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Why learn a foreign language in elementary school?
Current brain research shows that the age of 10 represents a closing of one of the “windows of opportunity” for learning languages. After that, the brain begins to destroy its neural connectors that are not being used. Children who learn any second language before the age of 10 exercise and use the “bilingual” portion of their brains. These children should do better in any language that they study in the future. In addition, students develop the cultural knowledge and excitement about language learning that is at the heart of global awareness and future language class success. Research strongly indicates that younger learners have the best chance of attaining native- like pronunciation. Finally, they gain strong communication skills that can be transferred to any situation, such as “looking for clues” in context, listening skills, and existing in “foreign” situations with ease and calmness. Therefore, whether or not your child is able to continue Japanese after Maloney (we are working on a high school option), their time learning a language will not be wasted.Back to Top
The Japanese language is spoken by more than 125 million people worldwide. It is a language that has been labeled as “Critical” to economic and national interests by the U.S. Secretary of Education. Speakers of Japanese are needed for careers in business, travel, finance, interpreting, teaching, and the military. Those who study Japanese (especially in elementary school) have a unique experience that helps them stand out during college applications. The study of Japanese helps children to be aware of and appreciate a very different language and culture. Japanese has only a few words that sound like English and none that look like English! Therefore, students develop strong listening, decoding, and observation skills in a Japanese classroom.Back to Top
When Maloney Magnet School was originally created, a group of teachers and administrators knew that a foreign language component would compliment the multicultural curriculum. At the time, grant funding was needed to start a new program. Funding was only available for “Critical” Languages (those of national security and economic importance rarely being taught) as determined by the U.S. Secretary of Education. Those were Japanese, Chinese, Arabic, Korean and Russian languages. Of those, Japanese seemed the best in terms of being able to find a teacher and materials. A model Japanese program already existed in the East Hartford-Glastonbury Magnet School. The committee chose Japanese, hired a teacher (Jessica-sensei) and designed the program. The JLC Program began at Maloney on February 3, 1994. It was funded by the federal Foreign Language Assistance Program (FLAP), with matching funds provided by the City of Waterbury.Back to Top
Currently, all students receive Japanese language instruction. Grades K, 1, 3, and 4 have class three times per week for 25 minutes. Fifth grades and second grades have one 25 minute and one 50 minute period per week. Kindergarteners begin in October each year. There are two full-time Japanese teachers, Kazumi Yamashita (K,1, and 2) and Jessica Haxhi (3, 4, 5 and Pre-K). We will continue our pre-kindergarten introduction to Japanese again this year sometime after January, once per week.Back to Top
The JLC Curriculum is based on the National Standards for Foreign Language Learning. There are five main goals (the five “Cs”): Communication, Culture, Connections (to other subjects), Comparisons (to their own language and culture) and Communities (using the language in and out of school). Keeping in mind all of these large goals, we determined the type of tasks that students should be able to do in the language, and combined that with some of the concepts they are learning in their regular classrooms. We try to “recycle” vocabulary and concepts often, adding new material each year. The best way to deliver these concepts is through thematic, story-like or project-based units that incorporate a variety of vocabulary, grammar, and subject area content. By the end of fifth grade, we expect students to be able to carry out a variety of tasks in the language, such as introducing themselves, asking for directions, shopping, ordering food, and talking about their interests. We’d be happy to talk more with you about curriculum - please contact us anytime. We also hope to have the curriculum on the web this year!Back to Top