Grand Valley State University

ScholarWorks@GVSU

Culminating Experience Projects Graduate Research and Creative Practice

4-2021

Second Language Learning in Elementary Years: Cognitive and

Social-Emotional Benefits
Brooke Elenbaas
Grand Valley State University

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Elenbaas, Brooke, "Second Language Learning in Elementary Years: Cognitive and Social-Emotional
Benefits" (2021). Culminating Experience Projects. 22.
https://scholarworks.gvsu.edu/gradprojects/22

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SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS i

Second Language Learning in Elementary Years:

Cognitive and Social-Emotional Benefits

Brooke Elenbaas

Grand Valley State University

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS i

Abstract
All through the world bilingualism is a normal part of school, work, and culture creating

cognitive and social-emotional benefits (Fan, 2016; Marian & Shook, 2012). The United States

is a unique educational system, distinctly geared towards monolinguals, specifically English,

especially in the elementary schools. The absence of second language learning at the elementary

grades is a gap districts should seek to fill as research shows brain development positively

effecting cognitive and social-emotional learning during this early stage of development

(Abutalebi et al., 2011). This project is an in-service designed for elementary school districts

pursuing a better understanding of why second language learning will benefit students both

cognitively and social-emotionally. Important pieces of this in-service will be sharing research-

based information and providing scope and sequence to achieve second language learning

implementation within elementary schools. Sustained evaluations will be key indicators of

success of the in-service program. Stronger presence of second language learning will benefit

student cognitive development and influence the student body with positive social-emotional

learning.

Key words: bilingual, cognitive learning, second language learning, social and

emotional learning.
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS ii

Table of Contents

Abstract……………………………………………………………………………………………i

Table of Contents…………………………………………………………………………………ii

Project Proposal Introduction……………………………………………………………………..1

Problem Statement………………………………………………………………………...1

Importance and Rationale of the Project……………………………………………….…1

Background of the Project.……….…………………………………………………….…2

Statement of Purpose……………………………………………………………………...3

Objectives of the Project…………………………………………………………………..3

Definition of Key Terms………………………………………………………………….4

Scope of the Project………………………………………………………………………4

Review of Literature……………………………………………………………………………..7

Introduction………………………………………………………………………………7

Theory and Rationale…………………………………………………………………….7

Research and Evaluation…………………………………………………………………9

Cognitive Benefits……………………………………………………………….9

Social and Emotional Benefits…………………………………………………..11

Summary…………………………………………………………………………………13
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS iii

Conclusion……………………………………………………………………………….14

Project Description………………………………………………………………………………15

Introduction………………………………………………………………………………15

Project Components……………………………………………………………………...15

Project Evaluation………………………………………………………………………..16

Possible Project Conclusions…………………………………………………………….18

Plans for Implementation………………………………………………………………...18

References………………………………………………………………………………………..20

Appendices……………………………………………………………………………………….25
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 1

Chapter One: Project Proposal

Problem Statement

Bilingualism from a young age is the norm throughout much of the world, aiding students

with speed and accuracy of cognitive functions and providing social-emotional benefits (Fan,

2016; Marian & Shook, 2012). However, elementary schools in the United States have limited

opportunities for students to practice language and reap the benefits of being bilingual.

Elementary Schools should seek to close this gap in learning to spur elementary students forward

not only in cognitive function, but increasing the elementary students social-emotional abilities

as well. The high volume social-emotional needs within our nation’s youth continues to grow at

staggering numbers as a whole, the lack of language instruction adds to this problem. Language

learners have a stronger ability to self-regulate and empathize with social-emotional needs. The

lack of second language learning within the United States is limiting opportunities, cognitive and

social-emotional strengthened behaviors in comparison to their bilingual peers.

This project aims to create a research-based in-service demonstrating the benefits and

needs for second language education in the elementary grades. Research in recent years has

shown tremendous cognitive benefits to learning a second language during a student’s

elementary years. Furthermore, there is now research showing greater social-emotional benefits

attributed to second language learning specifically in elementary school years.

Importance and Rationale of the Project

The development of strengthened cognitive and social-emotional behaviors stems from

brain development constructed in the elementary school years (Abutalebi et al., 2011).

