Introducing Coventrys Youth to the

World.
Ellie Jean
Ms. Kirkpatrick
Proposal Writing
February 23, 2015

I.PROBLEM OVERVIEW
Within the United States the lack of availability and importance of foreign language in
schools k-12, dismantles young generations ability to succeed within the globalized and
cultivated world. In American schools there is minimal attention to foreign language compared to
other schools within different countries; while other regions of the world can speak multiple

languages and nourish their students with a variety of cultures, America seems to have no
intentions of doing the same. Rhodes argues Things cannot get any worse. We are at the bottom
of the barrel now revealing the deficiency of foreign literacy in United States Education and
that must change (Beale). While the diversity and immigration rates continue to flourish America
with a plethora of cultures there is only a focus on English literacy and understandings
[Appendix A.]. However since the nation is called the melting pot and has no official language,
neglecting language diversity within school systems is unacceptable. In the Coventry School
District no language other than English is taught within the elementary grades and without any
mandated world language learning this limits the intellectual development of current students.
Berman asserts in his article The Real Language Crisis that the second-language absence
subsidizes to the declining literacy within the nation and argues that there are simply no benefits
by not requiring world language. A study conducted by the American Council on the Teaching of
Foreign language revealed over time, second language learners have improved test scores, are
able to think divergently, achieve in their first language that supports the idea that language
learning can substantially help in intelligence capabilities and improve learning overall (Cade).
Unfortunately, with the presence of the No Child Left Behind legislation that directly targets
and focuses on the math and sciences departments, there is meager attention to language and its
advantages (Beale). As the world continues to interact and cultures continue to globalize, world
language learning is imperative for students so that they are accessorized with the most effective
tools needed in todays society. The next generations need to be equipped with foreign languages
that will allow them the ability to socially communicate as well as provide intelligence in the
workforce and everyday life. Coventry School systems must devote a greater attention to secondlanguage literacy to improve and effectively increase success rates among their students.

II. STATEMENT OF NEED

The lack of focus and support for Foreign Language education creates a problematic
occurrence for language teachers and a disadvantage to students of all ages and generations. By
applying mandatory world language classes throughout Coventry Public Schools from
kindergarten to 12th grade will allow the graduating classes an ample literacy and intelligence
increase when accumulating into society and establishing a career. The more globalization and
exposure to diverse cultures within curriculum can make students proficient communicators
while arming them with skills for the 21st century.
III. GOALS AND OBJECTIVES
1. Requirement for all students to take foreign language.
a. In the year 2023 the incoming 6th grade class will begin Spanish 1
or start French 1 and continue learning language until graduation.
b. Any incoming high school freshman in the year 2017 must take
two years of world language in high school to graduate. (Until 2026 when it will
be mandated for all four years.)
c. Create world language department head.
2. Implement Spanish as a world language for elementary students effective 2017.
a. Consecutively add world language every grade after kindergarten
class of 2017.
b. Supply short summer programs for elementary teachers depending
on the year their grade will be added and building blocks of previous teachings.
3. Add language
a. In the year 2023 the incoming 6th grade class can choose to
continue with Spanish or begin French.
b. In the year 2026 add the language of Chinese Mandarin to the high
school curriculum.
i.
staff members to 5.

Expand current world language department from 3

IV. EVALUATING RESOURCES

As a school community that offers opportunities for world language education within the
middle school and high school, opportunities for students to create a palette of multiple
languages is possible. However, by not mandating or requiring foreign language classes within
these two school system undermines the benefits and importance learning a second language can
offer as well as the valuable social skills this education can provide for students.
A. Coventry Grammar School (Kindergarten-Second grade) and Coventry
Robertson School (Third grade- Fifth grade)
a. In the elementary school systems there is only a focus on English
learning literacy and a detrimental absence of any foreign language introduction
or education. However according to the Center of Applied Second Language
Studies introducing world language to children rather than middle or high
schoolers increases language proficiency in reading, writing and speaking and
also allows childhood learners to expand their foreign language capabilities being
introduced at such an early age (Gorman). This critical period is important
because of the recessiveness and depth of knowledge young children can absorb
and continue to expand as they grow (Gorman). By not allowing the students in
the elementary schools to be introduced and taught foreign language it continues
to hurt generations that will not even be graduating for another 10 or 11 years.
B. Captain Nathan Hale Middle School (Sixth-Eighth grade).
a. Before stepping into high school, the middle school offers foreign
language classes of either French or Spanish that introduce and begin the learning
processes of a new language. There is currently two teachers that are in the world
language department that could potentially have to teach an estimated 350
students. It is not required or mandated to take a world language class and

