Charting a Course for Change: Basic Grant Proposal Writing for Foreign Language Teachers

Charting a Course for Change: Basic Grant Proposal Writing for Foreign

Language Teachers Susan G. Coluille-Hall

University of Akron

Diana M. Hunn University of Dayton

ABSTRACT Foreign language teachers who face decreasing budgets can acquire needed materials and develop new units or programs through small grant funding. It is believed that all teachers have the capability of obtaining grants because of their pedagogical knowledge of lesson-planning which has strong similarities with grant proposal writing. Pairing that knowledge with the ability to locate an appropriate source is key to successful grant writing and enables teachers to effectuate the organizing of a proposal. This article suggests seven steps for novice proposal writers, provides the names o f agencies and addresses o f potential funding sources, presents examples of successful proposals written by foreign language teachers, and encour- ages all teachers who want new materials, equipment, programs, resources, and study or travel funds to make the necessary application to obtain them.

Introduction Most foreign language professionals have the vision of going beyond the teaching of basic language skills to assist students in the achievement of greater levels of proficiency, and to explore the nuances of language and culture through conversation and literature. The dwindling financial resources of the 1990s now bring new challenges to teachers in obtaining these goals. In some districts, texts are over ten years old or out of date. In other districts, teachers have yet to acquire culturally authentic materials necessary to enhance the teaching of the foreign language and culture. Teachers who need to renew language and cultural skills abroad find rising costs impede their good intentions. Other

Susan C. Colville-Hall (Ph.D., Ohio State University) is Assistant Professor of Secondary Education at the University of Akron. Diana M. Hunn (Ph.D., Indiana University) is Assistant Professor of Education at the University of Dayton.

teachers are still awaiting the arrival of software so that students can experience language learning using a technology that will allow them to view current events in the foreign culture and benefit from a multisensory experience in the foreign language.

Problem Today’s public school educators are faced

with budget cuts and restrictions that diminish the vision of the ultimate language experience and force students to have a second-rate education. In addition, demands in adapting instruction to meet the needs of a more diverse student body are high. There is, however, some basis for being optimistic. One reason is that grant money is available to educators and institutions. A second reason is that learning how to write successful grants is within the capability of all foreign language teachers. Edu- cators who are aware of grant opportunities and who have become recipients are an asset to their students, profession, and institution.

The process of organizing a grant proposal is not an obscure craft. In fact, it is well within the

Foreign Language Annals, 27, No.& 1994

FOREIGN LANGUAGE ANNALS-FALL 1994

skills of the foreign language professional. In- formation on how to apply for and obtain money exists in professional organizations, educational institutions, and professional jour- nals through inservice or workshop sessions and articles. These agencies, by offering grant- writing instruction, can empower teachers as agents for improving the learning environment, changing the curriculum, securing equipment, and increasing professional development. With this assistance, classroom teachers are able to obtain greatly needed materials and supplies, acquire new equipment, plan and implement innovative programs, or strengthen good language programs presently in place. It is the purpose of the authors to encourage and instruct novice grant writers to enable them to undertake the essential steps in producing a successful proposal. Beginning grant writing is most successful when the project is small, yet innovative, and addresses the needs of the students and program of its writer. For this reason, the suggestions offered are s e lected to facilitzte grant writing for the novice. Obtaining large federal grants requires a greater knowledge of grant seeking and the funding process which, of course, is acquired through grant-writing experience, but is not ad- dressed here.

Motivating Teachers to Write Grants What motivates teachers to go beyond the

usual demands of the teaching assignment to write a grant proposal? Although the direction and impact of efforts for change are frequently the result of building or district planning, individual teachers can also chart their own course for change. Obstacles to individual teachers requesting grants include a lack of knowledge of resources and support structures for beginners, few opportunities to learn about grant writing, and a belief that grants are awarded mainly to collaborating groups of seasoned professionals.

