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20 results on '"Rosenbusch, P."'

1. Learning Languages: The Journal of the National Network for Early Language Learning, 2001-2002.

Author

National Network for Early Language Learning. and Rosenbusch, Marcia H.

Abstract

These three journal issues contain the following articles: "Japanese at Mimosa Elementary School" (Azusa Uchihara); "A Successful Keypal Project Using Varied Technologies" (Jean L. Pacheco); "Promoting a Language-Proficient Society: What You Can Do" (Kathleen M. Marcos and Joy Kreeft Peyton); "Journal Reflections of a First-Year Teacher" (Sarah Pope); "Teaching Beginning Learners without Using Textbooks" (Kim Chase); "Japanese Immersion: A Successful Program in Portland, Oregon" (Douglas F. Gilzow); "National Board Certification Available for Teachers of World Languages Other Than English" (Kathleen Kosobud McKinley); and "IN-VISION, Technology Strategies for Rural Schools" (Marie Trayer and Lisa Knoche). Also included in the journals are such features as notes from the NNELL president, announcements, activities for the classroom, classroom resources, NNELL election results, and a calendar of events. (SM)

Published
2002

2. Learning Languages, 2000-2001.

Author

National Network for Early Language Learning. and Rosenbusch, Marcia H.

Abstract

This journal serves the profession by providing a medium for the sharing of information, ideas, and concerns among teachers, administrators, researchers, and others interested in the early learning of languages. Articles in this volume include the following: "Foreign Language Teaching: What We Can Learn from Other Countries" (Ingrid U. Pufahl, Nancy C. Rhodes, Donna Christian); "Early Modern Language Programs in Hungary" (Marianne Nikolov); "Learning through Dialogue Journal Writing: A Cultural Thematic Unit" (Jeanette Marie Bowman Borich); and "Japanese Distance Learning: A Kansas Summer Program for Children" (Colleen Brooks, Edmee Fernandez). (KFT)

Published
2001

3. Learning Languages: The Journal of the National Network for Early Language Learning, 1999-2000.

Author

National Network for Early Language Learning. and Rosenbusch, Marcia H.

Abstract

This document, comprising volume 5, issues 1-3 of Learning Languages: The Journal of the National Network for Early Language Learning (NNELL), includes the following articles: "Poverty, Race, and Foreign Language Immersion: Predictors of Math and English Language Arts Performance" (Stephen J. Caldas, Nicole Boudreaux); "Meet a Foreign Language Advocate" (Tara Gentry); "Excerpts from Joe Kiebesh's Keynote Speech at the NNELL Summer Conference"; "Let's Assess: Connecting Students, Parents, and Teachers" (Janet Kucerik); "Content-Based Language Learning--Why and How?" (Mihaela Brumen); "'Espanol para ti': A Video Program That Works" (Elena Steele, Holly Johnson); "Language and Culture Through SALSA" Greg Duncan). Regular features include the following: "Notes from the President";"Resource Information"; "Activities for Your Classroom"; "Classroom Resources"; "In Memoriam"; "Grant Information Announcements"; "NNELL News"; and "Calendar." This journal serves the early language learning profession by providing a medium for the sharing of information, ideas, and concerns of its members and readers. (KFT)

Published
2000

4. Learning Languages: The Journal of the National Network for Early Language Learning, 1998-1999.

Author

National Network for Early Language Learning. and Rosenbusch, Marcia H.

Abstract

These three journals include articles on issues related to language learning. The fall 1998 journal presents: "Attention! Are You Seeking a Position with Excellent Long-Term Benefits? Be an Advocate!" (Mary Lynn Redmond); "National Town Meeting Energizes Support for Early Language Learning" (Marcia Harmon Rosenbusch); "Bring Back Childhood Bilingualism: The Case of Louisiana" (Stephen J. Caldas); "Total Physical Response Storytelling: A Communicative Approach to Language Learning" (Valeri Marsh); and "Scoring Rubrics: Changing the Way We Grade" (Peggy Boyles). The winter 1999 journal features "Designing and Implementing an Innovative Foreign Language Program: Reflections from a School District-University Partnership" (G. Richard Tucker and Richard Donato); "New Visions in Foreign Language Education" (Myriam Met); and "International Schools: The Challenges of Teaching Languages Overseas" (Virginia P. Rojas). The spring 1999 journal includes "Advocacy for Early Language Education: A School Board Presentation" (Virginia Gramer); "Organizing a Language-Immersion Day for Middle School Students" (Aurora Hermo and Boni Luna); "Recent Developments in Early Language Learning in Japan" (Katsutoshi Ito); "'Te quiero, Tito': FLES Email Project" (Deby Doloff); and "GLOBE Integrates Mathematics, Science, Social Studies, and Technology into the Foreign Language Classroom" (Teresa J. Kennedy). Each journal also presents notes from the president, resources available, and a calendar of events, as well as special features that provide information on specific programs and on the National Network for Early Language Learning. (SM)

