States Going Global: How to Expand World Languages in Your State Deborah W. Robinson, Ph.D. National Council of State Supe...
A Systems Approach to Education (Zelman and Cross, 2008)
<ul><li>Core of education </li></ul><ul><li>Aligned standards, curriculum and assessments   </li></ul>
Elementary School Language Programs   <ul><li>Three-year Foreign Language Assistance Program (FLAP) Grant </li></ul><ul><u...
<ul><li>http://education.ohio.gov </li></ul><ul><li>“ Ohio’s K-4 Content-Enriched Mandarin Chinese Curriculum and Professi...
 
Innovations in Teacher Certification <ul><li>Three-Year Visiting International Teacher’s License </li></ul><ul><li>Intensi...
Three-Year Visiting International Teacher’s License <ul><li>Rule 3301-24-05 Licensure  (1) </li></ul><ul><li>(a) Is deemed...
<ul><li>(d) Provides evidence of proficiency in the target language as determined by the employing Ohio school district or...
Mentoring <ul><li>(2) The employing Ohio school district, with assistance from the Ohio department of education, shall pla...
Moving to Permanent Licensure <ul><li>(3) If a visiting international teacher wishes to continue teaching in the schools o...
Intensive Licensure Programs <ul><li>Legislatively funded intensive licensure programs over past three years (2006-2009) <...
Aligned to a plan
Plan for Sustainability <ul><li>Budget for Continuation and Articulation </li></ul><ul><ul><li>Human Resources </li></ul><...
Funding <ul><li>Foreign Language Assistance Program (FLAP)  www.e-grants.ed.gov   </li></ul><ul><li>Critical Language Flag...
<ul><li>Open the schoolhouse doors </li></ul>
Community <ul><li>Ohio Heritage Language Schools </li></ul><ul><ul><li>8 Chinese 4 Japanese 2 Arabic </li></ul></ul><ul><u...
K-16   Partnerships <ul><li>ODE-OSU Chinese Language Flagship </li></ul><ul><ul><li>Three Symposia for Districts Intereste...
Ohio’s Roadmap <ul><li>Clear direction for language education </li></ul><ul><ul><li>Create extended sequences of language ...
Foreign Language Advisory Council’s Passport to the Future
Good targets
How do we measure student learning and establish learning outcomes that are articulated from elementary language learning ...
Show What You  Can Do  with Language <ul><li>Classroom-Based Performance Assessments across Interpersonal, Interpretive, a...
Standardized Assessments <ul><li>Reliable and Valid Chinese (and other languages) Assessments </li></ul><ul><ul><li>Nation...
Resources: Asia Society Chinese Language Initiatives http://askasia.org/Chinese
Chinese Curricula Available for Sharing <ul><li>K-3 Curriculum:   Center for Applied Linguistics and National Foreign Lang...
Make a Long-Term Commitment to  Language Learning and Education   <ul><li>十年树木,百年树人 </li></ul><ul><li>Ten years to grow a ...
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Robinson States Going Global

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  • Robinson States Going Global

