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At age 14, Rola entered ninth grade in high school. She mastered the English language in six months, completed ninth grade and tested out of 10th, 11th and half of 12th grade. She attributes her academic achievement to her public school experience in the Middle Eastern country of Lebanon.
In Lebanon, teachers in public schools teach students two or three different languages, usually French and English. To shape our future, educators must recognize the potential a second language affords to students such as Rola. Research indicates that children who study a foreign language show increased cognitive ability and exceed normal classroom expectations. Why not teach a second language to elementary school youngsters? Teachers in many European and Asian countries do just that.
The majority of students born and raised in the United States lack formal education in another language. Sometimes, they are first introduced to a second language in high school when it is often difficult for them to master a second language. Newsweek supports this claim when it notes that “A child taught a second language after age ten is unlikely ever to speak it like a native.” Research supports this notion. Positron Emission Tomography (PET) scans show that by age four children’s brains are twice as active as adult brains (Mills, 1998). This high level of activity promotes trillions of connections between neurons in the brain. Michael Phelps, a biophysicist and co-inventor of the PET scan, adds “If we teach our children early enough, it will affect the organization, or `wiring’ of their brains” (Foreign Language and Youth, 1996).
In order to help students compete in a global economy, teachers in the United States must begin to teach children a second language at an early age. Aside from global competition, research also indicates that students who are proficient in a second language score higher on standardized tests conducted in English. This provides them with a competitive advantage in the work force.
Thus, the purpose of this article is to describe the advantages of a second language being taught to students at the elementary school level. Three currently-used language programs (Immersion, FLES, and FLEX) that facilitate the learning of a second language are also described.

Advantages of a Second Language
In 1992, the College Entrance Examination Board reported that students who averaged four or more years of a foreign language scored higher on the verbal section of the SAT than those who studied four or more years in any other subject matter area. Students with four years of a foreign language also scored higher on the math section of the test (Marcos, 1998).
In addition to higher test scores, there are other benefits in being proficient in a second language. Overall, society benefits. Americans fluent in other languages enhance the economy, strengthen their competitiveness abroad, improve global communication, and maintain political and security interests. In 1998, American companies lost 40 percent of sales in the international market because they had few employees who could relate to the foreign country (Llorente, 1992).
In 1956, Russia sent Sputnik into space. To compete in a world economy, the United States poured a vast amount of money into mathematics and science programs for students. Americans learned quickly that teachers in foreign countries teach youngsters a foreignlanguage so that they, the students, are prepared to be competitive in a global economy.
Knowledgeable students contribute to a robust economy which in turn benefits people of all ages from all walks of life. Students proficient in another language develop multiple ways to solve problems related to worldwide ecological and social issues, such as global warming, destruction of the rainforests, and comprehensive foreign policies.
It is important to introduce a second language to children at the elementary level because children at this level are capable of learning a second language with native-like pronunciation. Experts note that physiological changes occur in the maturing brain as a child enters puberty (Marcos, 1998). Mantrel (1996), notes that, “Synapses or avenues in the brain are opened up by foreign language instruction when it is introduced at an early age. If languages are not introduced at an early age, these synapses are not accessed, and language learning is much more difficult to acquire in later years” (Foreign Language and Youth, 1996). It is also important for teachers to understand that bilingual students will account for about 40 percent of school-age population by the year 2030 (Berliner & Biddle, 1995).
Teachers and administrators in many school districts are currently in the process of adopting a foreign language program for their school systems. Three such programs are often considered for adoption in many public school districts. These programs are Immersion, Foreign Language in the Elementary Schools (FLES), and the Foreign Language Experience (FLEX) program.
In order to help students compete in a global economy, teachers in the United States must begin to teach children a second language at an early age. Aside from global competition, research also indicates that students who are proficient in a second language score higher on standardized tests conducted in English. Three currently-used language programs (Immersion, FLES, and FLEX) that facilitate the learning of a second language are also described.
Advantages of a Second Language
In 1992, the College Entrance Examination Board reported that students who averaged four or more years of a foreign language scored higher on the verbal section of the SAT than those who studied four or more years in any other subject matter area. Students with four years of a foreign language also scored higher on the math section of the test (Marcos, 1998).
In addition to higher test scores, there are other benefits in being proficient in a second language. Overall, society benefits. Americans fluent in other languages enhance the economy, strengthen their competitiveness abroad, improve global communication, and maintain political and security interests. To compete in a world economy, the United States poured a vast amount of money into mathematics and science programs for students. Americans learned quickly that teachers in foreign countries teach youngsters a foreignlanguage so that they, the students, are prepared to be competitive in a global economy.
Knowledgeable students contribute to a robust economy which in turn benefits people of all ages from all walks of life. Students proficient in another language develop multiple ways to solve problems related to worldwide ecological and social issues, such as global warming, destruction of the rainforests, and comprehensive foreign policies.
It is important to introduce a second language to children at the elementary level because children at this level are capable of learning a second language with native-like pronunciation. Experts note that physiological changes occur in the maturing brain as a child enters puberty (Marcos, 1998). Mantrel (1996), notes that, “Synapses or avenues in the brain are opened up by foreign language instruction when it is introduced at an early age. If languages are not introduced at an early age, these synapses are not accessed, and language learning is much more difficult to acquire in later years” (Foreign Language and Youth, 1996). It is also important for teachers to understand that bilingual students will account for about 40 percent of school-age population by the year 2030 (Berliner & Biddle, 1995).
Teachers and administrators in many school districts are currently in the process of adopting a foreign language program for their school systems. Three such programs are often considered for adoption in many public school districts. These programs are Immersion, Foreign Language in the Elementary Schools (FLES), and the Foreign Language Experience (FLEX) program.