Published
1999

5. Bringing the Standards into the Classroom: A Teacher's Guide. Second Edition

Author

National K-12 Foreign Language Resource Center and Rosenbusch, Marcia Harmon

Abstract

The purpose of this document is to assist teachers in aligning their present foreign language curriculum with the national standards for student learning. This guide will enable teachers to identify which aspects of their current curriculum fit with the standards and how these can be extended and adapted to address the new dimensions of the standards. Teachers will also learn how they can address each of the five goal areas of the standards in their curriculum. This document is designed to be used in varied teaching environments from kindergarten through grade twelve. The document is not intended to substitute for guides on how to write curriculum--instead, its purpose is to assist teachers in linking their existing curriculum with the standards and in planning for future curriculum work. While the primary purpose of this document is to assist classroom teachers, this guide will be useful to foreign language district supervisors, state supervisors, and teacher educators at colleges and universities. Because of the work they do with in-service and pre-service teachers, they play a key role in the transition of the profession to standards-oriented instruction. This guide is divided into three main sections. Each of these sections is relevant to all teachers since the concepts developed in them will enrich classroom teaching at all levels. The first section addresses developing foreign language curriculum. The second and third sections are designed to meet the needs that are most common today at the grade levels indicated. Appended are: (1) Familiarization Guide to the National Standards; (2) Exploring the Learning Scenarios; and (3) Goal 2: "Cultures"--A Perspective on the Cultural Perspectives.

Published
1997

6. Guidelines for Starting an Elementary School Foreign Language Program. ERIC Digest.

Author

ERIC Clearinghouse on Languages and Linguistics, Washington, DC. and Rosenbusch, Marcia H.

Abstract

This digest provides useful information on starting an elementary school foreign language (FLES) program. Individual sections address the following: (1) cautions in planning a FLES program; (2) initiating the planning process; (3) designing the program, with special attention given to scheduling and language choice; (4) programs that lead to high levels of language fluency; and (5) determining program feasibility. (Contains 10 references.) (VWL)

Published
1995

7. Does Beginning Foreign Language in Kindergarten Make a Difference? Results of One District's Study

Author

Boyson, Beverly A., Semmer, Martha, Thompson, Lynn E., and Rosenbusch, Marcia H.

Abstract

Educators have generally believed that foreign language instruction should begin in kindergarten or earlier to promote optimum oral language development (e.g., Abbott, 1998; Curtain & Dahlberg, 2010; Rhodes & Pufahl, 2010; Rosenbusch, 1991; Swender & Duncan, 1998). This article describes two Spanish programs in the Westport (Connecticut) Public Schools district: their new, long-sequence K-8 program and the short-sequence Grade 5-8 program it replaced. A five-year study examined students' oral and listening comprehension proficiency levels in each program at the end of Grades 5 and 8. Results at these grade levels were compared to determine program effectiveness. Students who began in kindergarten attained statistically higher proficiency levels than those who began in Grade 5. This longitudinal study strongly supports school-based language instruction beginning in kindergarten. (Contains 7 tables.)

Published
2013
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8. The Attitudes of Classroom Teachers toward Early Language Learning.

Author

Rosenbusch, Marcia Harmon, Garcia-Villada, Eduardo, and Padgitt, Janet S.

Abstract

Project addresses the challenge of providing Spanish instruction in small, rural, public, and private schools in Nebraska and Iowa. The project added Spanish to the curriculum by providing extensive support in technology hardware and software to non-Spanish-speaking classroom teachers who reinforce weekly Spanish classes taught by non-certified native speakers. Examines the impact of elementary school foreign language programs on the attitudes toward early language learning of classroom teachers. (Author/VWL)

Published
2003

10. Changing Practice: Impact of a National Institute on Foreign Language Teacher Preparation for the K-6 Level of Instruction.

Author

Rosenbusch, Marcia Harmon, Kemis, Mari, and Moran, Kelli Jo Kerry

Abstract

Investigates the impact of a national institute on effecting change in the number of colleges and universities that prepare elementary school foreign language teachers. Results of survey instruments and telephone interviews with teacher educators indicate that the number of sites that prepare teachers for early levels of instruction increased and that the institute resulted in additional positive benefits. (Author/VWL)

Published
2000

11. Teaching Methodology: A Child-Centered Approach.

Author

Rosenbusch, Marcia H.

Abstract

An Ames, Iowa elementary school program of foreign language instruction adapted instructional approaches geared to older students to the needs of elementary school children by examining children's stages of development and the effects of these stages on the students' ways of thinking and acting. This examination of child development yielded results which were translated into the curriculum in: (1) the use of real objects that are attractive, sturdy, and clear symbols useful in language learning; (2) physical activity in the classroom for learning action verbs; and (3) opportunities for creative expression such as imaginative uses for objects or materials, chances to describe unusual happenings, songs and games, imitation, and dramatization. Original plays were used for a number of purposes: as motivation to continue learning, to encourage the children's creativity, to develop expressive speech, to encourage the students' self-confidence, to develop talents, and to promote parent involvement. The plays were based on themes in the vocabulary already learned, and were taken from the original idea through the rough draft and polishing stages by the children themselves. One student-developed play concerning animals and the woods is appended. (MSE)

