Less-Commonly Taught Languages in Selected Elementary and Secondary Schools in California Foreign Langauge Assistance Act Program: Evaluation Project

Acknowledgement

Many individuals participated in this project. We would like to express our appreciation first to the following individuals who served as members of the Evaluation Team: Juan Aninao who served as project coordinator for the first two years, Elizabeth Mostafapour, Teruko Kamikihara, Beryle Hsiao, Jin Sook Lee, Irene Hayrapetian, Rebecca Lynn, Sumi Nishikawa, Yuko Butler, and David Duran. Without the dedicated assistance of the Evaluation Team members this project could not have been completed. We would also like to thank Dr. Duarte Silva, Executive Director of the California Foreign Language Project, who provided many forms of assistance, but best of all always kept us in good spirits through the completion of this Evaluation Project. We also appreciate all the support provided by Arleen Burns, our project monitor from the California Department of Education. As indicated in the Report, many teachers collaborated with us in the collection of language portfolios and oral proficiency ratings of their students. These teachers are the true heroes in this project since they worked daily with their students on the difficult task of learning a new language. Also we thank many parents who cooperated by completing and returning our questionnaires. Finally, we must thank the hundreds of students who participated in numerous ways to this evaluation study. These students allowed us into their classrooms, prepared portfolios for us, completed questionnaires and language proficiency self-ratings, and consented to oral interviews.


Cover Page and Directory
Table of Contents
Acknowledgement
Executive Summary
Chapter One: Introduction
Chapter 2: Description of Evaluation Activities
Chapter 3: Portfolios as Assessment Devices
Chapter 4: Oral Proficiency Assessment Results
Chapter 5: Student and Parent Questionnaire Survey Results
Chapter 6: Teacher and Administrator Perceptions of the Program
References
Appendices

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