Teachers who fill their job requirement by meeting minimal standards and are satisfied with those results will not likely be motivated to seek funding. In contrast, educators who are compelled to act beyond the five- to

seven-period day to seek higher standards will ultimately make a real difference in the lives of students. This quest for excellence in instruction initiates teacher involvement. The knowledge that they can make a difference motivates these teachers to make a commitment. Encouragement from colleagues or administrators sustains this level of activity. Knowing how to make a difference and making the effort to go beyond everyday requirements enable these educators to become tomorrow’s leaders. Believing, knowing how, and acting upon one’s beliefs places the realm of feasibility in grant writing in the hands of all teachers. This is true because every good teacher knows how to plan, implement, and achieve the objectives of a lesson. Accepting the belief that a worthwhile project will be supported and making the effort to find that support should be a matter of course. The fine tuning for obtaining outside financial resources is in knowing how to seek grant money and in writing the proposal.

Individual teachers no longer have to believe that vast sums are awarded only to collaborating groups of experienced professionals. Grant seeking, which has become a common practice and extremely profitable for universities and social service agencies, can develop into a more common practice for classroom teachers. Providing the opportunity to learn appropriate procedures is a key to successful grant writing. Helping educators find the resources and establish a support structure is a n important building block in achieving this goal.

Funding Sources As more and more funds for foreign lan-

guages, bilingual education, and international studies are made available, professional organizations should heighten efforts to inform their constituents of these possibilities and prepare them to be successful seekers. Vari- ous types of funding exist for individual study and travel, teacher exchanges, student or group exchanges, and general knowledge. Text grants, reference material grants, inter- pretive research grants, telecommunication

326


partners, and innovative elementary and secondary programs such as magnet school concepts are less common knowledge to many teachers. Many foreign language teachers have already responded successfully to o p portunities offered by the national AAT organizations (such as American Association of Teachers of French, German, Spanish, and Portuguese) and the Rockefeller Foundation for study-abroad fellowships. These professional organizations also provide funding for special interest programs. For example, AATG has solicited grant proposals for model elementary school programs.’ Another great source, the National Endowment for the Hu- manities (NEH), has enthusiastically supported seminars open to secondary teachers and other projects in foreign languages for more than 25 years2 Various NEH programs and other federal monies for foreign languages and international studies are listed in a guide prepared by the Joint National Commit- tee for Languages and the National Council for Languages and International Studies (Nohmy 1991). More federal monies are be- coming available through the National Secu- rity Education Program.” An additional source of federal funds for states is the Foreign Lan- guage Assistance ActKritical Languages4 In individual states, for example, educators may apply for grants that come from federal funds through the state Department of Education. These monies granted to the state by the government are state-regulated but must meet broad federal specifications.

One of the greatest sources for potential funding, particulgrly for the novice, is in the private sector. Many companies are required to distribute funds as part of the tax structure. In seeking private funds, inquiry to the state Attorney General is beneficial because many states have their own directories of charitable organizations that list foundations that fund local projects . These are valuable sources of information about funding agencies because they usually list the foundation’s purpose, assets, amount of grant money available, and the name of a contact person and phone number. The 1992-1993 Charitable Founda-

tions Directory of Ohio lists 2,056 grant-making charitable organizations in Ohio (Fisher 1992-93). The novice writer who locates a source or sources for educational projects in such a directory is one step closer to securing that first grant.

IBM makes grant writing for technology very accessible through an EduQuest publication. Teachers may request the Teacher’s Handbook: Funding Classroom Technology which is an excellent guide for securing funds for the technological classroom.s This guide lists the essentials of grant writing and suggests funding sources from all sectors, federal through private agencies, for projects involv- ing technology in education.

Another excellent source of information for both small and large grant funding is The Foundation Center, an independent national service organization: The Center exists in four locations nationally to provide an authorita- tive source of facts about private or philan- thropic giving. In addition, major cities in 49 states have cooperating collections (books, pamphlets, and articles) from the Foundation Center. A quick visit to one of these collections would be very beneficial to the grant writer who is searching for the appropriate funding agency. The Foundation Directory and the Na- tional Guide to Funding for Elementary and Sec- ondary Education are available at larger public libraries or directly from the Center.

