By Stephanie Mariel Petrellese

The focus was on the world language department on Monday evening as the Garden City Board of Education and public listened to a presentation led by Peter Giacalone, the department's district coordinator, at the board's work session.

Giacalone interjected his curriculum review with results of a recent survey sent via SurveyMonkey.com to 160 Garden City residents concerning the district's world language program. His use of the survey and analysis of data was applauded by Superintendent Dr. Robert Feirsen. "I think it is very illuminating to see whether or not the things that we think are actually borne out by the data," he said.

Giacalone expressed dismay that world language is often not considered to be a core subject, on par with math, English, social studies and science. However, he was pleased that 58.7 percent of parents placed a high priority on the study of world languages in their child's academic development. Thirty-two percent consider it a moderate priority and 9.3 said it is low on their priority scale.

Due to the community's interest in introducing foreign language to younger children, the Foreign Language in the Elementary Schools program, known as FLES, was introduced in October of 2005. Spanish is now taught in grades two through five. Representatives from the Cold Spring Harbor School District recently visited Garden City to learn about the district's FLES program. According to Giacalone, they were very impressed and plan to implement a similar program in their district.

An overwhelmingly large percentage of those surveyed, 74.7 percent, said they are aware of the types of technology teachers and students are using both in and outside of the classroom. Giacalone said his department is using the SMART Board interactive whiteboard, as well as iPods. A mini-language lab has been created in the Garden City High School library where students can utilize CDs, tapes and wireless headsets.

A SMART Board is a touch-sensitive display that connects to a computer and digital projector to show the computer image. The user can control computer applications directly from the display and write notes in digital ink. They are being used by teachers in the middle and high schools in various subjects.

The district currently offers French, German, Italian, Latin and Spanish. When asked in the survey what language they would like to see implemented as an elective, 42.3 percent said Mandarin Chinese. Greek was next at 15.3 percent, followed by Japanese (13.5 percent). Some residents responded that they do not want another language offered (8.5 percent). The bottom three, Arabic, Farsi-Persian and Russian, were tied at 6.8 percent each.

The district is offering Mandarin Chinese as an enrichment course for middle school students this summer. However, less than five students have registered so far.

Teachers in the world language department help students move from vocabulary recognition to proficient communication, which involves being able to read, speak, listen and write. While many students become proficient in a language, they rarely reach the level of fluency due to several factors, including lack of constant exposure, class time constraints, schedules and practice.

Giacalone would like to increase enrollment in Advanced Placement language courses, which are considered by many students to be too daunting. Their hesitancy is not unfounded: AP exam descriptions for courses in French, German and Spanish place the exam at a third-year level college course. The Spanish AP is at a level of a third-year college course in advanced Spanish. Italian and Latin AP exams are commensurate to a fourth semester college class.

Compare this to descriptions for other AP courses, such as Biology, Chemistry, English literature and Composition, Music Theory, Psychology, Statistics and U.S./World History, where the exam is at an introductory college class level, and it is clear why students are apprehensive about taking a world language AP class. The department plans to increase enrollment by continuing to publicize the importance of language study and place less emphasis on the actual exam. It is possible they may implement an open enrollment policy in the future.

The district is currently exploring the possibility of implementing an International Baccalaureate (IB) Program, which consists of either a certificate program for students who take individual courses, or a diploma program for students who complete core requirements. Students explore six academic areas, as they also work to complete three central core elements. The six areas include two modern languages; a humanities or social science subject; an experimental science; mathematics; and one of the creative arts.

The Board of Education is expected to approve funding at their meeting on June 16th so that teachers and administrators will be allowed to attend professional development Level 1 workshops given by the IB Organization.

Since starting as superintendent in 2005, one of Dr. Robert Feirsen's goals has been to find a systematized way of looking at curriculum to ensure that it is aligned with what is learned in the classroom. Several things influence curriculum, including budget, state mandates, developmental needs, what we know about learning, college/work requirements, community expectations and standards.

"Each one of these presentations is evolving in a nice direction," Dr. Feirsen said.

Dr. Feirsen has been integrating five phases of the curriculum cycle into the school district. The first phase, which is known as the "spotlight year," is a time to collect and organize information. In phase II, the data is reviewed and analyzed and a strategic plan is established. The third phase involves actual implementation. In phase IV, implementation continues, but is closely monitored and adjustments are made. Phase V is a time to evaluate and reflect.