Firm evaluates how well school district instructs students in world languages
"Strong," "innovative," "creative" -- as well as "disjointed," "not supported" and "gaps" -- are all words Palo Alto teachers chose to describe the school district's K-12 world-language programs.
They gave these descriptors during focus group interviews that the Hanover Research Group conducted in May as part of a comprehensive evaluation commissioned by the district earlier this year of the school district's world-language offerings.
The interviews, released this week in the first of several reports due from Hanover, paint a picture of a system with both successes and failures: High-quality instruction and teachers are in high demand and are fostering clear student success -- yet they operate within a disjointed system hindered by poor communication and lack of alignment across grade levels.
Hanover held the focus groups with groups of Gunn and Palo Alto high school world-language teachers; English and Mandarin-immersion teachers from Ohlone Elementary School; English and Spanish-immersion teachers from Escondido Elementary School; and parents and community members.
Three main questions were explored: how Palo Alto Unified's language immersion programs are perceived and demanded in comparison to more traditional language instruction; what might be the most appropriate and effective way to facilitate world-language programs across the district; and if and how the district should expand its language offerings, particularly at the elementary school level.
READ THE ENTIRE ARTICLE IN THE PALO ALTO WEEKLY.