There are opportunities for teachers to create new materials, develop innovative programs, and explore technology in instruction. Talking to successful grant writers can be a source of inspiration and ideas. Possible projects include: funding for a special geography unit that brings together the foreign and local cultures in a unique way, current events mag- azine and video subscriptions, a cultural learning project that brings together an Amer- ican class and one in the country of the target language through technological means, inter- facing materials to use old computers in a new way, a bilingual unit on the environment, the use of telecommunications for increasing proficiency in listening comprehension and speaking, purchase of laser discs, a foreign

327

FOREIGN LANGUAGE A N N m - F A L L 1994

media lending library, and computer software for teaching reading or writing in the foreign language, to list a few. More ambitious projects include funding for foreign languages in the elementary schools and adding less commonly taught languages to the curriculum where district funding is otherwise impossi- ble. Locally and nationally, successful funding has been the reward of time and effort on the part of dedicated educators wanting to make a difference. Teachers need to know that the ability to seek and find grant money to support special projects in the classroom is one of the most powerful tools for making an impact and is realizable.

Grant-Writing Procedures: A StepbyStep Approach

To write a successful grant, educators may follow the steps listed here in an independent effort to obtain fundiilg, work collaboratively with a colleague who has written a proposal, or enroll in a special grant-writing workshop or seminar thai presents the operation sys- tematically. Whatever the approach, passing through the steps suggested here is a positive move toward securing funds for a project. The steps, although they appear to be se- quential, suggest that the writer move between stages flexibly and reenter previous steps as required while the various aspects of grant seeking unfold.

Step I. Believing in One S Ability: Getting Started

Classroom teachers are often reluctant to seek information on proposal writing because the task appears to be beyond their professional training and, therefore, their ability. Moreover, finding the time to write a proposal may not be a logical sacrifice if they see no gain. A successful approach to grant writing is to view the process as similar to writing a lesson plan and to propose a manageable project under the full control of the individual teacher or a small group of teachers. The project will contain behavioral objectives, p roce dures and means of evaluation, all concepts with which teachers deal daily. The focus

should be on the project, its unique qualities, and the potential for making a difference in student learning. Once a teacher makes a commitment to develop a project, the next task is to search for a funding source.

Step 2. Searching for the Funding Source Finding the right funding source is critical

for successful grant writing. A good match between the project to be funded and the agency granting the resources is a requirement (Bauer 1988). According to one grant consultant, money is awarded to educational programs by funding sources with “a p r e d e termined philosophical idea of the programs and projects they are willing to b a c k (Zimet 1993). Before examining the lists of possible funding agencies, a simple activity in which grant-writing teachers take the role of a funding organization is very helpful. The purpose of the role play is to reveal the various char- acteristics, priorities, and operational styles of funding agencies. Its ultimate goal is to help educators acquire a mentality for understanding funding agencies in general.

Orientation Procedure: Role Play 1. Teachers work in teams of about three or

four people. 2.,Each team is given a worksheet with the

following information: You have just been granted the wish of having enough money to meet all of your needs and wants for the rest of your life, family included. As a condition for this gift, you must organize a foundation and give away $500,000 each year in the form of grants for special projects.

3. Potential grant writers work together to address the following tasks: a) the name and purpose of the organi-

b) criteria for those applying c) number of grants to be awarded each

d) the total amount to be given e) the items or services acceptable 0 criteria for evaluation of the project at

zation

year

the end.

328


4. Group members reach a consensus before they share their report with other groups.

This exercise successfully conveys the variety of answers that can be given by various agencies. The rationale of the group when a consensus is reached is quite often very different from the neighboring group’s priorities. Novice writers are very surprised about the dif- ficulty of establishing a plan to give away money. The activity quickly reinforces the important criteria of knowing the funding agency’s mission, target audience, history, award amounts, restrictions on expenses, and evaluation requirements.

Although thinking about giving away money might appear to be th? thought far- thest from an applicant’s mind, this activity be- comes a strong force in conveying the importance of finding the right funding agency. In particular, there must be very good matches among priorities, goals, size of awards, kind of expenses, and measurements of success between the funding agency and the grant writer.

At this point in the process, the writer should consult funding agencies listed in one of several publication sources mentioned: Federal Funding Guide For Language and Inter- national Education, the state’s directory of charitable foundations or the Foundation Center and its Cooperating Collections.6 List- ings of the various grant-making organizations will reveal vital information about each agency, including the name of the contact person, phone number, restrictions, assets, types of projects accepted, and amount in grants awarded the previous year.