becomes an option to those interested in only grades seven and eight. The
unimportant stigma the middle school places for the foreign language department
illustrates to the students that there is no urgency and beneficial need to expand
and widen language literacy. Foreign language as an option and not a necessity
puts students at a disadvantage when going into the socially and economically
impacted workforce as well as limits their world language learning capabilities.
C. Coventry High School (ninth-tenth grade).
a. The most diverse and expanding opportunities are presented within
the high school curriculum. There are currently two teachers of Spanish and one
teacher of French that if necessary must accommodate the needs an
approximation of 500 students. Spanish 1, 2, 3, 4, and ECE are available along
with French 2,3,4 and ECE; as well as virtual high school foreign language
opportunities to those who need a more advanced education or would like to study
a different language that is not offered. The benefits of providing the levels of
Spanish and French allow middle school students to continue their studies and
expand their language knowledge as they transition into high school. ECE courses
of French and Spanish are advanced college courses taken within a high school
setting for those who have completed the required studies before and that wish to
continue learning. While the variety of classes provide options for students to
experience a different language and culture, theses courses are not required for
graduation, let alone required at all for students to take. Furthermore in an
interview with Mrs. Cryer, one of the two Spanish teachers in Coventry High
School, she revealed that this is the only school she has worked at that does not
require world language learning (Cryer). While many may be already enrolled in

foreign language classes, Coventry school systems should take the responsibility
and initiative to make sure all students are equipped with more than one language
before graduation. However, if students were introduced to foreign language since
elementary school, their cognitive processes and language capabilities would be
exemplary by high school.
V. IMPLEMENTING THE PLAN
A. Timeline
a. The process of building world language k-12 within the Coventry
School District will take about 6-10 years. While this may seem like a tedious and
long timeframe, providing world language as a requirement for all grade levels
would be nothing but beneficial. The change must consider how to accommodate
students who are already taking a foreign language versus those who have had no
exposure at all between the middle school and high school systems. The
implementation of this curriculum will also have to consider requirements for
students who will not experience language learning in the k-12 system. The
program will begin in the year 2017 for the incoming kindergarten class and after
this is in progress, each consecutive year the next grade level learning
components will be added. This is to make sure the original class is continually
exposed to world language and also supplies language learning to every class that
enters after.
B. Elementary Schools (Grammar School and Robertson School)
a. In the year 2017, the incoming kindergarten class will be exposed
to brief lessons of early Spanish grammar, literacy and vocabulary. Within the
kindergarten curriculum, the teachers must develop a world language plan 10
minutes a day that correlates to the level of what they are learning in English;

Mrs. Cryer urges that student should be learning numbers and songs (Cryer).
Then from first grade to third grade the implementation of world language will be
20 minutes a day, two days a week, that still correlates to learning capabilities of
English. Once in fourth grade and fifth grade the world language curriculum
continues to match English capabilities and can be implemented in whatever way
the teacher chooses daily. Spanish will be the only language taught in the
elementary schools, this is decided based on Glastonbury Public Schools world
language program receiving national recognition for the world language success
of their students (Brown). Being exposed to Spanish within their earliest
developing years will only benefit the students once they reach middle school and
officially start more complex learning.
C. Middle school and High School
a. In the year 2017, the students in middle school will continue to
have the option of taking a world language however in the high school, it will be
required for all incoming freshman to take at least two years of foreign language
within their four years as students. The curriculum for the middle school and high
school will change for the incoming 6th grade class of 2023 because they are the
original class who have had language since kindergarden. From this class and on
world language will be required until graduation. Entering middle school students
will have the decision to start Spanish 1 or French 1. This not only adds variety
but allows the student to choose which language they would prefer learning and
does not force the student into learning a language they may not enjoy. The high
school will then begin to offer higher levels of Spanish and French because the
middle school students will have already completed levels 1-3. Also the high

