Linking Languages and Cultures to Internationalize Education

Linking Languages and Cultures to Internationalize Education

Shuhan Wang, Ph.D. Executive Director

Chinese Language Initiatives Asia Society

[email protected]

Overview

The status of foreign language and international education on the state level

Using Chinese as an example to internationalize education

The Status

-20%

0%

20%

40%

60%

80%

CA OR WA IA MN ND NV AR MO IN OH AL VA PA VT

west coast non-coastal east coast

Original source: Census Bureauhttp://www.usatoday.com/money/companies/management/2006-02-08-language-usat_x.htm

Graph: Asia Society

Global Trade On The Rise, But …Export by selected states, % change between 2000 and 2004

15

12

LegislationSummary of Survey Results from 27 States*

Is there new or proposed state legislation affecting language study or international education?

NoYes

* Source: www.ncssfl.org

18

8

Are statewide enrollment data available for foreign languages?

NoYes


Enrollment DataSummary of Survey Results from 27 States*

22

5

Have state-level curriculum frameworks been developed or are under development for foreign languages or international education?

NoYes


Curriculum FrameworksSummary of Survey Results from 27 States*

13

22

23

12

4 4

survey questions 1, 2, 3

an

swers

Yes No

Teacher CertificationSummary of Survey Results from 27 States*

Q1:Are new or revised teacher certification requirements in effect for foreign languages?

Q2:Do current teacher certification requirements address both commonly and less commonly taught languages?

Q3:Do current teacher certification requirements include an Alternative Route to Certification Program for prospective foreign language teachers in the state?


19

13

8

13

survey questions 1, 2

Yes No

FundingSummary of Survey Results from 27 States*

Q1:Does state- and/or district-level Foreign Language Assistance Program (FLAP) exist?

Q2:Has the SEA received other grants or awards (federal, private, etc.) related to foreign language or international education?


13

20

11

5

survey questions 1, 2

Yes

No

InitiativesSummary of Survey Results from 27 States*

Q1:Do one or more state-level International Education initiatives exist?

Q2:Do state-level advocacy efforts exist for foreign language programs or international education programs?


9

16

The Not-So-Bright SideSummary of Survey Results from 27 States*

Is foreign language study a state graduation requirement?

NoYes

5

21

The Not-So-Bright SideSummary of Survey Results from 27 States*

Have state-level or statewide assessments in foreign language or international education been developed or are under development?

NoYes

State Foreign Language Requirements13

Grade Level States (number of years)

Elementary (Must be offered)

CA*; LA, NJ, OK, TX, WY+

High School Graduation (Required for all students)

DE (2); NJ (5credits); OK (2); TX (2); VT; WY#

High School (Considering Graduation requirement for all)

CT (2); GA; ME (2); MN (4); NC; OH (2)

State University Entry Requirement (2 credits)

FL; NE; WV

+(WY requires all students to take courses)*(no later than 7th grade) # (for regular or advanced diploma)

New Developments: Strategies in States

States Institute on International Education in the Schools: Two dozen states work to improve international competence

Governor or Legislative Commission/Task Forces: Thirteen states have appointed commissions

Statewide “Summits”: Twelve states have brought together interested education, business and community leaders

New Policies and Programs: e.g. strengthening curriculum standards, new professional development programs, elementary school language programs, harnessing technology, creating partnerships with schools in China and Mexico, innovation funds to “internationalize” high schools, redefining skills for high school graduation

National Governors Association: Meeting on International Education (Feb. 2006)

CCSSO: Summer Institute on International Education for state commissioners of education (July 2006)

New Developments: Innovations in States

12 states published reports concerning International Education:

Delaware Connecticut

Kansas Kentucky

Massachusetts Michigan

New Jersey North Carolina

Oklahoma Vermont

West Virginia Wisconsin

New Developments: Innovations in States Massachusetts

Education and the Global Economy

3 statewide conferences share “best practices”

New Global Education Advisory Committee

Introducing legislation


North Carolina North Carolina in the

World: Report with specific goals and timetable

Legislation passed to appropriate funds

Key leader exchanges to China and India

Current State Initiatives

Vermont International Education

Benefits Vermont’s Children

3 statewide conferences State award for

excellence in international education

Links to China


Wisconsin First state to create

professional development initiative and guide for teachers to integrate international content into all subject areas

Early language learning included in new budget

Statewide International Education Council chaired by Governor and Chief

Innovations in Schools and States -For More Information

See http://internationaled.org/publications.htm

We live in one world. What we do affects others, and what others do affects us as never before. To recognize that we are all members of a world community and that we all have responsibilities to each other is not romantic rhetoric, but modern economic and social reality.*

Department for Education and Skills, “Putting the World into World-Class Education: An international strategy for education, skills and children’s services.”