Elementary children raised or taught in a bilingual environment continually show better problem-
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 2

solving skills throughout their schooling, which has been attributed to early bilingual

development. Bilingual learning also shifts the linguistic focus from self to others, by allowing

learners to perceive various combinations of when, where, and what kind of language to use

(Fan, 2016). Building a better education system within our nation to mold better citizens for

tomorrow should include, promote, and celebrate bilingual learning as an avenue for stronger

cognitive and social-emotional students.

Background of the Project

Methodology of language instruction has changed throughout the ages. Language

instruction varies given the student family, means and circumstances, but the importance and

early exposure remain steadfast. The United States has a baffling low percentage of students

receiving second language instruction, while around the world in elementary classrooms children

are instructed in a second language. In the United States, only 20% of K-12 students receive

second language instruction (Devlin, 2018). Elementary students are less likely to receive second

language instruction, with only 15% receiving second-language instruction according to the Pew

Research Center (Devlin, 2018). The language deficit can be partially attributed to a culture 20th

century immigration, where assimilation into the English-speaking culture was valued by

immigrant and citizens (Stein-Smith, 2016). This monolingual mind-set coupled with the

distance between the United States and other countries, has created a bilingual gap in our

student’s education.

Fortunately, researchers have collected significant data and research shows cognitive and

social-emotional benefits of bilingual education prompting a renewed interest in language

education. These benefits increase if the subjects are elementary or younger age children

learning a second language. By learning a second language, the child is required to think not
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 3

only of itself, but is forced to recognize a larger world in choosing a language to use for

communication (Fan, 2016). Cognitive benefits have been well documented. However, social-

emotional benefits have been slow to emerge, but remain inseparable in benefits to second

language learners (Swain, 2013).

Our current language learning module relies on language instruction is placed in the

upper grades, which maybe stifling student achievement. Based on the growing social emotional

needs paired with the cognitive benefits, language instruction in the early grades is place for

student growth. This project seeks to provide in-service materials show casing the cognitive and

social emotional benefits to educators, administrators, and school systems.

Statement of Purpose

The cognitive and social-emotional benefits with second language learning in the

elementary provided here, through research, will be presented to administration and school

districts in the form of an in-service. This project serves as a tangible piece of evidence with in-

service presentation and documents to guide administration and districts in support of second

language learning in the elementary. Tangible scope and sequence for enactment of a second

language program as a co-curricular subject within the elementary will give districts and

administration a clear understanding of goals. Sustained evaluation of the in-service and

implementation will aide in bettering the project and molding the project to fit individual needs

of a district. This project is unique as it brings two benefits together, cognition and social-

emotional learning, within one in-service.

Objectives of the Project

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 4

Highlighting the importance of second language learning opportunities in the elementary

are the direct objectives for this project through an in-service. This in-service is to be research-

based and to ignite an interest to spur administration or districts to pursue or strongly consider

implementation of second language learning within the elementary. The importance and positive

impact for cognitive student achievement outside the language instruction will be explained. The

connection and researched based social-emotional benefits will also be linked to show the

efficacy of language instruction within the elementary. Although, language instruction benefits

all ages of learners, this project will be limited to the elementary students. This project is to give

an attainable scope and sequence for enactment of a second language program in an elementary.

Definition of Key Terms

Bilingual: ability to speak two languages fluently.

Co-curricular subject: a subject that is offered by a district in addition to core-curriculum (i.e.

of co-curricular subjects: art, physical education, music, technology)

Cognitive: skill or ability to acquire or recall factual knowledge, specifically relating to

knowledge that can be tested or evaluated with both speed and accuracy.

Second language learner: an individual learning a second language not native to their current

home life or surroundings.

Social-emotional learner: the process of an individual acquiring and applying the skills to self-

regulate emotions for positive goals of relationships with self and others.

Scope of the Project

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 5

This project is to be an in-service for administration or districts, founded on research-

based materials that highlights the cognitive and social-emotional benefits of second language

learning in the elementary. This project is to give an attainable scope and sequence to implement

language learning within the elementary grades. The scope and sequence is designed for

enactment at the start of a school year as a co-curricular subject, not to replace core-curriculum.

Other traditional co-curricular examples are art, physical education, technology, and music. This

addition of language as a co-curricular subject is to enhance student exposure to language within

the elementary grades. This addition of language as a co-curricular is intended to be a bridge for

a need without the complete change required of language immersion schools, as this requires a

fluent certified target language instructor for every core-curriculum classroom.