Published
1985

12. Strengthening Community Foreign Language Programs through Communication Bridges.

Author

Rosenbusch, Marcia H. and Chatfield, Walter

Abstract

To provide a more permanent foundation for foreign language education in general and for extracurricular FLES programs in particular, a project was funded by the Iowa Humanities Board and the National Endowment for the Humanities. Its overall goals were to ensure positive foreign language learning experiences for elementary and secondary school students and to sensitize foreign language teachers at all levels of instruction to the need for cooperation. The project's functions in meeting those goals were to: (1) establish communication between curricular (school-based) and extracurricular (community-based) foreign language programs within a community, (2) work for mutual understanding and support of foreign language goals for the various instructional levels within a community, and (3) develop cooperative efforts in classroom and special program activities on the various instructional levels. Implementation began in one community with a cooperative project, a foreign language week, established by the teachers of an existing secondary school French and Spanish program and an extracurricular, community-wide elementary-school level French, Spanish, and German program. Written and discussion-based evaluations of the project were conducted, and both possibilities and problems in future cooperation were identified. A suggested major change in future programs was the inclusion and cooperation of the school administration. Improved articulation was also strongly recommended. (MSE)

Published
1986

13. FLESNews, Volume 2, Numbers 1-3.

Author

National Network for Early Language Learning. and Rosenbusch, Marcia

Abstract

"FLESNews" is a three times per year newsletter of the National Network for Early Language Learning. The three issues of volume 2 combined here contain a variety of articles focusing on elementary school second-language programs, including educational strategies, classroom techniques, instructional materials, research, instructional resources, financial resources, and news of national legislative and other political activity related to foreign language instruction in the elementary schools (FLES). (MSE)

Published
1989

14. Preserve the Rain Forests: Integrating the Social Studies and a Foreign Language into Thematic Instruction for Young Students.

Author

Rosenbusch, Marcia H.

Abstract

Maintains that the movement toward an integrated elementary school curriculum is growing. Describes the planning, implementation, and evaluation of an instructional unit about the Costa Rican rain forests that integrates foreign language and social studies content. Uses the four goal areas from a National Council for the Social Studies model. (CFR)

Published
1994

16. Elementary School Foreign Language: The Establishment and Maintenance of Strong Programs.

Author

Rosenbusch, Marcia H.

Abstract

Suggests topics that require thorough consideration in the planning, implementation, and maintenance of a high-quality elementary school foreign language program, including a plan of action; program evaluation; program support; feasibility determinations; program philosophy, outcomes and goals, structure, and scheduling; curriculum and materials; articulation, entry points, language choice, and staffing; and evaluation techniques and instruments. (29 references) (CB)

Published
1991

17. Professional Development: What Works?

Author

Kendall, Cindy, Montgomery, Cherise, and Rosenbusch, Marcia

Abstract

In order to help teachers negotiate the changing contexts of foreign language education, the National K-12 Foreign Language Resource Center (NFLRC) at Iowa State University began offering summer institutes in 1994. The authors were surprised at the intense interest in the institutes focused on technology. Since then the NFLRC has offered 36 residential, professional development institutes to more than 680 teachers from all 50 states. In this article, the authors share what they have come to understand over the past 14 years about creating effective professional development opportunities, and discuss primary issues that the NFLRC considers when planning professional development institutes, including: (1) Focus is relevant to the needs of both the profession and the individual teachers who will attend; (2) Leaders are experts on the topic who fine-tune the content to meet the needs of the particular group of participants; (3) Leaders create a collaborative environment that empowers participants; (4) Leaders clarify that they too are growing and learning together with the participants; (5) Leaders recognize participants' potential for leadership and develop it; (6) Accommodations are comfortable, materials are available, and the pace is respectful of participants and leaders; (7) Professional development does not end at the end of the event; and (8) Professional development initiative is evaluated. (Contains 4 footnotes.)

Published
2008

18. Creacion de un programa de ensenanza de espanol como segunda lengua para ninos de edad prescolar (Creating a Spanish as a Second Language Program for Preschool Children).

Author

Rosenbusch, Marcia H.

Abstract

Presents suggestions for planning a Spanish as a second language program for preschool children. The rationale and means of implementing the program are considered, and guidelines for teaching vocabulary are discussed. A variety of classroom activities are also presented. (TR)

Published
1987

19. Kindergartners and Parents: Learning Spanish Together.

Author

Rosenbusch, Marcia H.

Abstract

An experimental program involving kindergarten children and parents in an evening Spanish course was successful and enthusiastically received. Problems encountered included differing learning styles, abilities, and interests between parents and children. In some cases, other family members also became involved. (MSE)

Published
1983

20. FLES: An Important Step in the Right Direction.

Author

Rosenbusch, Marcia H.

Abstract

Suggests that in certain regions of the country such as Iowa, two foreign language goals should take precedence over the goal of language proficiency in elementary schools: (1) to introduce children to other languages and cultures, and (2) to show that they can learn to communicate successfully in another language. (SED)

Published
1985

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