Contextual Analysis

The mode of delivery, as discussed in the criteria for my needs assessment, would be small reading groups with well trained teachers as group leaders. A mix of consistent repetitive instruction with pulling exisiting knowledge for scaffolding and letting the children's interests guide subject matter (within teacher chosen subjects) would set the tone for the courses.

Children would have to be evaluated early on to determine reading ability levels in both Spanish and English. ESL testing exists for this and could be already done. It could be a matter of having the parents access this information for the program. Testing could be used on the public school model within the program. I worked with an elementary school ESL program in Greensboro that is very effective and could use their testing procedures as a model.

Materials would be books read in classes, crafts made, tapes sent home to listen to in the car, videos or DVD's to watch of favorite cartoons. It would not matter if the cartoons had been seen already in English. In fact this could accelerate Spanish learning. Information could also be delivered by a newsletter for parents about the program published weekly, in addition to listening and reading materials for the children to take home that Parents could help with. Parents will need to be educated to how the program will work in the classroom and what is expected at home.

The learners need to feel connected not only to the Spanish language, but more importantly to the culture of their parents' as well. The course materials must be carefully selected in accordance with set learning objectives as well as student interests, within the curriculum chosen of lectura proactiva, and customized for each and every student's level of comprehension. This is a huge task, but feasible in small learning groups.

The objectives of each and every lesson must be clear to the teacher, student and parents. Each time a student meets an objective there must be some recognition or reward. They must be tiered and clearly communicated.

The readings and course work should include relevant instructional subject matter relating to the history and culture of Latin America. Materials must be well researched and chosen at first by teachers and secondly by a study group of students for high interest levels. The children must be challenged on a level comparable to their peers in Latin America. This is a key to the success of the program.