All elementary and second language teachers could benefit from the knowledge from this

in-service and partnering with administration for enactment of second language learning in the

elementary; however, it is designed with administration in mind. Administration will ultimately

be an agent of change to implement a new co-curricular. This implementation will ultimately

influence a school’s academic and social-emotional learning. This in-service will address the

need for second language learning within the elementary specifically.

This in-service will include a presentation and tangible materials of scope and sequence

for implementation of second language learning in the elementary. The in-service will can be

presented at anytime throughout the year, however, the implementation is designed for the start

of the school year. The language instruction as a co-curricular is designed for enactment at the

start of a school year as a co-curricular subject, not to replace core-curriculum. The start of the

school year when most elementary scheduling takes place and would be the least disruptive to
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 6

staff and student scheduling. The timing would also be ideal for filling staffing needs and

consistency of instructor to student throughout the year. Again, the in-service can be considered

at many times of the year, but the implementation of second language learning the elementary is

intended for the start for the academic school year.

This project is to provide ideas and research, but is not a singular curriculum for second

language learning in the elementary. If used as single resource, this project would be a limitation

for staff and students. Coupled with various researched based resources will be profitable for

staff and students as there are many methods and skills to be learned through various

curriculums. Administration and staff will need to pursue curriculums to meet district and

building student achievement goals.

This in-service does not address scope and sequence for second language immersion

programs, but could be adjusted to fit this need. Second language immersion programs are

important for bilingual advancement within the educational system, however, are challenging

due to the need of fluent certified staff in the target language for every classroom. This in-

service is a bridge to give schools the tools through tangible materials to implement second

language within the elementary classrooms and manage staffing needs.

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 7

Chapter Two: Literature Review

Introduction

Throughout the world, second language learning or bilingualism is the norm for students

and children; however, the United States education shows a deficit in second language learning.

Only 20% of students learn a foreign language in K-12 schools throughout the United States,

compared to 92% of European K-12 students (Devlin, 2018). This creates a deficit not only in

opportunities lost for students, but an absence in cognitive benefits of more accurate, faster

reaction times to questions. Furthermore, there is now research showing greater social-emotional

benefits attributed to second language learning in elementary school. The reason behind

cognitive and social-emotional development has to do with brain development being constructed

in the elementary school years. Elementary children raised or taught in a bilingual environment

continually show better problem-solving skills throughout their schooling, which has been

attributed to early bilingual development. Bilingual learning also shifts the linguistic focus from

self to others, by allowing learners to perceive various combinations of when, where, and what

kind of language to use (Fan, 2016). Building a better education system to mold better citizens

should include, promote, and celebrate bilingual learning as an avenue for stronger cognitive and

social-emotional students.

Theory and Rational

Bilingualism is the norm throughout the world with European countries averaging

92% of students learning a second language in primary school, whereas the United States

averages 20% (Devlin, 2018). This language deficit can be partially attributed to a culture 20th

century immigration, where assimilation into the English-speaking culture was valued by
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 8

immigrant and citizens (Stein-Smith, 2016). This monolingual mind-set coupled with the

distance between the United States and other countries, has created a bilingual gap in our

student’s education. Another reason for a lower percentage of bilingualism in the United States

is the misconception that a second or competing language will decrease the level of education.

This misconception grew throughout the United States and led to California passing Proposition

227 in 1998, which had the goal of drastically reducing time English language learners spent in

bilingual settings (State of California, Proposal 227, 1998). In 2016 the law was essentially

reversed through the passing of Proposition 58 (Kamentz, 2016).

Cognitive research has shown a heightened sense of attention control in both native and

second languages (Bialystok, 1999). A bilingual speaker uses the information from both

languages simultaneously and the brain makes executive decisions as to which language is being

used to control speech and comprehension and connects pieces of both languages (Marian &

Shook, 2012). Studies note that there is no cognitive difference shown in the first year or lower

levels of language learning as children were only 6 months into their language learning. (Carlson

& Meltzoff, 2008). However, research shows a growth in cognitive function more strongly as

time and quality of language learning increases (Nicolay & Poncelet, 2012). This cognitive

growth of speed and accuracy response is attributed to a bilingual’s brain constantly assessing

and selecting the target language of speech or comprehension.

Learning a language at an early age helps with cognitive and social-emotional processes,

reaping life-long benefits. Recent studies are suggesting the strengthened cognitive language

switching may delay the onset of neurological diseases of Alzheimer and dementia (Abeutalebi

& Perani, 2015). The benefits flow into a more adept problem-solving learning style and give

greater perspective to the individual of the world around them.