Chinese as an example to internationalize education

Opportunities and New InitiativesRapidly growing interest! 2,400 schools want to offer AP Chinese

Why Chinese?

Current Status of Chinese Instruction Challenges Opportunities and New Initiatives How Schools Can Start

Why Chinese?

Economic: 1/3 of global economic growth

Linguistic: the most widely spoken first language in the world

Political: critical regional influence in the world arena

Cultural: longest uninterrupted civilization in the world

Demographic: Asian and Pacific Islander population to grow nearly 70 percent by 2020 in the U.S.

Technology: the world’s second-largest internet market with more than 137 million users

Michael Eskew, CEO, United Parcel Service: Education in an Age of Globalization

“Six traits in future UPS employees”Trade literateSensitive to foreign culturesConversant in different languagesTechnology savvyCapable of managing complexityEthical

December 8, 2005States Institute, L’Enfant Plaza Hotel

Howard Schultz, Chairman, Starbucks

China's emerging as one of the centers of the world, if not the center of the world….

If my kids were of very young ages today, I would be asking them, and encouraging

them, to learn Chinese.

December 25, 2005Seattle Times

Current Status of Chinese Instruction

Language Enrollment Percent of Total

Spanish 746,267 53.50%

French 201,979 14.50%

German 91,100 6.50%

Italian 63,899 4.60%

Japanese 52,238 3.70%

Chinese 34,153 2.40%

Foreign Language Enrollments in United States Institutions of Higher Education, 2002

ADFL Bulletin, Modern Language Association Survey


Foreign Language Enrollments in Public Secondary Schools (Grades 7–12), 2000

American Council on the Teaching of Foreign Languages*and Princeton University Survey

Language Enrollment Percentage of Total

Spanish 4,757,373 68.70%

French 1,270,510 18.30%

German 332,980 4.80%

Italian 79,006 1.10%

Japanese 53,889 0.80%

Chinese 24,000* 0.30%


Percentage of Immersion Programsby Language of Instruction

Spanish

French

Hawaiian

Japanese

Immersion programs growing, 263 in 33 states

Mandarin, 3.9%

Source: Center for Applied Linguistics

Status and Trends in the United States: K-12

• 88% of college students studied some foreign language before entering college5

• High School students are taking more advanced courses:

• 1982,15% of graduates completed 3 years or more

• 2000, 30% had completed 3 years or more 6

• AP foreign language and literature enrollments have increased steadily (French, German, Latin, Spanish)7

How the U.S. Compares with Other Countries8

Most European countries start a first foreign language in the elementary grades.

Australian languages initiative - 25% of Australian students now learn an Asian language in school.

China now teaching English from 3rd grade Language treated as core subject U.S. is further behind other countries in languages

than it is in math and science

Current Status of Chinese Instruction Chinese Heritage Schools

National Council of Associations of Chinese Language Schools (NCACLS) | www.ncacls.org

Chinese School Association in the United States (CSAUS) | www.csaus.org

Over 150,000 students enrolled

Challenges

“Expanding Chinese Language Capacity in the

United States”What would it take to have 5

percent of high school students learning Chinese by 2015?

Challenges1. Lack of teachers is the key bottleneckLess than 10 institutions prepare Chinese language teachers

Criteria for a good Chinese language teacher Solid background in Mandarin Well-versed in American foreign language pedagogy Skilled in managing students in a U.S. classroom Certified or willing to pursue certification and

continuing professional development Willing to work with the school and community at large Proficient in English

Challenges

Options for TeachersVisiting teachers from ChinaFast-track alternative certification for heritage

speakersTraditional teacher preparation programsCommunity college dual credit option

Challenges

2. Lack of Knowledge and ResourcesRaise awareness of importance of languagesShare best practices from existing programsSeed funds for schools

Challenges

3. Lack of Materials and Delivery SystemsMaterials supply growing but gaps, e.g.

elementary schools, heritage learners, immersion programs

Need online and distance learning programsResearch on effective programs

Opportunities and New Initiatives K-16 Flagship at the University of Oregon and

Portland Public School District--National Flagship Language Initiative | www.nflc.org/nfl