school will also offer Chinese Mandarin because of the deemed importance as
well as the other two languages (Hunt). Implementing three different languages
within the school system supports that Coventry provides modern curriculum and
is up-to-date on the languages that are most essential to todays world.
D. Administration and Teachers
a. A department head must be chosen who will oversee all of the
world language departments in each school. This department head needs to hold
regular meetings within each school to organize and make sure students are
growing in their development and learning the appropriate materials. As the
incoming 6th grade class of 2023 enters the department head must make sure that
teachers are teaching levels 1-3 within the middle school and then the high school
provides levels 4-7 (or ECE) world language that will accommodate to the
students that started the k-12 program.
VI. GAINING SUPPORT
World language learning is imperative so that Coventry students have the linguistic skills
necessary for social communication situations within the workforce, traveling, or everyday life.
Without a k-12 foreign language program, current Coventry graduates will continue to lack the
necessary abilities needed to succeed within the 21th century.
A. Parents and Students
a. As technology, travel, and economics continue to mix and
influence the world there is no doubt that globalization will continue to connect
people and cultures. However, not having the necessary tools to contribute to this
globalization movement puts students and young generations at a severe
disadvantage. 82% of US residents are monolingual which illustrates the isolated
social communication many will experience only being able to talk to one

group of people (Berman). Future generations will encounter someone of a

different language or culture whether within the United States or abroad and
should be prepared as possible for these situations. An interview conducted with
Mrs. Pease, one of the two Spanish teachers within the school system, revealed
that knowing more than one language is important because of how it shapes and
makes students culturally aware of the world around them other than just
American civilization (Pease). As countries and people differ on a wide spectrum
without this education students are removed from the world around them. As
many may be wondering why students should be learning another language when
so many people in this country and others are speaking or learning English, there
are other languages spoken more widely and popularly. Chinese with 1.2 billion
speakers and Spanish with 500 million speakers beat out English in the language
rankings and supports the notion that English is not the only important language
as means of communication (Burrows). Communication is one of the most
essential necessities, not only for survival but social interconnectedness, if most
students within the United States cant speak two or more languages and the 2012
U.S. Census reports that America will inhabit the most Spanish speakers by the
year 2050 there is a dire need to be able to communicate with all civilians of the
nation (Burrows). The lack of foreign language knowledge exacerbates the social
skills of today's Coventry students as well as cognitive and literacy capabilities.
Ms. Mullaly, the curriculum director for the Coventry School district, argues that
foreign language is tremendous learning for student because it not only creates
more opportunities but also reinforces reading, writing, and speaking skills

(Mullaly). Without the implementation of the k-12 system students will always be
lacking the necessities that would allow them to excel within the cultured world.
B. Administration and Teachers
a. The mission statement conducted by Coventry Public Schools
argues The Coventry Public Schools will prepare every student for life, learning
and work within the 21st century however the deficiency of foreign language
learning consisting of options and an absence of a k-12 program are not preparing
Coventrys students effectively to ensure success upon graduation. In Europe,
90% of children begin learning English within elementary schools that illustrates
the effective productivity and European understanding of how important
communication is among people (Beale). Foreign language learning is beneficial
in numerous ways other than improved social skills. Starting students in
elementary school with foreign language is recommended most because of the age
young students possess where researchers say brains are more receptive in
speaking a new language fluently and with little trouble (Abdul-alim). While the
Coventry school system provides options to students involving world language,
supplying this curriculum sooner within their educational careers will only create
experts in communication. As Coventrys School district is predicted in having a
decline of enrollment within the school systems in the years ahead, a required k12 foreign language program could be an aid in influencing more students to
attend. Less than one-third of American elementary schools offer foreign language
courses (Baele); and if Coventry implemented this program, Ms. Mullally agrees
that it would be a viable marketing tool that many people wouldnt be able to find
anywhere else (Mullaly). As these programs are uncommon yet vital to learning