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 9

Research and Evaluation

Cognitive Benefits. Several studies and tests show that bilingual people often out-

perform in cognitive conflict tasks. A cognitive conflict task is one where the participant has a

set of information and must ignore some of the information in order to reach the correct

response. A common test used is the Stroop task of color and word association (Stroop, 1992).

The task requires the person to name the color of the word in print, (i.e., the word “red” printed

in red) this is an equal task if color name and color of print match (i.e. red). However, if switched

the task demands that the brain ignore the irrelevant word and focus on the color (i.e., the word

“red” printed in blue). “Bilingual people often perform better than monolingual people at tasks

that tap into inhibitory control ability” (Marian & Shook, 2012). This task switching and ability

to ignore the competing information is attributed to the fact that a bilingual’s brain is constantly

regulating inputted language into the language categories they speak or possess.

The brain of a bilingual uses one language, while the other is active at the same

time. This means the bilingual brain is maintaining a balance of possessed languages in order to

regulate competing languages that are simultaneously active (Marian & Spivey, 2003). For

example in the study by Thierry and Wu (2007) if you heard the words “pick up a marker,” your

brain would hear the sound of “marker”, place it in auditory input and activate other words with

a similar sound regardless of the language spoken. A monolingual English brain may elicit

compound words like marker, marker board, marker cap. A bilingual Russian-English brain may

elicit the English word marker, while simultaneously thinking of the Russian word for stamp,

marka, because the sound is the same. This constant control regulation needed for understanding

strengthens these cognitive control regulators.

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 10

The constant competition may have some cognitive effects of slowed reaction time to

responding or recall (Gollan et al., 2005). Bilinguals slowed reaction time is attributed to the fact

that competing languages requires more processing time. More time is needed for a bilingual to

respond, but they have better results in cognitive conflicts (Abutalebi, et al., 2011). If accuracy

is the goal, not time, a bilingual will likely perform better.

What does all of this cognitive benefit mean and how can bilingualism increase learning

in core subjects? These are valid questions as we are challenged on the effectiveness of

bilingualism in comparison to the time and cost. In comparison of time of administration costs, a

study showed proportional time devoted to dual language immersion to students enrolled in the

dual language program when compared to monolingual programs of the same area (Steele et al.,

2015).

Building literacy depends on building on known language and transposing new language

into information. Reading is a foundational achievement in early elementary and creates a

launching point in monolingual and bilingual children’s education. In a completed four-year

study of language immersion students in the state of Oregon, researchers found bilingual

immersion students on average reading a full grade level ahead of their monolingual peers

(Steele et al., 2015).

A similar study of reading accuracy and comprehension was done of students dominant

in a foreign language (non-native English speakers or not fully bilingual) in comparison to

monolingual students. The English language learners were assumed to have a weaker English

vocabulary by definition. However, the English language learner students had similar reading

scores to their peers. According to a 2009 study, the language learner compensates for lack of

vocabulary by a higher level of cognitive executive function or being excellent problem-solvers

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 11

(Bialystok et al., 2005). The English language learner would look back and be sure what they

are reading makes sense with the story line. This enables a bilingual person to get to the same

output or response, but may enable a different path of thought.

The above suggests a bilingual brain would be quicker to utilize new strategies, since it

already juggles input from competing auditory language and the brain’s regulation of this

information. An example would be cognates in language such as “rosado”, the Spanish word for

pink. A bilingual brain would be quicker to associate the rose-colored wine as “pink”, since the

competing language suggests this immediately as the wine color is associated with the color

pink.

The extent of transfer in between languages and reading ability for bilinguals is

somewhat correlated and limited to the relationship between the writing of both

languages. Studies have been done to assess the transfer between English and Spanish

(Durgunoglu et al., 1993; Lindsey et. al, 2003) or English and French (Comeau et al., 1999). All

of these languages (English, French, and Spanish) share a common alphabet and phonetics that

can be easily transferred to another language sharing these commonalities. However,

assessments between Chinese-English or Hebrew-English shows a weaker transfer of accurate

reading and comprehension (Luk, 2003; Geva & Siegel, 2000.) In contrast Luk (2003) found a

maintained phonological awareness in both languages even if there is not a common writing

system. Therefore, reading and writing development can be transferred allowing a stronger

literary understanding and growth in both languages if the writing systems share commonalities.