The telephone is a key element in subsequent information gathering about funding agencies. Although some of the smaller foundations and trusts do not have full-time em- ployees and office phones, larger agencies maintain these support structures. The proposal writer should use the telephone for finding answers to initial questions and for obtaining feedback o n the various stages of development of the proposal. Foundation em-

ployees are usually eager to provide information and to answer general or specific questions. Although conversations are not substitutes for written guidelines and a profes- sionally presented proposal, much clarifica- tion can occur over the telephone. Such contacts are time-savers for both parties.

Step 3. Selecting the Project After an initial understanding of foundation

structures and operational modes, the novice proposal writer must again address a manage able project that can be conducted within reg- ular classroom assignments or in the limited time after school or on weekends. Writers can benefit greatly from a group brainstorming session in which every suggestion is valued. Group members profit from the suggestions of others which may subsequently trigger their own thoughts. The primary target should be ideas that would be useful in facilitating students’ achievement of goals. A second focus for the idea session is program changes that would give students a n advantage if the teacher had extra time to develop them. Fre quently, the teacher has a conception of what is needed but has not been encouraged to seek funding. Perhaps an initial project will request nothing more than software, or video tapes to present culture more effectively. In any case, this brainstorming session will help the teacher to select a feasible project, develop a unique idea, and create a reasonably concise proposal. If group activity is not a pos- sibility, individual teachers are encouraged to list ideas using rules for brainstorming. As the subsequent step in grant writing, the novice should make a wish list for $500 to $1500 worth of tangible materials needed to support the project. By taking the time to list these materials, the novice grant writer can learn some of the realities of budgeting as well as miscon- ceptions about personnel costs.

Step 4. Considering the Budget A point of consideration for the budget is to

make certain that all items listed relate to the objectives of the project or activities to achieve those goals. Money for resources in-

329


cluding consultants, new equipment and materials as well as some professional travel are realistic goals for the beginner and a good place to begin. Novice writers may have heard media reports about high salaries and frivo- lous expenditures supported by grant monies. Although these extremes certainly do occur, the beginner should focus on concrete, justifi- able items.

Personnel costs should reflect the percent of time committed to the project for all individu- als concerned. Fringe benefits reflect a certain percentage to cover insurance, unemploy- ment, and retirement. When personnel costs and fringe benefits are added to the budget of a small project, the expense may increase drastically. For this reason, personnel time is frequently donated in many small grants. It should also be pointed out that the teacher’s salary is usually tied to institutional practices. Consequently, requests for large salary adjustments are not usually made. Other options for teachers to seek are expenses to support research, summer study, study abroad, develop mental experiences, and collaboration projects. One group of teachers was able to obtain money to compensate for the use of their professional time during the summer to plan a collaborative proposaL7 Again, these expenditures must b e permitted within the district’s salary structures.

A last item is the indirect cost that the grantseeking institution must incur, such as book- keeping, accounting, and utility expenses. For most small projects, indirect costs are donated. (See Sample Budget, Appendix A.) Whatever kind of project or process is under- taken by the teacher, communication with building and district administrators is a n a b solute necessity. Frequently, district personnel can help with the development of the budget.

Step 5. Seeking Support of the Administration Another helpful step is to inform the princi-

pal of one’s interest in seeking money for a project and to update that administrator con- cerning progress from the onset. In many, if not all grants, money is awarded to a school district rather than an individual, so teachers

should work closely with the building and district personnel for requisitions, purchase orders, and final paperwork. When administrators are aware of the teacher’s interest, they will forward calls and requests for proposals (RFPs) from funding agencies to the potential grant writer. Finally, the writer must communicate with administrators and central office personnel so that *ere is no con- flict with other organizational requests from funding agencies.

Step 6. Organizing the Proposal When the appropriate match between the

funding agency and the project to be funded has been made, organizing the proposal is rel- atively simple. A quick but thorough check should indicate that criteria from the funding agency matches the needs assessment of the project or program. The proposal must clearly state the objective, provide an introduction and needs statement, explain procedures or steps, express a timeline where appropriate, delineate the budget, and propose a method of evaluation. The components of good proposal writing and program planning are out- lined in many publications, but two resources are particularly useful to the teacher about to write the first proposal. The Phi Delta Kappa Fastback #143 contains an easy-to-read sum- mary of the process that can be understood in a very short time (“eague 1980). This publication gives a brief but concise explanation of the proposal components: abstract, introduction, needs statement, procedures, a discus- sion of personnel and facilities, time frame, evaluation, dissemination, budget planning, resumes, and letters of endorsement. The reference to the federal practices and structure are not as helpful to beginners because most will seek awards from local, regional, or state resources, but it is easy for the beginning proposal writer to quickly read the presentation in this “fastback to learn the basics.

