The Power of Early World Language Learning: The Preschool and Lower School Path to Excellence

By Michael Tauscher

I can still recall this simple conversation that we practiced over and over and over again in my high school French class: "Bonjour, Marie. Bonjour, Christine. Comment ça va? Comme ci, comme ça." Unfortunately, I can’t remember much else, and I often wonder what my language skills would have been if I had started in elementary school. During my time at USM I’ve observed amazing world language instruction that has given me a new perspective on language acquisition. Our Preschool and Lower School children are building the groundwork for something far more powerful down the line. Their young minds are absorbing French or Spanish in a way that sets the stage for fluency and deep cultural understanding as they continue through USM’s language program. 

To better understand how we foster this early language acquisition, I had the pleasure of chatting with two key members of our Preschool and Lower School world languages faculty: Gina Merino (Spanish teacher and World Language department chair) and Laith Al-Msaibeeh (French teacher). Together, they lead a dynamic program that spans from prekindergarten to 4th grade, offering children a robust foundation in language learning.

Immersed in the Language

At USM, children are immersed in the language right from the start, with a focus on oral proficiency and an emphasis on natural communication. "Oral proficiency measures how well children can communicate effectively and naturally in real-life interactions," Merino explained. "We want them to use spontaneous, unrehearsed language in conversation. That’s how they internalize the language and gain confidence." The teaching approach in the World Language classrooms mirrors the way we naturally acquire language as children. "We don’t rely on translation," Gina added. "Instead, we use what’s called comprehensible input—pictures, actions, and context to help children understand vocabulary. Just like how a parent might point to a chair and say 'chair' without translating it into baby talk, we do the same in the classroom." This approach ensures that children are engaging with the language in a way that’s meaningful and immersive, even from a very young age. 

Early Exposure Builds Foundation

When it comes to our youngest learners, Al-Msaibeeh emphasized the importance of early exposure. "Our Preschool program lays the foundation for the long-sequence approach to our World Language program here at USM," he said. "Early exposure helps children learn at a faster rate as the curriculum progresses. The earlier they start, the more natural it feels." Preschoolers are given the chance to become what he calls "linguistic explorers." By introducing them to basic vocabulary and conversational phrases in either French or Spanish, they are equipped to develop these skills as they move up through the grades. "It also helps them connect to us as their World Language teachers," he said. "They see us throughout their time at USM, and World Language becomes an integral part of their learning experience."

Structured Lessons

In both Preschool and Lower School, lessons are carefully structured to maximize language acquisition. "In Preschool, we start with a routine that includes a greeting in the target language, followed by classroom expectations and songs," Merino shared. "We introduce new vocabulary with visuals and actions, and then practice with games before wrapping up with a goodbye song." In Lower School, the routine evolves. "By the end of 2nd grade, the children start leading the opening routine themselves," she said. "They lead things like the calendar, weather, and even games in the target language." This progression from teacher-led to child-led activities is key in fostering independence and confidence in language use.

Language Development—Not Fluency—Is the Goal

One question I often hear from parents is, "Why isn’t my child fluent yet?" After all, children have 30-minute classes every other day from 2nd grade onwards. However, as Merino pointed out, fluency isn’t the primary goal at this stage. "Our goal is development," she said. "At the preschool and elementary school levels, children are in the novice stage, according to the ACTFL (American Council on the Teaching of Foreign Languages) proficiency scale." Merino also notes that language development, much like with our own children, takes time. "Think about a baby," she said. "They hear language for an entire year before they start producing their first words.” In the same way, our Preschool and Lower School children are building up their language comprehension through exposure, and gradually, they start using phrases and sentences on their own.

Growth In All Areas of Language Development

To gauge child progress, Merino and Al-Msaibeeh use the three modes of communication—interpretive (listening and reading), interpersonal (spontaneous conversation), and presentational (prepared language use). By tracking these different skills, they ensure that children are growing in all areas of language development. One of the unique aspects of the USM World Language program is how closely Merino and Al-Msaibeeh collaborate to ensure that all children have a rich and equitable experience, regardless of whether they choose French or Spanish. "We want to make sure that no child feels like they’re missing out on anything," Al-Msaibeeh said. "We align our thematic units so that children can share what they’re learning, even if they’re in different language tracks." In addition to language learning, the program places a strong emphasis on cultural understanding. "Language is culture, and culture is language," Merino explained. "By learning about different cultures, our children gain a deeper appreciation for diversity and empathy toward others." This cultural awareness is woven into lessons through celebrations, music, food, and other aspects of the countries where French and Spanish are spoken.

As department chair, Merino has clear goals for the future of the program. "We aim to create globally minded children who are not only confident in their ability to communicate in another language but also have an appreciation for other cultures," she said. The World Language program at USM isn’t just about learning new words—it’s about broadening horizons, fostering curiosity, and helping our children become citizens of the world. 

As I witness the growth and enthusiasm in our youngest learners, I am confident that the foundation being laid in Preschool and Lower School, through excellence in teaching, will not only prepare them for success in world language but also nurture their development as learners, leaders, and citizens of a global community. This foundation will ignite a passion for language and culture that will carry them throughout their lives. This is where their journey begins, and the possibilities are truly endless.

About Michael Tauscher

Michael Tausher has served as the head of Preschool and Lower School at University School of Milwaukee in 2015. He was born and raised on a family-owned farm in Pulaski, Wisconsin, and has a bachelor’s in elementary education and a master’s in educational leadership. He has taught 3rd, 4th, and 5th grades, and has overseas teaching experience in Kyoto, Japan.