Social-Emotional Benefits. Children being raised in a bilingual home or school

environment have insights into social structures made visible through language. Being bilingual

demands cognitively navigating between sounds, words, language, and gestures. Therefore, a
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 12

bilingual child has a social experience that differs from monolingual children. The bilingual

environment exposes the speaker to a vast working of social-emotional cues as to whom speaks

what language, with whom, and style of language; forming an “understanding of other people’s

linguistic perspective” (Fan et al., 2015 (p. 1060); Yow & Markman, 2011).

In order to assess this, false-belief tasks are often used to compare monolingual and

bilingual ability to understand another’s perspective. False-belief tasks give the participant the

knowledge of a different perspective or event that is directly perceived by the participant. The

participant’s task is to put aside their knowledge and take on the perspective of another person to

emit the correct response. A classic false-belief assessment by Wimmer and Perner (1983)

involves a child placing a chocolate in box A. Unbeknownst to the child, the chocolate is moved

by his mother to box B. The young participant viewing these series of events is then asked,

where the will child look for the chocolate when the child returns? The correct response is that

the child will look for the chocolate in box A, as that is where the child had placed it last and

would have no knowledge of the mother moving the chocolate to box B per Wimmer and Perner

(1983). The participating children assessing these series of events were only successful when

they could separate the boy’s wrong belief (looking in box A) from their own reality (the

chocolate actually being in box B).

This ability to take on another’s perspective and to understand social groupings from a

young age is thought to be related to the ability to better understand other’s perspectives around

them (Arnberg & Arnberg, 1992; Meisel, 1989). Peggy Goetz (2003) wrote:

Children’s recognition that other people cannot understand one of their languages may

lead them to adjust their “theories” about other people’s knowledge or intentions, so
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 13

bilingual children may have an advantage over monolingual children in sorting out these

problems of intention and perspective. (p. 5)

This proposal suggests that possible outcomes and emotions are dependent on the language

spoken. The idea that bilingual speakers may possess a greater ability to more easily think from

another’s perspective would possibly enable the child to be more thoughtful to others viewpoints,

theories, or ideas from a young age.

Does this mean bilingual people are on a whole kinder and have a greater perspective

than monolingual children? Not exactly, as humans are capable of learning quickly. Proving this

learning ability, Goetz (2003) performed two sets of false-belief tasks on a group of three and

four-year-olds. In the first set of tasks the bilingual children out-performed the monolingual

children, but it was noted when tested a second time that both groups performed equally. In

conclusion, bilingual children may have a greater capacity to understand a different perspective,

but it does not indicate that monolingual children cannot be taught to understand different

perspectives.

Summary

Learning a new language in the elementary years has many advantages including stronger

problem solving abilities and an aptitude to understand perspectives of others, which may

include stronger social-emotional abilities. Bilingualism does not indicate “super-human”

qualities, but it does inform the benefits of this ability, which is considered standard throughout

much of the world.

Schools throughout the United States should use opportunities for students to include

second language learning as a co-curricular subject. In providing this to students, education is

opening minds to greater learning and hearts to greater serving.

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 14

Conclusion
In order to better our schools and our society in the United States we should consider the

social-emotional and cognitive benefits of learning a second language in the elementary years

through secondary school. Cognitive benefits able the student to think more readily and make

connections. Social-emotional enables the student to open their hearts to other languages,

cultures and struggles. Bialystok and Hakuta (1994) said it best, “the knowledge of two

languages is greater than the sum of its parts.” More research will be completed, but the

resounding current results show a benefit for being educated and raised with second language

learning in the elementary years.

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 15

Chapter Three: Project Description

Introduction

Second language learning is important in the elementary grades with benefits of greater

accuracy and speed in cognition tasks. Furthermore, there are positive effects on social-

emotional learning. This project will serve as an in-service to showcase the research-based

benefits, give attainable scope and sequence for implementation of a second language in

elementary as a co-curricular subject, and have sustained evaluations to support and tailor

programs to specific districts or schools. Second language learning in the elementary

specifically is important due to brain development specifically in cognitive function (Abutalebi

et al., 2011; Bialystok, 1999) and social-emotional learning (Fan, 2016; Swain, 2013). The goal

is to promote and enhance second language learning in the elementary within the United States

as there is a deficit of second language learning or bilingualism.

