What’s Global Beyond World Languages? Creating a Global Context for Teaching and Learning Chinese Shari Albright National Chinese Language Conference May 1, 2009

Microlab Question One Share a time that happened recently when you had the realization of “how global the world is really becoming”. What did it make you think at the time?

Share a time that happened recently when you had the realization of “how global the world is really becoming”. What did it make you think at the time?

Microlab Question Two When you hear talk about “internationalizing” or “globalizing” the curriculum, what does that mean to you?

When you hear talk about “internationalizing” or “globalizing” the curriculum, what does that mean to you?

Microlab Question Three Why do you think it is important for students to learn about the world and for you to engage in this work?

Why do you think it is important for students to learn about the world and for you to engage in this work?

A Changing World Demands Changing Skills

A Changing World Demands Changing Skills

The Next Economy is A Science and Knowledge Economy - need scientific and technological literacy A Resource-Challenged Economy - need critical thinking about sustainable economies A Globally Interdependent Economy - global competence is a core competence A Demographically Diverse Economy - requires cross-cultural leadership skills An Innovation-Driven Economy - requires students who can learn how to learn and adapt to rapid change

A Science and Knowledge Economy - need scientific and technological literacy

A Resource-Challenged Economy - need critical thinking about sustainable economies

A Globally Interdependent Economy - global competence is a core competence

A Demographically Diverse Economy - requires cross-cultural leadership skills

An Innovation-Driven Economy - requires students who can learn how to learn and adapt to rapid change

What is Global Competence? Knowledge of other world regions, cultures, and global/international issues Skills in communicating in languages other than English, working in global or cross-cultural environments, and using information from different sources around the world Values/perspectives of respect and concern for other cultures and peoples

Knowledge of other world regions, cultures, and global/international issues

Skills in communicating in languages other than English, working in global or cross-cultural environments, and using information from different sources around the world

Values/perspectives of respect and concern for other cultures and peoples

Global Competence is a Core Competence because: Globalization is driving demand for an internationally competent workforce One in five jobs is tied to international trade Most future business growth will be in overseas markets

Globalization is driving demand for an internationally competent workforce

One in five jobs is tied to international trade

Most future business growth will be in overseas markets

Global Context / Economic Trends 1945 – 1990: U.S. Dominant World Economy Europe and Japan recovering from World War II Russia, China, India, Africa – not market economies 1990: End of Cold War Market economies in China, Russia, India World Trade Organization (1995) Three billion people move from closed economies into global economy

1945 – 1990: U.S. Dominant World Economy

Europe and Japan recovering from World War II

Russia, China, India, Africa – not market economies

1990: End of Cold War

Market economies in China, Russia, India

World Trade Organization (1995)

Three billion people move from closed economies into global economy

Global Context / Economic Trends Source: Keystone India India China Japan EU US Other India China Japan EU US Other India China Japan EU US Other 2004 2025 2050 Percentage of World GDP Importance of China: China, India, Japan move from 18% to 50% of world GDP 1990’s Chinese economy grew 9% per year Has overtaken Germany as world’s third largest economy

Importance of China:

China, India, Japan move from 18% to 50% of world GDP

1990’s Chinese economy grew 9% per year

Has overtaken Germany as world’s third largest economy

Global Context / Demographic Trends If we shrank the earth’s population to only 100 people and kept all existing human ratios: 61 from Asia 21 from China 17 from India 13 from Africa 12 from Europe 8 from Latin America 5 from the U.S. 1 from Oceania

If we shrank the earth’s population to only 100 people and kept all existing human ratios:

61 from Asia

21 from China

17 from India

13 from Africa

12 from Europe

8 from Latin America

5 from the U.S.

1 from Oceania

Global Context / Technology Trends “ The World is Flat” Tom Friedman. Wiring of world from 1998 on means that much work can be done anywhere. 24/7 global production teams. 77.6% of Americans older than age 12 are on the Internet. Similar Internet usage is found in developed countries such as South Korea, Singapore. In Japan 67%, in China 11% (143 million people) and in India, 3.5%. However, these percentages are all growing exponentially.

“ The World is Flat” Tom Friedman.

Wiring of world from 1998 on means that much work can be done anywhere. 24/7 global production teams.

77.6% of Americans older than age 12 are on the Internet. Similar Internet usage is found in developed countries such as South Korea, Singapore.

In Japan 67%, in China 11% (143 million people) and in India, 3.5%. However, these percentages are all growing exponentially.

