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Administrators: Gateway to District Administrators: Gateway to District Excellence in Foreign Language Excellence in Foreign Language

ProgrammingProgramming

Building the Foreign Language Capacity We Building the Foreign Language Capacity We Need: Need:

Toward a Comprehensive Strategy for a Toward a Comprehensive Strategy for a National Foreign Language FrameworkNational Foreign Language Framework

Frederick H. JacksonNational Foreign Language CenterMargaret E. MaloneCenter for Applied Linguistics

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Session OverviewSession OverviewProvide a forum for a panel of world language

experts to discuss issues related to the implementation of effective WL programs:* rationale* benefits of language learning* best practices* established resources and programs* why and how of program assessment* locating and identifying qualified teachers

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Background ContextsBackground Contexts

•Well-documented long-standing need for stronger national world language capacity•Numerous successful local and national initiatives•Research is increasingly revealing cognitive and developmental benefits of early extended language learning, AND•Research has identified many characteristics of good language programs

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Background (cont’d)Background (cont’d)

BUT: •Without overall coordination and collaboration across Districts and States, the national needs cannot be met

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Needs for skilled speakers of Needs for skilled speakers of languages other than Englishlanguages other than English

• Security and diplomacy• Commerce and economic development• Global perspective and well-educated

citizenry• Social needs of multi-lingual U.S. population• Scholarship and research

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Committee on Economic Committee on Economic Development:Development:

Education for Global Leadership: The Importance of International Studies and Foreign Language Education for U.S.

Economic and National Security (2006)

“To confront … twenty-first century challenges to our economy and national security, our education system must be strengthened to increase the foreign language skills and cultural awareness of our students. America’s continued global leadership will depend on our students’ abilities to interact with the world community both inside and outside our borders…. The educated American of the twenty-first century will need to be conversant with at least one language in addition to his or her native language, and knowledgeable about other countries, other cultures, and the international dimensions of issues critical to the lives of all Americans.”

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Some current national initiatives Some current national initiatives that help address the needthat help address the need (1/2)

• National Security Language Initiative (NSLI– STARTALK– NSEP Language Flagship– Critical language FLAP grants– National Language Service Corps

• 15 National Language Resource Centers• Increased financial support for language study

– State Department overseas scholarships (grades 8-16)– Foreign Language Area Studies (FLAS) Fellowships– NSEP Boren Scholarships and Fellowships

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Some current national, regional Some current national, regional and local initiatives that help and local initiatives that help

address the needaddress the need

• National Standards for World Language Learning

• Nationally-normed assessments of language• University consortia (e.g., SEASSI, SASLI)• Re-thinking of curricula• State and regional distance-learning efforts • State and district policies• Congressional initiatives

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Current initiatives to address the need (3/3)

• Strengths– Efforts for pK-12– Focus on articulation and continuity– Focus on critical languages– Focus on getting to advanced levels– Recognition of importance of language and culture

• Challenges: the lack of-- – Coordination across efforts– Communication within field and outside of field– Absence of outcomes-based assessment– Published research to support results

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Prerequisites of effective Prerequisites of effective language educationlanguage education

• Up-to-date survey data• Importance of assessment • Research- and evidence-based

instructional planning• Publication and sharing of results

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Data on Present US Foreign Language Data on Present US Foreign Language Programs and Their OutcomesPrograms and Their Outcomes

Information from surveys:

* Post-secondary Foreign LanguageEnrollments

* K-12 Foreign Language Enrollments* Articulation between Secondary School

and College

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Assessment of Language Ability and Achievement Nationally

“…without regular assessment against standards, there is no accountability among programs and so it is not possible to identify and implement necessary changes.”

(Jensen 2007)

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Research Evidence on Optimizing Language Program Effectiveness

(1/2)

1 Extended, uninterrupted study2 Extended time in immersion environment,

either in-country or class3 Variable length of time needed for L1 English

speakers to learn languages4 Continuous, articulated study that builds on

previous learning5 Critical importance of competence and skill of

instructor

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Research Evidence on Optimizing Language Program Effectiveness (2/2)

6 Small class size7 Articulation requires systemic assessment of

progress and maintenance of records8 Focus on language and cultural content and

functional ability at all levels9 Heritage learners have different needs10 Exploit technology whenever appropriate;

blended learning is most effective

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Summary and ConclusionsSummary and Conclusions

What we must doRecommendations for focused federal support and regional and local coordination

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What we must doWhat we must do (1/2)

➢Base educational practice on reliable evidence and empirical research; ➢Identify clients and potential learners beyond the traditional ones;➢Look beyond language to include cultural and international studies as core components in development of a global competence;

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What we must doWhat we must do (2/2)

➢Reform curricula to ensure continuity and articulation at all levels, from early childhood through adulthood➢Develop intensive teacher education and expedited certification programs to produce skilled teachers with advanced proficiency in the language and culture of instruction;➢Create a long-term, sustainable national framework for foreign language education and international studies that integrates and coordinates efforts

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RecommendationsRecommendations

• Reaffirm in words and actions that foreign language is a core subject

• Establish structure for national language education coordination

• Establish and maintain a national program of language assessment

• Establish new teacher education programs and support existing ones

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Assess locally, publish globally

• Assess student progress and share results• Where possible, use existing assessment

tools• Where necessary, develop new reliable,

valid and practical assessment tools

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Support teacher professional development (1)

• Build state capacity for World language teacher recruitment, development, accreditation, evaluation and retention, including use of guest teachers

• Provide existing teachers with regular and frequent opportunities for continued growth, including overseas immersion

• Enable ALL language instructors to develop a minimum language competency

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Support teacher professional development (2)

• Develop multistate consortia with interstate agreements for teacher certification requirements in order to ensure both high standards and portability.

• Fast-track alternative certification for high-level linguistically and culturally proficient individuals

• Establish recognized levels of licensure for World Language teachers

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Support through research (1/2)

K-12: • Rejection of computer-only instruction

(Newburyport, MA)• Retention of dual language program

(Framingham, MA)• Test results save K-5 program (Reese, 2010)

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Support through research (2/2)

• Post-secondary (Norris, 2010): Use and publication of assessment results as program enhancers (Carstens-Wickham, 2008; Morris, 2006; Norris and Pfeiffer, 2003; Walther, 2009); some proposed cuts reinstated (University of Maine)

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Thank You!

Questions?/Comments?