Project components and plans of implementation for an in-service are detailed to ensure

the efficacy of the in-service to promote second language learning in the elementary. Following

implementations of in-service, evaluations to be used in order to support, connect, and assess the

value of the project.

Project Components

Project components to support second language programming in the elementary include

research-based information, an implementation timeline, scope and sequence, a shareholders

survey, post-annual evaluations of program implementation, and strategies for best

implementation. The scope and sequence will align with Michigan’s Department of Education
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 16

and American Council on Teaching Foreign Languages (ACTFL). Language Scope and

Sequence (Appendix A) will align with three ranges of language performance within various

forms of communication. Ranges are novice, intermediate, and advanced as in line with ACTFL.

This in-service is specifically designed for schools seeking to add a foreign language as part of

the co-curricular learning in elementary schools, grades kindergarten through fifth within

Michigan, but could be adjusted to support a school seeking to add language immersion as part

of their offering within an elementary school.

Research-based information will highlight the benefits of cognitive and social-emotional

learning that are part of second language learning within the elementary. This information will

be in an in-service style presentation allowing shareholders and constituents to have a better

understanding of benefits and goals of second language learning in the elementary.

The Language Implementation Timeline (Appendix B) includes details for steps to follow

working towards the addition of a foreign language as part of the learning in elementary schools.

Details include estimated needs of staff, classroom materials, informative materials, promotion

materials, and checklist until start-up. An implementation timeline is provided for clarity and to

create a goal oriented progress plan for teachers and administration.

Likewise, the scope and sequence of second language learning by grade level will enable

educators and administrators to mindfully set goals. The scope and sequence will uphold

standards from the Michigan Department of Education and ACTFL as part of the focused

instruction expected to achieve second language learning success. Similar to the implementation

timeline, the scope and sequence will provide structured goals and learning targets.
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 17

Project Evaluation

Indicators of success are closely linked with key objectives and goals to grow and support

second language learning in the elementary. Evaluations include: shareholder survey, post-

annual evaluation of the program, and assessments for students to ensure learning objectives are

being met.

The Shareholder’s Survey (Appendix C) empowers members to have a voice with the

addition of second language within the elementary. This is an initial survey is meant to better

understand district specific norms and values to ensure shareholder buy-in. The survey will

include opportunity for feedback in regards to educational values and goals of second language

learning within a specific district. This survey may reveal indicators and opportunities to tailor

second language learning to best fit within a district.

Sustained evaluations of the program, called Staff Language Course Evaluation

(Appendix D) will be administered to administrators, teachers, and staff quarterly for the first

year and bi-annually for the following years to ensure program fidelity, growth, and success.

These evaluations will focus on values, goals reached, and improvements to be made by either

the district or the program. The goal of this is to maintain program growth and fidelity so that

educational and social-emotional needs can be attained through second language learning.

Finally, students will be assessed in their language growth, social-emotional

learning, and cognitive abilities, so the district and program can see the benefits of the program.

ACTFL has standardized testing (AAPPL) for grades 3-5 focusing on language growth, social-

emotional through cultural content and cognitive abilities of language switching. Lower grades
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 18

are building to a point of standardized assessment, and lack the vocabulary prior to grade three.

It is suggested for lower grades K-2 is formative assessment be given upon each unit of

completion. Student assessment is not to be utilized as a reflection of student ability, but rather a

reflection for areas of success or needed improvement.

Project Conclusion

Second language learning in the elementary years positively effects learning both

cognitively and social-emotionally (Abutalebi, et al., 2011; Bialystok, 1999; Swain, 2013; Yow

& Markman, 2011). Educating districts on the benefits of second language learning in

elementary and providing attainable goals of language program implementation is key to

success. Based on the research cited in the literature review section it is expected districts should

see growth in students with both cognitively and social-emotional learning.

Project Implementation

This project is designed to increase the presence of second language learning in the

elementary as research has shown it benefits students cognitive and social-emotional capabilities.

Available resources will be laid-out within an in-service to the elementary school districts

throughout Michigan. This project gives scope and sequence for implementation of second

language learning as part of the co-curricular courses that are integrated into the school

curriculum and culture. The in-service meeting dates will be in January and March of 2021 in

preparation for the following school year. During the in-service, administrators and staff will be

guided with an interactive presentation and provided with a packet of information to launch

second language learning in their elementary schools. Support will be given following these
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 19

dates with in-service feedback. Feedback for district specific implementation needs will be

necessary for success and adaptation to fit specific district needs.