    1. 1. States Going Global: How to Expand World Languages in Your State Deborah W. Robinson, Ph.D. National Council of State Supervisors for Languages, President Ohio Department of Education, World Languages Consultant
    2. 2. A Systems Approach to Education (Zelman and Cross, 2008)
    3. 3. <ul><li>Core of education </li></ul><ul><li>Aligned standards, curriculum and assessments </li></ul>
    4. 4. Elementary School Language Programs <ul><li>Three-year Foreign Language Assistance Program (FLAP) Grant </li></ul><ul><ul><li>K-4 Content-Enriched Units (@10-12 per grade level) for Mandarin Chinese </li></ul></ul><ul><ul><li>PD modules (Backward Design, Content-Enriched Instruction, Literacy Development, Technology to Enhance Program) </li></ul></ul><ul><ul><li>Ten pilot sites </li></ul></ul>
    5. 5. <ul><li>http://education.ohio.gov </li></ul><ul><li>“ Ohio’s K-4 Content-Enriched Mandarin Chinese Curriculum and Professional Development Modules” </li></ul>
    6. 7. Innovations in Teacher Certification <ul><li>Three-Year Visiting International Teacher’s License </li></ul><ul><li>Intensive Licensure </li></ul><ul><li>Programs </li></ul>
    7. 8. Three-Year Visiting International Teacher’s License <ul><li>Rule 3301-24-05 Licensure (1) </li></ul><ul><li>(a) Is deemed to be of good moral character </li></ul><ul><li>(b) Is a citizen of another country who will be entering the United States specifically for the purpose of teaching in an Ohio school or school district that has agreed to employ the person as a teacher via an exchange program or other collaboration or recruitment effort </li></ul><ul><li>(c) Holds the United States equivalent of at least a bachelor's degree and provides evidence of completion of a teacher preparation program </li></ul>
    8. 9. <ul><li>(d) Provides evidence of proficiency in the target language as determined by the employing Ohio school district or the Ohio department of education </li></ul><ul><li>(e) Demonstrates English language proficiency as determined by the employing Ohio school district or the Ohio department of education </li></ul><ul><li>Are considered HQT </li></ul>
    9. 10. Mentoring <ul><li>(2) The employing Ohio school district, with assistance from the Ohio department of education, shall plan for a mentoring program for visiting international teachers to provide ongoing support and assistance in areas such as school culture, curriculum, assessment, management, and resources. </li></ul>
    10. 11. Moving to Permanent Licensure <ul><li>(3) If a visiting international teacher wishes to continue teaching in the schools of Ohio beyond the three year validity period of the visiting international teacher license, the teacher will be required to obtain appropriate Ohio licensure. </li></ul><ul><li>Virginia and Maine have similar provisions </li></ul><ul><li>31 states- Spanish 34 states-Chinese </li></ul>
    11. 12. Intensive Licensure Programs <ul><li>Legislatively funded intensive licensure programs over past three years (2006-2009) </li></ul><ul><li>Five Ohio colleges and universities </li></ul><ul><li>Chinese Arabic Spanish French Japanese </li></ul><ul><li>99 9 110 8 8 </li></ul>
    12. 13. Aligned to a plan
    13. 14. Plan for Sustainability <ul><li>Budget for Continuation and Articulation </li></ul><ul><ul><li>Human Resources </li></ul></ul><ul><ul><li>Curriculum Development </li></ul></ul><ul><ul><li>Materials </li></ul></ul><ul><ul><li>Professional Development </li></ul></ul><ul><ul><li>Assessment of Student Learning </li></ul></ul>
    14. 15. Funding <ul><li>Foreign Language Assistance Program (FLAP) www.e-grants.ed.gov </li></ul><ul><li>Critical Language Flagship Programs http://www.thelanguageflagship.org/funding_institutions.html </li></ul><ul><li>STARTALK Critical Language Summer Programs for Teachers and Students </li></ul><ul><li>http://www.startalk@umd.edu </li></ul><ul><li>email: [email_address] </li></ul>
    15. 16. <ul><li>Open the schoolhouse doors </li></ul>
    16. 17. Community <ul><li>Ohio Heritage Language Schools </li></ul><ul><ul><li>8 Chinese 4 Japanese 2 Arabic </li></ul></ul><ul><ul><li>1 Korean 1 German 1 Somali </li></ul></ul><ul><li>CAL database on Heritage Language Schools www.cal.org </li></ul>
    17. 18. K-16 Partnerships <ul><li>ODE-OSU Chinese Language Flagship </li></ul><ul><ul><li>Three Symposia for Districts Interested in Chinese Language Initiatives </li></ul></ul><ul><ul><li>Discussions focused on standards- and performance-based programs </li></ul></ul><ul><ul><li>Curriculum and Materials Development </li></ul></ul><ul><ul><ul><li>K-4 </li></ul></ul></ul><ul><ul><ul><li>K-12 </li></ul></ul></ul><ul><ul><li>Professional Development for Teachers </li></ul></ul>
    18. 19. Ohio’s Roadmap <ul><li>Clear direction for language education </li></ul><ul><ul><li>Create extended sequences of language study </li></ul></ul><ul><ul><li>Train, license and employ teachers educated in the use of technology and network programs around them </li></ul></ul><ul><ul><li>Create performance-based tools to assess learners’ ability to communicate effectively </li></ul></ul><ul><ul><li>Establish a Language and Culture Service Center and Language Partnering for Life </li></ul></ul>
    19. 20. Foreign Language Advisory Council’s Passport to the Future
    20. 21. Good targets
    21. 22. How do we measure student learning and establish learning outcomes that are articulated from elementary language learning through post-secondary education? <ul><li>Determine expected outcomes at the next level that your students are supposed to know and demonstrate </li></ul><ul><li>Provide a clear road map for them </li></ul><ul><li>Consider instruction and conditions necessary to achieve these outcomes </li></ul>
    22. 23. Show What You Can Do with Language <ul><li>Classroom-Based Performance Assessments across Interpersonal, Interpretive, and Presentational Communication tied to cultural contexts </li></ul><ul><li>Observation </li></ul><ul><ul><li>Teacher Observation Matrix for Elementary (in </li></ul></ul><ul><ul><li>preparation for the Student Oral Proficiency </li></ul></ul><ul><ul><li>Assessment (SOPA) </li></ul></ul><ul><ul><li>Center for Applied Linguistics ( www.cal.org ) </li></ul></ul><ul><li>Student Self-Assessment: LinguaFolio </li></ul><ul><ul><li>NCSSFL ( www.ncssfl.org and follow links) </li></ul></ul>
    23. 24. Standardized Assessments <ul><li>Reliable and Valid Chinese (and other languages) Assessments </li></ul><ul><ul><li>National Online Early Language Learning Assessment (grades 3-6; listening and speaking) </li></ul></ul><ul><ul><li>Standards-based Measurement of Proficiency (STAMP) >> Computerized Assessment of Proficiency (CAP) (grades 7-16; speaking, reading, writing) </li></ul></ul><ul><ul><li>AP (grades 7-12; listening, speaking, reading, writing) </li></ul></ul><ul><ul><li>SAT II (reading and listening) </li></ul></ul><ul><ul><li>ACTFL Oral Proficiency Interview (age 14 to adult) </li></ul></ul><ul><ul><li>ACTFL Writing Proficiency Test (age 14 to adult) </li></ul></ul>
    24. 25. Resources: Asia Society Chinese Language Initiatives http://askasia.org/Chinese
    25. 26. Chinese Curricula Available for Sharing <ul><li>K-3 Curriculum: Center for Applied Linguistics and National Foreign Language Resource Center (Iowa State University): http:// nflrc.iastate.edu / </li></ul><ul><li>PreK-AP Curriculum: Chicago Public Schools , http://www.confuciusinstitute.chicago </li></ul><ul><li>Minnesota Department of Education: Chinese Language Programs Curriculum Development Project, Feb. 2007 http://education.state.mn.us </li></ul><ul><li>Ohio K-4 Curriculum (FLAP) http:// education.ohio.gov </li></ul><ul><li>Oregon/Portland K-16: http:// casls.uoregon.edu </li></ul>
    26. 27. Make a Long-Term Commitment to Language Learning and Education <ul><li>十年树木,百年树人 </li></ul><ul><li>Ten years to grow a tree; </li></ul><ul><li>One hundred years to </li></ul><ul><li>grow a people . </li></ul><ul><li>A Chinese Saying </li></ul>

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