capabilities of students providing this program will encourage and influence

students to attend because of the valuable skills learned. In addition, most
competitive colleges require two or more years of foreign language for admission
(Grove); if Coventrys students are not held to these specific standards in the high
school environment, the school system is not meeting the mission statement
requirements.
VII. FINAL CALL TO ACTION
Coventry School Systems need to consider what curriculum and standards will challenge
and create advanced, intellectual students for success, performing in the workforce along with
social and communication proficiency. Currently, the graduates at Coventry High School are not
prepared for experiences that are unavoidable and could be placed against numerous obstacles
because of the paucity world language holds at all grade levels. No longer can administration
continue to uneducate students about different cultures and languages around the world; it is
unacceptable to provide little to no exposure of what the world is made of and expect students to
prevail within the unknown. Establishing world language learning k-12 is inescapable to confirm
that the school district is producing effective communicators in multiple contexts as well as
meeting all the civic and social requirements included in Coventrys 21st century learning
expectations. Implementing foreign language as a requirement will not only give culture and
world languages the respect it deserves but offer students greater opportunities for
accomplishment and social connections.

Appendix A.

Questions for interview with Ms. Mullaly

Supporter of foreign language?
Why

 have there been steps before to mandate language?

thought about implementing to elementary?
Why do we as a school right now not require foreign language as a requirement to
graduation?
Middle School
option?
7-8?
no requirement?
Support?
How do you think our school would improve or grow if we
implemented k-12 world language?
Beneficial?
How would we get administration, parents, even students to
support?
Evaluate resources
Middle school curriculum
What do we offer, provide for students right now?
How many teachers?
High school
How many teachers?
What do we offer?
Specific languages?
Budget
Article about No Child Left Behind program mainly
focuses and funds Math and Science programs, why do you believe they
have little interest in foreign language improvements?
With no state requirement or standardized tests how
much of an importance can world language imply within a learning
environment?
Good or bad thing?
Do you believe there is a lack of foreign language focus within the
school systems?
Plan
Budget
Do you think it would be possible within the budget
to apply a k-12 world language system into the curriculum?
How much does it cost to add teachers within a
school system?
Implement a new language grade each year
Adding a teacher a year? Requiring one teacher to
teach many grades?
Start from Middle school and below or
Kindergarten and up?
Timeline of 6-10 years.
basis in k and then full immersion from 5th grade?

 Questions
Online program
What languages most important
The state trying to require foreign language to graduate?
With recent research predicting a decline in enrollment for CHS, do you think
adding a wider range of world language would increase appeal to attend CHS?
Italian, Mandarin, German
What about a VHS course to expand world language opportunities
if money or other financials is an issue?
As far as state requirements or mandates, is world language going to be a
graduation requirement in the near future?
Standardized tests
What steps are we taking toward meeting this demand and
preparing students for this transition?
Do you anticipate changing middle school world language from optional to
requirement?
Do you think adding world language as a special into the curriculum to the
elementary school would enhance their language, decoding, or critical thinking skills?
How receptive elementary and middle school teachers would be to including
world language or adding it as a special?
Questions for interiview with Mrs. Pease and Mrs. Cryer
Do you feel foreign education is important within school systems?
why?
why should it be implemented or importance with k-12?
From personal experience, how does a secondary language expand your
knowledge and make you a more social person?
make english language more easy to understand?
Do you agree that learning multiple languages can create a more successful and
social person within the global market?
Do you believe that language should be a requirement (k-12)?
How does the language arts budget compare to other programs?
If there was more of a budget do you believe you would be able to
do more as a teacher?
How do you think we could establish groundwork for language learning k-12?
basis
full on immersion
introducing?
What impact do you think having elementary students exposed to world language
starting in kindergarten would have? or lower grade levels (baby steps).
even if it was just once a week?
In what ways would providing world language create an appreciation of cultures
and teach students social skills?