Human Security and Citizenship Our challenges are international challenges – global health, global warming, energy/water, terrorism Our security is intertwined with our understanding of other cultures Increasing diversity in our schools and workplaces require a citizenry with increased understanding of other cultures Education Growing global talent pool – U.S. now 18 th in the world in HS graduation rates U.S. 15 year olds rank 25 th in math performance and 21 st in science compared with other countries Only 50% of U.S. high school students study a foreign language, and less in lower grades New Global Trends

Human Security and Citizenship

Our challenges are international challenges – global health, global warming, energy/water, terrorism

Our security is intertwined with our understanding of other cultures

Increasing diversity in our schools and workplaces require a citizenry with increased understanding of other cultures

Education

Growing global talent pool – U.S. now 18 th in the world in HS graduation rates

U.S. 15 year olds rank 25 th in math performance and 21 st in science compared with other countries

Only 50% of U.S. high school students study a foreign language, and less in lower grades

In the 21 st century students will be: Selling to the world Buying from the world Working for international companies Managing employees from other countries and cultures Competing with people on the other side of the world for jobs and markets Working with people all over the world in joint ventures and global work teams Solving global problems such as AIDS, avian flu, environmental problems, and resolving conflicts ARE THEY READY?

Selling to the world

Buying from the world

Working for international companies

Managing employees from other countries and cultures

Competing with people on the other side of the world for jobs and markets

Working with people all over the world in joint ventures and global work teams

Solving global problems such as AIDS, avian flu, environmental problems, and resolving conflicts

Our Students Are Not Ready Levels of Student Knowledge are Weak (Asia Society and National Geographic Society) Six in 10 cannot find Iraq on a map of the Middle East Over half do not study geography, economics or Non-Western history More than half significantly over-estimate the population of the United States Nearly three-quarters incorrectly select English as most widely spoken native tongue (it’s Mandarin Chinese) Young Americans are next to last in a nine country survey of knowledge of current events

Levels of Student Knowledge are Weak

(Asia Society and National Geographic Society)

Six in 10 cannot find Iraq on a map of the Middle East

Over half do not study geography, economics or Non-Western history

More than half significantly over-estimate the population of the United States

Nearly three-quarters incorrectly select English as most widely spoken native tongue (it’s Mandarin Chinese)

Young Americans are next to last in a nine country survey of knowledge of current events

Students Must Prepare for the Global Age “ To compete successfully in the global marketplace, both U.S.-based multinational corporations as well as small businesses increasingly need employees with knowledge of foreign languages and cultures to market products to customers around the globe and to work effectively with foreign employees and partners in other countries.” Committee for Economic Development

“ To compete successfully in the global marketplace, both U.S.-based multinational corporations as well as small businesses increasingly need employees with knowledge of foreign languages and cultures to market products to customers around the globe and to work effectively with foreign employees and partners in other countries.”

Increasing Calls for Global Knowledge and Skills We must better prepare out students to succeed in an increasingly competitive world. This can’t be accomplished with a 20th century education model…we need to educate the whole child for the whole world. Our economic competitiveness depends on it. - Gene Carter, Executive Director, Association for Supervision and Curriculum Development

We must better prepare out students to succeed in an increasingly competitive world. This can’t be accomplished with a 20th century education model…we need to educate the whole child for the whole world. Our economic competitiveness depends on it.

- Gene Carter, Executive Director, Association for Supervision and Curriculum Development

Innovations in Schools

Innovations in Schools

Innovations in Schools John Stanford International School Public K-5 bilingual immersion school in Seattle Students spend half day studying math, science, culture and literacy in either Japanese or Spanish; the other half of the day is spent learning reading, writing and social studies in English Partnerships with local offices of multinational businesses Offers ESL courses for children and after-school courses for their parents Seattle now plans 10 internationally focused schools **Schools identified through the Asia Society/Goldman Sachs Foundation Prizes for Excellence In International Education

John Stanford International School

Public K-5 bilingual immersion school in Seattle

Students spend half day studying math, science, culture and literacy in either Japanese or Spanish; the other half of the day is spent learning reading, writing and social studies in English

Partnerships with local offices of multinational businesses

Offers ESL courses for children and after-school courses for their parents

Seattle now plans 10 internationally focused schools

Innovations in Schools Walter Payton College Prep High School Diverse school in Chicago Every student takes 4 years of language (Chinese, Japanese, Latin, French and Spanish) Partnerships with schools in China, France, North Africa, Japan, Switzerland, Chile, Italy and South Africa. (Videoconferences, homestays, sister schools)

Walter Payton College Prep High School

Diverse school in Chicago

Every student takes 4 years of language (Chinese, Japanese, Latin, French and Spanish)

Partnerships with schools in China, France, North Africa, Japan, Switzerland, Chile, Italy and South Africa. (Videoconferences, homestays, sister schools)

Video from John Stanford and Walter Payton Schools

Innovations in Schools - ISSN Asia Society’s International Studies Schools Network (ISSN): 12 schools serving low-income students in CA, CO, NY, NC, IL, and TX. Funded by the Bill & Melinda Gates Foundation. The mission of each ISSN school is to prepare students to be college ready and globally competent. Across grade levels and core subject areas, ISSN schools achieved at higher levels in the vast majority of comparisons to schools with similar demographic profiles.

