2. World Language PK-12
Program
Department of Defense’s Strategic Plan
By 2019, 75% of DoDEA high school
graduates will reach level 1 proficiency
Intermediate Range on the American Council
on the Teaching of Foreign Language (ACTFL)
rating scale in reading, writing, and speaking in
at least one foreign language after a four year
sequence of study” (Administrative
Memorandum: FLES, November 30, 2011)
3. Current Status of the Program
District Grade Level
(# of Schools)
Languages
(*secondary offerings vary per
location)
GA/AL
Foreign Language in Elementary School (4)
Do Not Have FLES (4)
Spanish
Middle School (2) Chinese, Spanish
KY
Foreign Language in Elementary School (4)
Do Not Have FLES/WL (8)
Spanish
Middle School and High School (4) Chinese, French, German, Spanish
NC
Foreign Language in Elementary School (6)
Do Not Have FLES (8)
Spanish
Middle School and High School (4) Chinese, French, Spanish
NY/VA/PR
Foreign Language in Elementary School (3)
Do Not Have FLES (3)
Spanish
Middle School and High School (5) Chinese, French, Spanish
SC/Fort
Stewart/DoDDS-
Cuba
Foreign Language in Elementary School (7)
Do Not Have FLES (1)
Spanish
Middle School and High School (2) Spanish
DoDEA Virtual
School HS
Middle School and High School Chinese, French, Japanese, Spanish
4. Goals for the Program
Grade Level Goal
FLES
Foreign Language in
the Elementary School)
• To expand FLES in all DDESS schools using a variety
of instructional delivery models (virtually blended,
hybrid, and/or face-to-face)
Middle School
• To support the world language, student laptops by
providing professional development on the use of
technology in the classroom
• To establish an e-environment for teacher
collaboration
• To provide consistent and sequential world language
opportunities in all grade levels
High School
• To offer more Advanced Placement world language
courses
• To graduate students with high proficiency levels in a
world language
Editor's Notes
Cognizant of budgetary constraints, DDESS is working with Headquartersto expand the FLES Program to all schools by piloting three instructional delivery models that use digital and face-to-face resources in some fashion to maximize student learning. Furtherance of this project is pending due to funding restraints.
SUMMARY:During School Year 2012-2013, the DDESS World Language Instructional Systems Specialist developed and delivered virtual professional development on instructional technology via monthly webinars. Furthermore, the establishment of a quarterly World Language newsletter provided cohesion and a platform for information exchange through the use of DoDEA’s Blackboard and Intersect. In support of 21st Century teaching and learning best practices, a digital instructional environment was organized and implemented via virtual teleconferences (VTC s) to connect DoDEA-wide world language learners and teachers. Committed to student learning, the plan is to continue and fortify these efforts in School Year 2013-2014 while providing support for new needs as they come up.