Immersion Program
The immersion program, a common type of bilingual education program, is mostly used in private schools. It is a kindergarten through grade 12 program which allows children to spend part or all of the school day learning a second language. Instruction is provided in the minority language 90 percent of the day while the majority language is used 10 percent of the day. For example, the teacher may teach reading, math, social studies, and science in Spanish for 90 percent of the day and teach spelling in English the other 10 percent of the day. In an immersion program, teachers use a hands-on approach in which students are forced to use the second language. In this program, the second language is used as a medium for content instruction rather than the subject of instruction itself. For example, Spanish is not taught as a separate subject, rather it is being used to teach other subjects such as science and social studies
In one immersion program, the second language is emphasized in the first few years of school. This is because of a lack of support for the minority language. In the United States, it is difficult for children to use a second language outside of school because members of society mainly speak English. Children lack the opportunities to use their new skills learned in a second language. As students progress through the grades, the immersion program provides instruction in the majority language until students master both languages, usually in grades four or five. By grade six, students usually develop academic proficiency in both languages. Thus, in math, science, social studies, and language arts they are able to perform at or above grade level in both languages (Thomas & Collier, 1998).
In the past 30 years, educators in school districts in Canada have adopted the immersion program of bilingual schooling. They have achieved success with both minority and majority language students, students of middle and low-income families, as well as students with learning disabilities (Cummins & Swain 1986; Genesee 1987).
The goal of the immersion program is for students to complete proficiency in a second language. However, not all bilingual education programs share this goal. Teachers in many schools do not expect complete proficiency, rather a general knowledge of the chosen language suffices. Some schools have opted to use the Foreign Language in the Elementary Schools (FLES) program in lieu of the immersion program.

FLES Program
Teachers who use the Foreign Language in the Elementary Schools (FLES) program gear their instruction towards language achievement, attitude shifts (toward those who speak the new language), and individual student growth. FLES is the most common type of bilingual education program used in public and parochial schools today. In FLES, a second language is presented to the students as a distinct subject, such as science or math. Experts feel that the optimum age for students to begin this program is age eight or nine. To begin FLES, teachers should involve the students as hearers. For example, a teacher may begin a lesson in Spanish by speaking the language to the students. By doing this, the teacher creates a foreign language environment in which students are presented with familiar scenes and surroundings first in linguistic terms and eventually in cultural terms (Brooks, 1964). For example, a teacher may give the students vocabulary words in French and then relate these meanings to the French culture. In FLES, it is recommended that any conscious analysis of grammar be deemphasized and the translation from one language to another be avoided. The preparation of materials used in the FLES program is rather complex and requires the collaboration of experienced teachers. To qualify as a FLES teacher, an individual must understand how children learn, should have a sufficient degree of speaking competency to “model” what the pupils are to learn, and be a specialist in the study of second language learning.
The FLES program deals with a certain amount of language proficiency with the exploration of various cultural components. For example, a teacher may have a French food tasting day in which children examine various French foods. Classroom teachers integrate culture with language learning as students find it easier to master the second language in this manner. A deeper sense of both the language and culture is developed in the FLES program. For example, children are able to understand the French Revolution or the Louvre when they experience both the Frenchlanguage and culture. In addition to FLES, educators in other school districts may adopt programs that emphasize various cultural aspects of the language spoken in that country. One such program is the FLEX program.