CHENGO Web- or CD-based Chinese Learning System developed by China and the US | www.elanguage.cn (game software)

Opportunities and New Initiatives The College Board Advanced Placement (AP)

Chinese Language and Culture Course | http://apcentral.collegeboard.com/

Opportunities and New Initiatives National Security Language Initiative 2006

Departments of State, Defense, and Education $114 million to be requested in FY07 Three Broad Goals:

1. Expand critical need languages (e.g., Arabic, Chinese, Russian, Hindi, Farsi, and others) and start at a younger age

2. Increase high proficiency in a language, particularly on critical languages through K-16 language study pipelines

3. Increase the number of foreign language teachers and the resources for them

Opportunities and New Initiatives Foreign Language Assistance Program (FLAP) 2006

No Child Left Behind Act of 2001 Purpose: To improve the quality and extent of foreign language

instruction, particularly in elementary schools. Priority: Critical languages State Education Agencies grants support systemic approaches

to improving foreign language learning in the State; Range of awards $50,000 to $400,000

Local Education Agencies grants support programs of Local school districts; Range of awards $50,000 to $300,000

Opportunities and New Initiatives College Board-Hanban Agreement

Bring 150 guest teachers from China to American classrooms Provide financial assistance to 300 American teacher-candidates

in support of their efforts to attain state certification to teach Chinese

Support the development of instructional materials from elementary school through Advanced Placement courses

Support nearly 2,000 schools in the introduction or expansion of their Chinese programs

New Developments:State and Local

Elementary language programs increasing Technology innovations – one third of school

districts offer online course in some subject10

Recognition of value of heritage communities beginning (1 in 5 Americans speaks another language at home, mostly Spanish, followed by Chinese)11

New “international schools” with stronger language focus developing

Innovations in Schools

Newton North and Newton South High Schools Public school district in Massachusetts Oldest running Chinese student exchange program in

the country with strong content background and preparation

Exchange program is catalyst for district-wide curriculum reform

Strong foreign language program

New Developments:State and Local

FLAP Grantees (States) Ohio: K-6 Mandarin Program (2,000 students in

pilot year) North Carolina: Development of Online

Mandarin courses (25 students per year in pilot) Wisconsin: Mandarin and Arabic programs K-12.

(1,800 students by end of grant period) Wyoming: Spanish programs for middle school

students to create K-12 pipeline in state. (8,000 students served)

How Schools Can Start

“Creating a Chinese Language Program in Your School: An

Introductory Guide”Based on best practices from current

programs

Asia Society, June 2006


About ChineseWhich Variety of Chinese Language Should

Be Taught?Learning Chinese as a Second Language in

the U.S. ContextSpecial Features of the Chinese Language


Setting the Program’s DirectionLaunching the Planning Process Involving Key StakeholdersConsiderations in Setting Program and

Student GoalsSetting Short-Term GoalsSetting Long-Term Goals


Choosing a Program Model Common Characteristics of Program Models Program Types

Traditional foreign language model Foreign language in elementary school model Immersion models Distance learning & web-based models

Choosing the Right Model Important Program Considerations (e.g. heritage learners,

multiple entry points, differentiated learning)


Curriculum Development, Instructional Design, and Assessment Guiding Principles of Curriculum Development

in Chinese Developing the Chinese Curriculum Designing Instructional Delivery How Can Technology Enhance the Teaching

and Learning of Chinese? How Should Students Be Assessed?


Sustaining Quality and LongevityWorking Across Grade LevelsContinued Development of Chinese TeachersPartnering with Heritage Language

CommunitiesNational and International ResourcesMonitoring Effectiveness Over the Long Term


Learning By Example Three case studies of Chinese language

programs implemented in different parts of the U.S. Chicago Public Schools Chinese American International School, San

Francisco Springfield Chinese Language Programs,

Massachusetts

Resources:Newsletter and WebsiteInternationalEd.org

Resources:AskAsia.org

For materials on Asian cultures and issues

Resources: www.AskAsia.org/Chinese

Resources:Chinese Language Newsletter

Subscribe at: http://AskAsia.org/Chinese/

Resources:

See AskAsia.org/Chinese

Resource:Workshop for New Programs

http://casls.uoregon.edu/workshop/index.php

Documents

Linking Languages and Cultures to Internationalize Education