 do you believe you are a more well-rounded person being

bilingual?
Why do you think coventry waits until middle school to introduce students to
world language?
do not do that with any other subjects or skills.
What language(s) do you believe would be the most appropriate to learn and
would provide students with the capability to survive in the modern globalized world?
spanish
french
chinese
italian
german
Is it difficult to teach world language to students who do know have a huge basis
with prior knowledge of world language? Starting from scratch
Is it true that there are changes being made to try and establish world language as
a graduation requirement (state requirement)?
why do you think this is happening? (globalization, social skills)
Do you believe there is a lack of appreciation and focus on world language
education in Coventry?
If Coventry were to establish a more extensive plan with world language within
elementary schools systems, how much can a teacher handle?
k-2? 3-5?
where does the language become complex and differentiate where
you cannot teach too many grades at once?
when would the language start becoming more complex?
what would be the staff requirement?
Should start with requiring three years in middle school? (only 2 now)
What would be a good way to infuse language into Coventry Elementary school
systems?
timeline

Works Cited
Abdul-alim, Jamaal. "Elementary Pupils Immersed In Foreign Languages." Education
Week 32.13 (2012): 16.MasterFILE Premier. Web. 10 Feb. 2015.
Batalova, Jeanna. "U.S. Immigration Trends." Migrationpolicy.org. N.p., 23 Jan. 2013.
Web. 17 Feb. 2015. [Appendix A.]
Beale, Lewis. "US Students Trail Global Peers in Foreign Language Learning." Do
Schools Prepare Students for a Global Economy? Ed. Judeen Bardos. Detroit:
Greenhaven Press, 2012. At Issue. Rpt. from "U.S. Students Hurting in Foreign

Languages." Miller-McCune 17 May 2010. Opposing Viewpoints in Context. Web. 3 Feb.

2015.
Berman, Russell A. "The Real Language Crisis." The Real Language Crisis. N.p., 2011.
Web. 03 Feb. 2015.
Brown, Christine. "A Case for Foreign Languages: The Glastonbury Language Program."
(n.d.): n. pag. Www.sde.ct.gov. Web. 22 Feb. 2015.
Burrows, Sonja. "Spanish Is the Language of the Future." Middlebury Interactive Blog.
N.p., 20 May 2014. Web. 03 Feb. 2015.
Cade, J. M. "ACTFL." Studies Supporting Increased Academic Achievement. American
Council on the Teaching of Foreign Language., n.d. Web. 17 Feb. 2015.
Cryer, Julie. "Foreign Language." Personal interview. 13 Feb. 2015.
Gorman, Fitzalan. "The Advantages of Foreign Languages in Elementary Schools."
Everyday Life. Demand Media, n.d. Web. 17 Feb. 2015.
Grove, Allen. "Foreign Language Requirement - Learn About Foreign Language
Requirements for College Admissions." About.com. N.p., n.d. Web. 20 Feb. 2015.
Hunt, Ryan. "Top Foreign Languages Students Should Learn This School Year." Middlebury
Interactive Blog. N.p., 28 Aug. 2014. Web. 03 Feb. 2015.
Mullaly, Michele. "Foreign Language." Personal interview. 13 Feb. 2015.
Pease, Katie. "Foreign Language." Personal interview. 12 Feb. 2015.

Annotated Bibliography
Abdul-alim, Jamaal. "Elementary Pupils Immersed In Foreign Languages." Education
Week 32.13 (2012): 16.MasterFILE Premier. Web. 10 Feb. 2015.
This article reveals qualitative data involving foreign languages as well as quantitative data that
illustrates the availability of foreign languages within schools. Abdul-alim asserts that in 1997
31% of schools provided foreign language programs at the elementary level while in 2008 study
only 25 offer currently. This article argues that as a country there is a deficient lack of foreign
language learning and success of literacy capabilities. This article also provides the notion of
how learning a secondary language effectively overall improves intelligence and academic
performance. There is an urgency about developing students and the next generations so that they
are able to succeed in the 21st century. This article will help the proposal because it argues for
the urgency and emergency need of a more dynamic and improved focus on foreign language in
overall American education.
Batalova, Jeanne. "U.S. Immigration Trends." Migrationpolicy.org. N.p., 23 Jan. 2013.
Web. 17 Feb. 2015. [Appendix A.]

