P4 leveraging business and government to develop chinese lang edu - papa berka


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  • Good time to introduce ourselves, our positions and our involvement. Why are we involved?How to blend the work/combine efforts(all 4 presenters comment here based on current positions)
  • Meaning…. How did we get to the point of drafting a strategic vision for the state language education.
  • Partnership to change language education to meet the needs of business, government, and higher education.
  • Meaning…. How did we get to the point of drafting a strategic vision for the state language education.
  • Report compiled after interviewing 101 CEOs in U.S.National/International Voices
  • Languages and proficiency needs for SMEsForeign language abilities, especially on technical level…Increase efficiencyAvoid extra business costs (e.g. for interpreters, translators)Expand business productivityFoster bonding process and synergies between parent company abroad and U.S. subsidiaryTop five language needs: French, Chinese, German, Spanish, Polish
  • Exception: to build gateways for relationships and shared values cross-cultural skills more important than lang. skills (APC Schneider Electric)
  • For State of RI faced with high unemploymentNo population growthEducational structure misaligned with knowledge economy…
  • For State of RI faced with high unemploymentNo population growthEducational structure misaligned with knowledge economy…
  • For State of RI faced with high unemploymentNo population growthEducational structure misaligned with knowledge economy…
  • NGOs, like the International Institute of RI and the Roman Catholic Diocese of ProvidencePortuguese and Cape Verdean Creole
  • The message should resonate with the local community, it is in this sense that the economic becomes an entry point to provide spotlight to the social issues that would otherwise continue to be overlooked and silenced.
  • Why Implement a Seal of Biliteracy?A Seal of Biliteracy and the Pathway awards are a statement by the school system that mastery of two or more languages is important. It encourages students to pursue biliteracy, honors the skills our students attain, and can be evidence of skills that are attractive to future employers and college admissions offices.
  • (Andres) Higher Ed/Political ConsiderationsCertificationRecruitmentPre-serviceCosts
  • What are the targeted groups?What does this mean for interested groups?
  • P4 leveraging business and government to develop chinese lang edu - papa berka

    1. 1. ACTFL ConferenceNovember 15-18, 2012Erin L. PapaSigrid BerkaJ. Andrés RamírezSarah Steverman
    2. 2. uri.edu/rilanguage facebook.com/rilanguageRhode Island RoadmapStrategic VisionThe State of Rhode Island strives to create amultilingual, culturally savvy, globally competentRhode Island community and workforce by creatingwell articulated language learning programsemphasizing proficiency and biliteracy.By 2030, the majority of Rhode Island graduateswill be proficient in English and at leastone other language.
    3. 3. Our Involvement
    4. 4. Rhode Island Roadmap forLanguage Excellenceuri.edu/rilanguagefacebook.com/rilanguage
    5. 5. We found out that… World markets play key economic role for RIeconomy $1.9 billion worth of merchandise exports fromRI to 208 destinations abroad with the largestmarkets being:CanadaMexicoGermanyTurkeyChina
    6. 6. Forbes Insights Report July 2011 onReducing the Impact of Language Barriers“In global, multicultural organizations, simplyexpecting all employees to speak one commonlanguage, such as English, marginalizes the potentialimpact of international talent and leave monolingualstaff ill-equipped to help the organization competeeffectively in a globalized environment.”Global Level
    7. 7. “When the language is a barrier and ourtechnical sales force is not able to explain amachine tool to a customer in México, thiscustomer will come back with a broken tooland file a complaint to get reimbursed. Thisincreases warranty costs and customerdissatisfaction.”Andrew Corsini, CEO of SupfinaLocal Level
    8. 8. Upper management needs multilingualcapability to:“lead and integrate global teams inaround-the-clock business transactions.”SENSATAMultinational Level
    9. 9. Upper management needs multilingualcapability to:“build new markets – local has becomeglobal innovation!”HASBROMultinational Level
    10. 10. Upper management needs multilingualcapability to:“assess political climate in foreigncountries.”GTECHMultinational Level
    11. 11. Upper management needs multilingualcapability to:“Move flexibly into and out of newmarkets with emotional intelligence”HEXAGON METROLOGYMultinational Level
    12. 12. “Raise trust, credibility, respectbetween upper management and workforce in focus groups.”ASTRO-MEDUpper management needs multilingualcapability to:Multinational Level
    13. 13. “The Far East engineering team is a a vital bridge betweenour US engineering and design staffs and our vendors. Theytake concepts from our U.S. and European design teamsand transform them into more detailed and specificproducts. They work with the vendor community on thedetailed execution and communicate what we want to doand why. They help shape the actual features and attributesof the product and make changes when manufacturingproblems arise. They also help the U.S team understand thedemands and constraints of the vendor community. Clearlines of communication are thus paramount….”Al Verreccchia, chairman of board of HASBROMultinational LevelGlobally OperatingTeams
    14. 14. Even though…“…(there is a) definite advantage forlinguistically & culturally trained employees toadvance faster and for management to navigatean increasingly diverse work force world-wide,”
    15. 15. And . . .Clear lines of Communication areparamount in globally operatingteams
    16. 16. And…“… it is more important than ever to enhancelanguage capability output and leveragelinguistic skills of local immigrantpopulations (Hispanic, Cambodian, Haitian,Vietnamese) to develop future emergingmarkets…”
    17. 17. …. rarely is linguistic training offeredby companies, and recruiters do notnecessarily require FL skills!