Asia Society’s International Studies Schools Network (ISSN): 12 schools serving low-income students in CA, CO, NY, NC, IL, and TX. Funded by the Bill & Melinda Gates Foundation.

The mission of each ISSN school is to prepare students to be college ready and globally competent.

Across grade levels and core subject areas, ISSN schools achieved at higher levels in the vast majority of comparisons to schools with similar demographic profiles.

What are the Elements of a Globally-Oriented School or Classroom? Creating a Global Vision and Culture Recruiting and Preparing Internationally-oriented Teachers Transforming Curriculum and Instruction by Integrating International Content Emphasizing Language Proficiency Expanding Student Experiences - through harnessing technology, international travel and partnerships, international service learning and internships

Creating a Global Vision and Culture

Recruiting and Preparing Internationally-oriented Teachers

Transforming Curriculum and Instruction by Integrating International Content

Emphasizing Language Proficiency

Expanding Student Experiences - through harnessing technology, international travel and partnerships, international service learning and internships

Creating a Global Vision and Culture Do your school mission statement, graduate profile, and graduation requirements focus on preparing students for the 21 st century? Example: The mission of Washington International School is to provide a demanding international education that will challenge students to become responsible and effective world citizens. Example: In appreciation of our diverse community, the mission of Riverwood High School is to educate and challenge students to become respectful and responsible citizens equipped with knowledge and skills necessary to successfully communicate, solve problems, and use technology in the 21st century as a part of an ever-changing global society. ISSN’s Graduate Profile (Handout)

Do your school mission statement, graduate profile, and graduation requirements focus on preparing students for the 21 st century?

Example: The mission of Washington International School is to provide a demanding international education that will challenge students to become responsible and effective world citizens.

Example: In appreciation of our diverse community, the mission of Riverwood High School is to educate and challenge students to become respectful and responsible citizens equipped with knowledge and skills necessary to successfully communicate, solve problems, and use technology in the 21st century as a part of an ever-changing global society.

ISSN’s Graduate Profile (Handout)

Recruiting and Preparing Internationally-Oriented Teachers Recruitment: Look for teachers with international experience and dispositions essential to effective teaching Professional Development: At Evanston Township High School , teachers use Northwestern’s African history resources. ISA Teacher’s Book Studies create shared experiences and increased dialogue on international issues. Travel – Teacher Melissa Wafer-Cross: “When we travel, we make ourselves vulnerable, and we learn in ways that surprise and delight us. These experiences both energize and inform our teaching because the culture and the people have dimension.”

Recruitment: Look for teachers with international experience and dispositions essential to effective teaching

Professional Development: At Evanston Township High School , teachers use Northwestern’s African history resources. ISA Teacher’s Book Studies create shared experiences and increased dialogue on international issues.

Travel – Teacher Melissa Wafer-Cross: “When we travel, we make ourselves vulnerable, and we learn in ways that surprise and delight us. These experiences both energize and inform our teaching because the culture and the people have dimension.”

Transforming Curriculum and Instruction by Integrating International Content English Language Arts : Read world literature Create student international newspapers that utilize the web to collaborate on stories with international peers. Science : Study global issues relevant to science, e.g. global warming, biodiversity, geo-genomics, disease and pandemics Academy of Science students partner with students in Singapore on research projects throughout the year.

English Language Arts :

Read world literature

Create student international newspapers that utilize the web to collaborate on stories with international peers.

Science :

Study global issues relevant to science, e.g. global warming, biodiversity, geo-genomics, disease and pandemics

Academy of Science students partner with students in Singapore on research projects throughout the year.

Transforming Curriculum and Instruction by Integrating International Content (cont.) Math : Growth and decay as part of linear functions are essential to understanding the world, as are statistics and analysis. Arts : Bushwick High School students studied cultures and lives of indigenous peoples of the Americas and created a mural depicting their culture and accomplishments while also creating indigenously inspired pottery. Social Studies : World History as well as U.S., World Geography, Comparative Government and International Economics

Math : Growth and decay as part of linear functions are essential to understanding the world, as are statistics and analysis.

Arts : Bushwick High School students studied cultures and lives of indigenous peoples of the Americas and created a mural depicting their culture and accomplishments while also creating indigenously inspired pottery.