This chart about immigration rate provides support within the proposal to why foreign language
must be implemented. The chart illustrates that the immigration rate will continue to increase and
provides estimated data for future years; within the year 2020 there will be an approximately 40
million immigrants within the United States that argues not all will speak English. The author
of this chart, is a senior policy analyst for MPI and manager of the MPI Data Hub. Data Hub is
an online resources that provides immigrant data.
Beale, Lewis. "US Students Trail Global Peers in Foreign Language Learning." Do
Schools Prepare Students for a Global Economy? Ed. Judeen Bardos. Detroit:
Greenhaven Press, 2012. At Issue. Rpt. from "U.S. Students Hurting in Foreign
Languages." Miller-McCune 17 May 2010. Opposing Viewpoints in Context. Web. 3 Feb.
2015.
Within this article there is a problem discussed that emphasizes how American education rarely
focuses on foreign language and how detrimental it is compared to opposing countries. Beale
argues that the lack of secondary language intelligence the majority of Americans possess
inhibits the flexibility with the global market. This article also emphasizes how other educational
programs have greater focus within American school systems with support from the No Child
Left Behind legislation. This article will help the proposal because there is plenty of evidence
and argument that illustrates why there should be a more intense focus on foreign language
education and how that will successfully help the next generations supply in the future with mix
of cultures and globalization. Beale asserts that 90% of children within europe are learning
English and that American schools have never focused on providing foreign language as an
essential part of education. Lewis Beale is a journalist, film critic, and film lecturer, who has
appeared in many newspapers like the New York Times, Los Angeles Times, and USA Today.
Berman, Russell A. "The Real Language Crisis." The Real Language Crisis. N.p., 2011.
Web. 03 Feb. 2015.
In this article, there are points about lack of foreign language within colleges and how there
continues to be a decrease in the availability and overall focus on learning secondary languages.
There is quantitative evidence that supports the lack of foreign language within American. This
article also provides information on Canada and their multilingual country. There is also
arguments that provide evidence that learning a second language can improve overall
intelligence and help expand the english language that most Americans know so well. This article
will help in providing evidence to the capabilities a second language can offer other than just
knowing another language. This article also attacks the Department of Education which can
help my the argument of the lack of importance foreign language is experiencing. Russell A.
Berman is an American professor that experts in German studies and Comparative Literature, as
well as being a Walter A. Haas Professor at Stanford University. He has a bachelor degree of Arts
from Harvard University and a doctorate from Washington University.

Brown, Christine. "A Case for Foreign Languages: The Glastonbury Language Program."
(n.d.): n. pag. Www.sde.ct.gov. Web. 22 Feb. 2015.
Within this journal about Glastonbury Public Schools foreign language program there is a wide
description of how and why Glastonbury's foreign language program is so successful. Within this
writing there is mainly qualitative data especially on how the coordination of the language
teachers k-12 has made the program so effective. Christine Brown was once president of the
American Council on the Teaching of Foreign Language and served as a Chair of the k-12
Student Standards Task Force for the National Standards in Foreign Language Education project.
This piece of writing supports the proposal on the goals and objectives as well as the
implementation of the plan. Glastonburys successful program should help to shape and create
other programs within neighboring schools.
Burrows, Sonja. "Spanish Is the Language of the Future." Middlebury Interactive Blog.
N.p., 20 May 2014. Web. 03 Feb. 2015.
Within this article there is argument about languages that will continue to spread and connect
people as time passes on. There is qualitative data about the importance of foreign language as
well as quantitative data that illustrates exactly just how monumental spanish is becoming within
the globalized world. Burrows supplies data that 15% of the worlds population speaks spanish
with 500 speakers while Chinese has 1.2 billion. There is also evidence of how spanish will
affect America as the country continues to grow and globalize. This article illustrates its
importance within the global market. The evidence within this article will help the argument of
what languages should be required and taught in schools to help expand the capabilities of
students and next generations in the future. This article makes the argument that spanish will be
one of the most important languages and supports the proposal that it should be taught as a
mandatory language k-12 if students want a chance to succeed within the global market in the
next generations. This author has her PH.D in Spanish from the University of Oregon and has
taught at that university as well as Middlebury College.
Cade, J. M. "ACTFL." Studies Supporting Increased Academic Achievement. American Council
on the Teaching of Foreign Language., n.d. Web. 17 Feb. 2015.
From this website J. M. Cade did research in 1997 regarding the beneficial improvements foreign
language can have on children when exposed at a young age. There is no quantitative data within
this article but the author asserts that second language learners had improved test scores, are able
to think divergently and achieve in their first language. This supports the argument that learning
a second language can impair the primary but also that there are ample benefits from k-12
learning.