FLEX Program
In the Foreign Langauage Experience (FLEX) program tudents are introduced to elements of other cultures and related languages. In FLEX, students explore one or more languages and the cultures they represent. Teachers in some schools use this as an opportunity to introduce Latin and Greek (Marcos, 1996). For example, when the yen in Japan falls, countries worldwide are affected.
FLEX also provides a basis for later learning. When children learn the history of the Mexican-American warm junior high or high school, they can relate back to the Spanish language and related cultural experiences introduced in elementary school. In FLEX, less emphasis is placed on the attainment of language proficiency. Rather, FLEX aims to provide students with a foundation for the study of a foreign language. The FLEX program also helps students decide on which language to study in later grades (Marcos, 1996).
In the elementary classroom, the FLEX program is taught to students on a regular basis for a short time period or for a longer period of time on a less regular basis (Marcos, 1996). Only a small percentage of teaching time (1-5 percent per week) is dedicated to teaching a foreign language. Instruction is usually given in English (Curtain & Pesola, 1994).
The FLEX program provides students with information so they, the students, are able to develop an appreciation of other societies, cultures, and customs (Marcos, 1996). Some portions of the FLEX program focus on world cultures, which are often incorporated into the social studies curriculum. These programs also boost enrollment in foreign language classes in a school system itself.
Fluency in a second language is not the goal in the FLEX program. Lipton (1992) states that “FLEX is primarily a language/ culture/motivational program.” The program provides children with a general overview of what other cultures and their respective languages have to offer. FLEX motivates children to learn about the cultures and languages they encounter in the program. Lipton (1995) reports that some proficiency may be attained with a once-ortwice-a-week program that emphasizes functional language and cultural awareness. Principles in a general language attained in this program facilitate future foreign language learning that may be extended well into college. The goal of FLEX is to assist bilingual children like Rola to communicate effectively with people of other cultures throughout their lifetime.

Conclusion
Rola is adjusting to her new academic environment at college. She enjoys the diversity that higher education has to offer and acknowledges that many students befriend her. She loves to communicate with her friends in the languages they share. She “connects” with the diverse students she encounters on a daily basis. To Rola, the future is one of an interconnected world, with global travel and vast international communication networks.
To meet the needs of a global society, Rola knows that many U.S. businesses seek employees who are proficient in both English and another language. The Federal Bureau of Investigations (FBI) often waives a requirement of working three years in a professional capacity if the prospective employee is fluent in another language. To be employed by the United Nations, a person fluent in two or more languages has increased opportunities for work worldwide.
Teachers and administrators must consider the advantages of students, like Rola, who attain a second language. A second language helps students to communicate with people from diverse populations. If a house catches on fire and the victims speak Spanish, its advantageous for fire personnel to be fluent in Spanish. Being bilingual also enhances a student’s cognitive development and cultural awareness of diverse cultures.
In the end, society profits economitally, politically, and socially when citizens are able to communicate with people in other countries and cultures (Marcos, 1998). It is encouraging to note that one of the goals set forth by the National Education Goals Panel for 2000 is “…to prepare every American to compete in a global economy by being competent in a foreign language and familiar with another culture” (Cataldi, 1994).
Teachers need to promote bilingual education by working with their school administrators to determine the type of program that best meets the needs of students in their classrooms and schools. Immersion, FLES, and FLEX programs should be considered. Parents who are interested in learning a second language with their children should also be introduced to language programs such as Immersion, FLES or FLEX. These programs should be taken seriously because their advantages to students, teachers and parents are many. Rola is a product of such programs.

References
Brooks, Nelson, (1964) ERIC/CLL Clearinghouse on Language and Linguistics (Eric no. ED 018 175)
Berliner, D.C., & Biddle, B.J., (1995) The manufactured crisis: Myths, fraud, and the attack on America’s public schools. Reading, MA: Addison-Wesley
Cataldi, Ricardo J. Bilingualism and early language acquisition-great assets. NASSPBulletin (Oct. 1994): 62-64. (Eric No. EJ 490930)
Bilingualism in education. New York: Longman
Languages and children: Making the match (2nd ed.). White Plains, NY: Longman
Foreign language and youth (1996, December 18) Mountain Democrat, Editorial Page
Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House
Lipton, G. (1992). Elementary foreign language programs. FLES*.An administrator’s handbook. Chicago, IL: National Textbook Company.
Focus on FLES*. Planning and implementingFLES*programs (foreign language in elementary schools). Baltimore, MD: National FLES* Institute
Llorente, Elizabeth. “Speaking of money.” Development of program and individual student evolution models for foreign language in the elementary school. ERIC Clearinghouse on Linguistics and Languages (Eric No. Marcos, K (1996). Foreign language exploratory programs: Introduction to language learning. ERIC/CLL Clearinghouse on Languages and Linguistics. (Eric No. Marocs, K (1998) Learning a second language. Our Children 24,1 (Aug.Sept.) 32-33 (Eric No. EJ 574514).
Educational Leadership 5, 3 (Dec-Jan) 23-26 (Eric No. EJ 556857).
Da’ad Naserdeen was a second-grade teacher at Lincoln Elementary School in the Toledo Public Schools at the time this article was written; she is now a Ph.D. student in early childhood education at the University of Toledo, Toledo, Ohio.
Copyright Caddo Gap Press Spring 2001
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