Another helpful source is a 47-page Pam- phlet on planning and proposal writing that is available for purchase from The Grantsman- ship Center (Kiritz 1980). Although there are many references to large projects and social

330

P


agency programs, the reader can browse through this resource to find some very good suggestions and explanations. Especially useful are the numerous examples throughout. An example of each part of the proposal is given: introduction, problem statement or needs assessment, objectives, methods, evaluation, future or other necessary funding, and budget. Sample cover letters and letters of endorsement are also included. Additionally, throughout this publication there are suggestions for success. Although these resources provide good general guidelines, the most important advice for beginning grant seekers is to follow the directions or format provided by the grant-giving institution.

At this stage, some of the most useful information can be obtained by reading proposals that were funded by this agency, talking to grant writers who have had success with this organization, and clarifying remaining elements with the agency’s contact designate. Agencies will sometimes forward sample p r o posals on request. Understanding the environment in which this agency functions and the circumstances under which money can b e awarded is a key to obtaining funding.

Step 7. Assessing the Project Because evaluation is an essential compo-

nent of any educational plan, the novice writer should note that good evaluation as- sesses both the process and the final product of a learning experience. Grant-giving agencies require indicators of success. All writers must indicate how they will determine if objectives have been achieved and measure the degree of success. In small projects, evaluation can occur through accurate record k e e p ing, informal or formal assessments, and self-reporting by students and the teacher. Media documentation, including videotapes, audiotapes, and photos, as well as the written word, can provide excellent support for assessing the project.

Additional Eps for Success in Grant Writing For a first-time proposal, beginners are en-

couraged to: 1) look for local sources; 2) talk

to other teachers who have found money for projects; 3) complete a project without money in order to build a record of success that can be used for a funding request; 4) seek funding through professional organizations and their publications: and 5) be persistent. Both the process and product will be successful if the idea and project are worthy of the time, i f teachers have ownership in the process, and if they can envision that ultimately there will be success for students and a renewal of energy in their professional work. If the grant application meets with failure, rewriting with suggested adjustments solicited from the funding institution will often result in eventual award- ing of funds. Or the writer can resubmit a strengthened proposal to an alternative grant- giving institution. Persistence guarantees eventual success. Perhaps the most important advice is simply to decide to write the grant and to make the effort to create it. If no application is sent, there is no way of obtaining the funding desired.

Comments from Successful Grant Writers Opportunities for teachers to create innova-

tive programs in foreign languages can mate rialize with this stepbystep approach to grant writing. Comments expressed here by successful proposal writers provide ideas, basic information about the effort, and some advice about the procedure.

School districts have supported teaching foreign languages to elementary school chil- dren through grant proposals developed by teachers. In a rural district, a young educator who had just completed student teaching had the opportunity to work with the principal of an elementary school to write a proposal and secure funding for a language exploratory p r o gram in Spanish. The opportunity of working with a “mentor,” someone with previous experience in grant seeking, was invaluable to the new teacher, as was the opportunity to create and implement a program in a com- munity that requested it. The grant paid for materials and a minimal salary.*