Social Studies : World History as well as U.S., World Geography, Comparative Government and International Economics

Interdisciplinary and Simulations Simulations Model UN, Capitol Forum, World Affairs Challenge, Institute of Peace Interdisciplinary Evanston Township High School requires an area studies course combining study of a world region, its history, culture, language, religion, arts, and language International School of the Americas created a 9 th grade Global Environmental Problems unit team-taught by biology, world geography, mathematics, and world literature Many elementary schools organize their grade levels or yearly themes based on regions of the world or significant global issues

Simulations

Model UN, Capitol Forum, World Affairs Challenge, Institute of Peace

Interdisciplinary

Evanston Township High School requires an area studies course combining study of a world region, its history, culture, language, religion, arts, and language

International School of the Americas created a 9 th grade Global Environmental Problems unit team-taught by biology, world geography, mathematics, and world literature

Many elementary schools organize their grade levels or yearly themes based on regions of the world or significant global issues

Emphasize Language Proficiency Growth of Interest in Languages and Cultures: A new PDK/Gallup poll states that 85% of Americans believe it is important for students to learn a second language and 70% believe it should begin in elementary school. Data Source: The College Board internal study, April 2008 Growth of Interest in Chinese Language Programs

Growth of Interest in Languages and Cultures:

A new PDK/Gallup poll states that 85% of Americans believe it is important for students to learn a second language and 70% believe it should begin in elementary school.

Harness Technology Tap global information sources – universities, news organizations, companies and think tank websites Online courses can offer students content they don’t usually have access to – Florida and Michigan Virtual Schools both offer international content and world languages Create classroom-to-classroom collaborations through iEARN, GLOBE, or videoconferencing

Tap global information sources – universities, news organizations, companies and think tank websites

Online courses can offer students content they don’t usually have access to – Florida and Michigan Virtual Schools both offer international content and world languages

Create classroom-to-classroom collaborations through iEARN, GLOBE, or videoconferencing

International Travel and Partnerships Walter Payton College Prep High School Creates ongoing partnerships with schools in other countries through Sister City relationships Students prepare by studying the language and culture in special seminars throughout the year ALL students fundraise for their trips Handbook for teachers assists in process - from advising students on how to behave on exchange to what follow-up activities to conduct John Stanford Elementary Sponsors a school in Mexico and makes annual visits there Utilizes virtual field trips to other Latin American and Asian countries

Walter Payton College Prep High School

Creates ongoing partnerships with schools in other countries through Sister City relationships

Students prepare by studying the language and culture in special seminars throughout the year

ALL students fundraise for their trips

Handbook for teachers assists in process - from advising students on how to behave on exchange to what follow-up activities to conduct

John Stanford Elementary

Sponsors a school in Mexico and makes annual visits there

Utilizes virtual field trips to other Latin American and Asian countries

Universities and colleges offer international specialists, Title VI Centers, and courses for teachers Businesses offer student internships, donations, executive for a day Cultural groups from local heritage organizations to museums to World Affairs Councils to embassies, offer activities, and materials Resources and Community Partnerships

Universities and colleges offer international specialists, Title VI Centers, and courses for teachers

Businesses offer student internships, donations, executive for a day

Cultural groups from local heritage organizations to museums to World Affairs Councils to embassies, offer activities, and materials

Addressing Student Challenges Engagement Hope Understanding Involvement Apathy Access From “Students in Today’s Schools” (U.S. Dept. of Ed. 2007)

Engagement

Hope

Understanding

Involvement

Apathy

Access

So, how are you helping your students to… Collaborate Effectively Develop Multiple Perspectives Understand Interdependence of Systems Make Ethical Decisions Think Critically and Creatively Become Literate for the 21st Century Understand Complexity Manage Learning Communicate Effectively Achieve Expertise Make Healthy Decisions

Collaborate Effectively

Develop Multiple Perspectives

Understand Interdependence of Systems

Make Ethical Decisions

Think Critically and Creatively

Become Literate for the 21st Century

Understand Complexity

Manage Learning

Communicate Effectively

Achieve Expertise

Make Healthy Decisions

Resources for Schools: www.AsiaSociety.org/Education - Going Global: Preparing U.S. Students for an Interconnected World - Putting the World Into World-Class Education DVD

- Going Global: Preparing U.S. Students for an Interconnected World

- Putting the World Into World-Class Education DVD

Join us in Washington, D.C. on July 9-11, 2009 for the PGL Forum!

Final Thoughts To the extent that it is possible, You must live in the world today As you wish everyone to live In the world to come. That can be your contribution. Otherwise, the world you want Will never be formed. Why? Because you’re waiting for others to do What you’re not doing; And they are waiting for you, And so on. - Alice Walker

To the extent that it is possible,

You must live in the world today

As you wish everyone to live

In the world to come.

That can be your contribution.

Otherwise, the world you want

Will never be formed. Why?

Because you’re waiting for others to do

What you’re not doing;

And they are waiting for you,

And so on.

- Alice Walker