocates are offered, as is a summary of promising activity by professional language organizations. The author concludes that elementary programs will not expand significantly without the establishment of a national language policy and an extensive public-awareness campaign.