A proposal to the Rockefeller Foundation enabled a Spanish teacher from an urban

33 1


school to spend eight weeks investigating life and issues at the American-Mexican border. First-hand knowledge of border living provided audio, video and visual materials as well as the necessary experience to create a unit on border politics and NAFTA for ad- vanced Spanish classes. Success with this first proposal led to additional grant-seeking success. According to this grant recipient, the award brought a “feeling of greater confi- dence” and with “the recognition, a sense of being a part of and contributing to the profession.” This writer now submits one grant proposal a year. His most recent proposal, written in collaboration with a science colleague, is to design a n interdisciplinary (science-humanities) unit on the rain forest. The plan requests funding for special training through course work on the rain forest in Costa Rica for the two educators and the means to create and implement a bilingual unit for classes back in the United States, including a field trip to a local rain forest museum. An additional venture on the part of this teacher was the securing of funds from Voice-Tel to provide telephone voice mail for Spanish classes. The purpose of this project has been to give students the opportunity to use new technology to exchange meaningful messages in activities that focus on strengthening communication skills. Advice to the novice from this writer is to look for a “mentor who will encourage” the individual to “exceed the normal requirements of daily instruction” with comments such as: “Put your ideas in writing” and “You can d o it, too.” Administrators and other personnel within the district were very helpful with the planning and budget. It is the per- ception of this writer that the school “district wants teachers to get awards” and consequently, makes a point of helping those in pur- suit of funding.Y

In another urban school, a successful grant-writing venture procured private funding and permitted the development of a program in Chinese, creating one of the few high school programs in the state.’” According to the proposal writer of this three-year grant, the hardest part of the procedure was prepar-

ing the budget and timeline. Following the format suggested, answering questions directly, and responding to criteria requested by the grant-funding agency (by listing various points) were helpful instructions in preparing a successful proposal.

In a high school set in a rural area, a less commonly taught language was also added to the cumculum.” A teacher who had received an NEH summer scholarship to study Arabic created a successful, proposal to establish an Arabic program in the local high school. The first year of the Arabic program has been successful, and plans are to continue the program to the second year and eventually to all four levels. Again, it was winning the first grant that enabled this recipient to apply for the second. Her advice to the novice writer is to: 1) state in simple terms what the writer needs and in- tends to do; 2) read over carefully the criteria established by the funding agency and re- spond to what is asked; 3) consult with successful grant writers; 4) ask a colleague to read over the finished proposal with a critical eye; and 5) if unsuccessful the first time, try again.

Another winning proposal was created by the members of the foreign language department with the purpose of introducing all ninth graders to different cultures and languages to achieve greater global awareness. This proposal was funded for five years by two private foundations. One foundation reimbursed teachers for their summer planning time and new materials: the other paid the salaries for additional teachers.’ One of the grant writers said that getting started was the hardest part of the project. The benefit from these grants was measured by the variety of enrichment activities, technology, materials, and resources that provided students with a profitable and rich learning experience. In addition, field trips and guest speakers became a frequent and valuable component of the program. Having time to plan produced better organization and coordination of the program. Advice to novice writers from this team is to 1) contact other teachers who have been successful; 2) consult the library where the annual reports from companies are on record; 3) find sup-

332


port within the school district to help with the proposal writing phase; and, most important, 4) be persistent.

Throughout the United States, successful funding has been the reward of time and effort of dedicated teachers who are motivated to create interesting projects. Teachers can make a difference in their own classrooms and schools by responding to the challenge. Instruction, assistance, and encouragement from educators and leaders in the field will enable novice writers to achieve their goal.

Conclusion The first step in successful grantseeking is

recognizing that one’s ability to secure funding is simply extending the professional knowledge base of daily lesson planning to obtaining a material objective that would improve instruction or enhance students’ learning. Fol- lowing proposal guidelines and obtaining essential information are also important. Although most of the initial effort will be spent on writing, concepts such as understanding the funding agency priorities and working within the local system are probably the most significant elements for early success. Novice writers need to be reminded that a small p r o ject should remain the focus and that good proposal writing follows a lesson plan format. The best advice is to keep the plan simple and to revise and rewrite the proposal as the p r o ject evolves. When a good outline of the p r o posal is completed, the teacher should then return to the task of finding an appropriate funding agency. The principles first advocated in the roleplay exercise serve to help the grant writer to find a match. The grant applicant r e flects upon the project and how it might fit into the priorities of various funding agencies.

Finding extra money enables educators to better meet the needs of students through ex- panded cumcula or new equipment and materials and to enhance their own professional growth. Dealing creatively with a restrained budget is a requirement of the 1990s. The challenge to foreign language teachers is to become agents for change in the learning/ teaching environment. Effort determines who

will ultimately make a real difference in the lives of students.

NOTES I For more information, write AATF, Executive

Director, 57 E. Armory Avenue, Champaign, IL 61820; AATG, 112 Haddontowne Court #104, Cherry Hill, NJ 08034; or AATSP, University of Northern Colorado, Greeley, CO 80639.