    18. 18. In addition, foreign language educationis, for the most part, not aligned with theneeds of businesses and government.
    19. 19. Rhode Island is not living up to the expectations of ourbusiness community: In RI, there was a 40% decrease in K-12 ForeignLanguage enrollment from 2004-5 to 2007-8. Only 15% of University of Rhode Island studentsgraduating in 2010-11 took language courses above the100-level.
    20. 20. Global Operations Local (Health, NGOs) Spanish Chinese French German Spanish Portuguese Khmer(Cambodian) Haitian CreoleCurrent Priority Languages for Businesses(Global and Local Operations)
    21. 21. • Chinese• Brazilian Portuguese• ArabicFuture Priority Languages for Businesses(Global and Domestic Operations)
    22. 22. Alissa McKechnie ’13Mechanical and Chinese IEPSpring 2012Internship withHasbro HongKong in theAction FiguredepartmentSummer 2011Internship withHasbro inPawtucket, RhodeIslandFall 2011Studied atZhejiangUniversity inChina2012 – 2013Spring 2013Offered position with aSemiconductor company inBillerica, MACompleting 5th year at URIwith a capstone design projectfor Toray Plastics, Inc.
    23. 23. Current Priority Languages forGovernment Agencies Spanish Cape VerdeanCreole Portuguese French Hmonguri.edu/rilanguage facebook.com/rilanguage
    24. 24. EducationBusinessGovernment
    25. 25. From Vision to Implementation:Roadmap RecommendationsEstablish the Position of State Supervisor for WorldLanguage EducationEstablish the Rhode Island Center forLanguage Teaching, Learning, and Cultureuri.edu/rilanguage facebook.com/rilanguage
    26. 26. uri.edu/rilanguage facebook.com/rilanguageDevelop and Implement a Public AwarenessCampaignDevelop Proficiency Incentives for StudentsDevelop Incentive Programs to Train, License, andEmploy Language Education TeachersCreate Articulated K-16 World LanguageSequencesFrom Vision to Implementation:Roadmap Recommendations (cont)
    27. 27. Public Awareness: Video in the Works“Not only is their education (talking about language minority students)being jeopardized but their identity is as well. There are many that feelthat their culture and language have been compromised, myselfincluded. When I entered the Providence school system my firstlanguage was Spanish. It was difficult grasping the (English) language. Iwas even held back a grade due to a “Speech Impediment.” I struggledinitially but felt the pressure to assimilate and so I did. In the process ofmastering this “necessary” language I lost my own. As a teenager Irealized my lost and have struggled ever since to gain it back. Even nowas an adult I find it difficult to fit in either group socially. I have anaccent when I speak English and I have one when I speak Spanish. Thepush to assimilate has only left me in the middle.”Graduate Student Taking a Graduate Class in theTESL Program at Rhode Island College
    28. 28. uri.edu/rilanguage facebook.com/rilanguageDevelop Proficiency Incentives forStudentshttp://sealofbiliteracy.org/
    29. 29. uri.edu/rilanguage facebook.com/rilanguageDevelop Incentive Programs toTrain, License, and Employ LanguageEducation Teachers
    30. 30. Develop Articulated K-16 LanguageSequences All 36 RI Districts Locally-determined languages K-8: Dual Language Immersion Programs(50% of day in target language) Choice to add language in middle school 6-12: World Language Model Remainsuri.edu/rilanguage facebook.com/rilanguage
    31. 31. K-12 ConsiderationsBudgetStaffingCurriculum
    32. 32. Like us on facebook.com/rilanguageVisit Our Website: uri.edu/rilanguage
    33. 33. Questions?