Cryer, Julie. "Foreign Language." Personal interview. 13 Feb. 2015.

This interview was conducted by Ellie Jean in an effort to learning more about Foreign
Education within the Coventry School District. Within this interview there is clear support to
encourage a k-12 program within the system and the idea that nothing but benefits would come
from the curriculum change. Cryer reports that being fluent is more than one language opens
doors, opportunities, and also exposes diversity within a school that has a small minority rate.
Mrs. Cyer has taught at Windham High School and has a degree in teaching Spanish. The
information from this interview will help the proposal in advantages of what world language can
offer to others.
Gorman, Fitzalan. "The Advantages of Foreign Languages in Elementary Schools."
Everyday Life. Demand Media, n.d. Web. 17 Feb. 2015.
In this article there is qualitative and quantitative data that support the notion of why foreign
language education is so important. Gorman asserts that there are only 25% of elementary
schools that offer foreign language programs and supports how undermined k-12 programs are.
There is qualitative data supports that language proficiency will increase when children are
exposed to more than one language. Also there is evidence supporting that learning a language a
young age is more beneficial than starting among middle or high school ages. The author of this
article has a masters degree in International Relations and is a freelance writer.
Grove, Allen. "Foreign Language Requirement - Learn About Foreign Language
Requirements for College Admissions." About.com. N.p., n.d. Web. 20 Feb. 2015.
This website article provides qualitative data to why foreign language should be a require within
high schools because many colleges require at least two to three years for admissions. This will
help the urgency in the proposal to why Coventry needs to install mandated required world
language learning in preparing students for not only college but after graduation. The author of
this article is a college admissions expert and is the director of a program for new college
students. Grove has worked at Alfred University and has had education at Harvard, Wellesley
and earned a PH.D is English at the University of Pennsylvania.
Hunt, Ryan. "Top Foreign Languages Students Should Learn This School Year."
Middlebury Interactive Blog. N.p., 28 Aug. 2014. Web. 03 Feb. 2015.
This article provides information on important languages that will be crucial to learn as time and
globalization continues to happen. There is argument about when languages should be taught and
how age affects learning. There are five languages within the article that argues expensively why
they should be taught and why they are important. Hunt reports that French will be the most
spoken language by the year 2050 because of its predominance in Africa as well as need within
the fashion industry. This will support the argument of what languages will be required at
Coventry k-12 to be an effective component of the working force after graduation. There is also

evidence within this article about how foreign language can help with overall academic
intelligence and test scores. Ryan Hunt is the digital marketing manager for manager for
Middlebury Interactive Language team.

Mullaly, Michele. "Foreign Language." Personal interview. 13 Feb. 2015.

This interview was conducted by Ellie Jean about foreign language support from the curriculum
advisor for all Coventry Public Schools. Mrs. Mullaly is a huge supporter of world language
learning and believes it would be an exceptional marketing tool for students deciding where to
attend in high school along with an attraction to the school systems in general. The interviewee
also gave data on the amount of students in the elementary schools, 363 students within
Robertson and 366 students within the grammar school. This information helped in choosing
how to shape and implement the k-12 program with the amount of teachers needed
accommodating students. Mulally has been previous principle of both the middle and high
schools in the Coventry School district and is now currently the curriculum director and oversees
all of the public schools.
Pease, Katie. "Foreign Language." Personal interview. 12 Feb. 2015.
This interview was conducted by Ellie Jean getting information on what the foreign language
program in like within the high school. Mrs. Pease is one of the two Spanish teachers and gave
data regarding how foreign language has helped her in social situations and a good time frame
for implementing the plan. Pease asserts that knowing Spanish has made her a well rounded
individual and believes foreign language can make people more culturally aware. She also gave
information regarding the fact that there is no department head, so when there are problems
among curriculum or other necessities the world language department has a lack of overall
support. This will help the proposal in the evaluating resources section and how there are flaws.
http://www.c-span.org/video/?306148-1/shortage-foreign-language-speakers-government
https://www.youtube.com/watch?v=VmgdfmaXNyY