* For more information write: National Endow- ment for the Humanities, 1100 Pennsylvania Av- enue, NW, Washington, DC 20506. For individual programs, write or phone: Elementary and Sec- ondary Programs, Room 302, (202) 606-8377; or Summer Seminars, Room 316, (202) 606-8466. For general information, phone (202) 606-8438.

For information, contact Ed Collier, National Security Education Program, P.O. Box 47103, Wash- ington, DC 20050-7103; (703) 696-1991.

‘ Federal funds through the Foreign Language Assistance ActKritical languages were granted to individual states by the federal government through 1995. The state regulates the program, but all programs must meet broad federal regulations. Such a grant enabled one district to secure a multi- media, fourskill approach to the learning of Arabic and included the purchase of computers, software, furniture, and cassette tapes produced through the Ohio State University’s Arabic program.

For information about EduQuest services, call the EduQuest Resource Center at 1-800-IBM 4 EDU (1-800-426-4338).

There are four Foundation Centers in the U. S.: New York, San Francisco, Cleveland, and Washing- ton, DC. The Foundation Center has cooperating collections in many major cities. To check location or current information, call 1-800-424-9836. A list of the collections network with all addresses is also available.

The Foundation Center 8th Floor 79 Fifth Avenue New York, NY 10003 (2 12) 620-4230

333


The Foundation Center 1001 Connecticut Avenue, NW Suite 938 Washington, DC 20036 (202) 331-1400

The Foundation Center Room 312 312 Sutter Street San Francisco, CA 94108 (41 5 ) 3974902

The Foundation Center Kent H. Smith Libraty 1422 Euclid, Suite 1356 Cleveland, OH 44115 (216) 861-1933

Teachers in the foreign language department

Kiritz, N. J. 1980. Program Planning & Proposal Writing. Los Angeles: The Grantsmanship Center [P, 0. Box 17220, Los Angeles, CA 90017].

Nohmy, B.J. 1991. Federal Funding Guide for Lan- guage and International Education. Washington,

Teague, G. V., and Heathington, B. S. 1980. Fast- back 143: The Process of Grant Proposal Devel- opment. Bloomington, IN: Phi Delta Kappa.

Zimet, Ellen. 1993. “Grant Writing Techniques for K-12 Funding.” T.H.E. Journal (November): 109- 111.

DC: JNCL-NCLIS; $9.50.

Appendix A Sample Budget

Project Students will develop Spanish listening Objective: and speaking skills through lessons

at Central-Hower High School in Akron, Ohio, created and implemented this grant for the course called Global Liuing in 19881992.

Funds were granted to Chippewa Schools in Wayne County, Ohio, for this project.

’ A Spanish teacher at Buchtel High School in Akron, Ohio, wrote this grant to secure new technology in instruction, as well as the other grants mentioned.

l o The chairperson of the foreign language department and a teacher (who was eventually certi- fied to teach Chinese) at Central-Hower High School in Akron, Ohio, developed this grant to establish a Chinese program in high school, 1988- 1991. The Chinese program is now an established part of the curriculum.

An Ohio Department of Education grant was awarded to Green Local School District in Summit Count, Ohio, for the development of a n Arabic prc- gram.

Budget:

REFERENCES Bauer, David G. 1988. The “How to” Grants Man-

ual: Successful Grantseeking Techniques for O b taining Public and Private Grants. New York: Macmillan Publishing Co.

Fisher, L. 1993. 1992-1993 Charitable Foundations Directory. Columbus, OH: State of Ohio [Attor- ney General’s Office, 30 East Broad St., Colum- bus, OH 432664410; $7.501.

facilitated by CD-ROM technology in the classroom. Students will develop skills in managing electronically transmitted cultural information using Spanish.

CDROM drive packet (cables, speakers, sample disk) $500 Headphones for group learning center $300 Software: CD-ROMs in Spanish $200 Miscellaneous supplies

Lesson development, record-keeping, and evaluation time Donated by teacher

(audiotapes, paper, etc.) $75

TOTAL $1075

334

Documents

Charting a Course for Change: Basic Grant Proposal Writing for Foreign Language Teachers