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 20

References
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SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 25

Appendices
Appendix A
Scope and Sequence of Language Performance

Advanced

Intermediate

Novice

 Novice Level language speakers can:

o Communicate minimally with lists, phrases
o Use greetings, ask directions, order food, use simple sentence structure
o May be difficult to understand
 Intermediate Level language speakers can:
o Use all content of novice level effectively
o Have a conversation with predictable and familiar topics
o Able to be understood with some repetition
 Advanced Level language speakers can:
o Use all content of novice and intermediate level effectively
o Narrate and speak on topics of general and personal interest.
o Understood by all speakers
*Filter at the bottom represents added time for Novice speakers to acquire language.
Created by Brooke Elenbaas, 2021
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 26

Appendix B
The Language Implementation Timeline

• Understand second language benefits

• Understand community needs and values
Investigation

• Propose timeline to integrate second language learning

• Utilize research and standards to set reasonable goals
Proposal

• Implement second langague learning within school(s)

• Provide support for staff, students, and parents
• Progress monitor efficacy of language acquisition, cognitive and social
Implement emotional benefits

• Evaluate as a school staff second language aquisition, cognitive and

social emotional benefits
• Reflect and share improvements to ensure positive language
Reflection acquisition, cognitive and social emotional benefits
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 27

Appendix C
The Shareholder’s Survey

Community values regarding second language instruction

Please use this community wide survey to capture norms and values
*Required

1. Name * ________________________________________________________________

2. Email *_________________________________________________________________

3. Language(s) spoken in our home * 1 point

Check all that apply

English

Spanish

French

Arabic

Other _________________________________________________________

Created by Brooke Elenbaas, 2021

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 28

4. Second language is important tour students because * 5 points

Mark only one oval per row
Agree Strongly
Strongly Agree Neutral Disagree Disagree
Students should be immersed
(Full day of content taught in
language)
Students should be given 20-30
minutes every day of language
instruction
Enables comparisons to gain
understanding of native and
learned languages
Enables community intelligence
at home and world wide

5. Closing thoughts of how language learning within the elementary years will be
beneficial for the students within this district. *

Created by Brooke Elenbaas, 2021

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 29

Appendix D
Staff language course evaluation

Staff language course evaluation

Staff, please submit feedback regarding the implementation of language in your classrooms as a
general overview.
*Required

1. Grade Level * ____________________________________________________________

2. Time spent in the course *

Mark only one oval closest to the number of 30 minute classes desired per week.
1 2 3 4 5
One 30-minute class Five 30-minute classes
per week per week

3. Contribution to learning *
Mark only one oval per row
Very
Poor Fair Satisfactory Good Excellent
Level of skill/knowledge at
start of course
Level of skill/knowledge at end
of course
Contribution of course to your
student’s skill/knowledge to
speak a new language
Contribution of course to your
student’s skill/knowledge of
cultures

Created by Brooke Elenbaas, 2021

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 30

4. Skill and responsiveness of the instructor *

Mark only one oval per row
Strongly Disagree Neutral Agree Strongly
Disagree Agree
Instructor was effective in
instructing target language
Presentations were clear and
organized
Instructor stimulated student
interest in language
Instructor stimulated student
interest in other cultures
Grading was prompt and had
useful feedback

5. Course content
Mark only one oval per row
Strongly Disagree Neutral Agree Strongly
Disagree Agree
Learning objectives were clear
Course content was organized
and well planned
Course workload was
appropriate
Course was organized to allow
all students to participate fully
within the target language
Course was organized to allow
all students to gain cultural
perspectives

6. What aspects of this course were most useful or valuable?

7. How would you improve this course?

Created by Brooke Elenbaas, 2021

SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 31

The signature of the individual below indicates that the individual has read and approved the project of
Brooke J Visser-Elenbaas in partial fulfillment of the requirements for the degree of Masters of
Educational Leadership.

______________________________________________________

Catherine Meyer-Looze, Project Advisor Date

Accepted and approved on behalf of the Accepted and approved on behalf of the

Educational Leadership and Counseling Program Educational Leadership Unit

___________________________________ _________________________________

Graduate Program Director Unit Head

__________________________________ __________________________________

Date Date
SECOND LANGUAGE BENEFITS IN ELEMENTARY YEARS 32