This document discusses teaching critical world languages in the US. It notes that only 12 US states require the study of world languages and that world language programs in K-12 schools have been negatively impacted by No Child Left Behind. However, there is a growing recognition of the need for critical language education to develop students' global competence. The document suggests that states and the country should strategically offer critical languages to build human capital and prepare students for a globalized economy that demands cross-cultural skills.

1. Teaching Critical World Languages in the US Asia Society Global Forum July 10 , 2009 1

2. Presenters Shuhan C. Wang, Ph.D. Deputy Director, National Foreign Language Center, University of Maryland swang@nflc.org Michele Aoki, Ph.D. to be completed Gregg Roberts, to be completed

3. Topics Meet a critical need of the US: world languages education Share Washington and Utah experiences Rethink US world language education: How do we move forward, especially about offering critical languages? 3

4. Big Questions for the Audience Why should states and the US offer critical/world languages? What accomplishments have been made and what challenges remain? What strategies can states and the US take to move critical language education forward?

5. A Flat World Requires the Use of 2 or More Languages Monolinguals 1/3 Bilinguals & Multilinguals 2/3 Crystal, 1997

6. 21 of the Top 25 Industrialized Countries Begin the Study of a World Language in Grades K-5 * The US Sources:Pufahl, Rhodes, & Christian, 2002; Li, 2007; Goto Butler, 2007; Gargesh, 2006; Eurydice, 2005; Russia-InfoCenter, 2006; Dixon, 2003.

7. World Language Education: EU Countries 21 of the 31 EU countries require students to study another language for at least nine years. Source: Eurydice. 2005. Key Data on Teaching Languages at School in Europe. Eurydice: Brussels, Belgium. 7

8. Only 12 US States Require the Study of World Languages Source: 2008 National Survey of States for World Teacher Capacity (NFLC, CCSSO, AS, 2009, work in progress) 8

9. Percentage ofUS Students Studying World Languages 43.8% 1.6% 14.7% 8.6% Post-Secondary (advanced levels) Post-Secondary (All) Middle School High School 9 Middle school & high school data: National Center for Educational Statistics (2000); Post-secondary data: Furman, Goldberg, and Lusin (2007)

10. World Languages in US K-12 Schools Elementary and middle school world language programs were negatively affected by NCLB 10 Year Comparison Rhodes, N. and Pufhal, I. (CAL, 2009) 10

11. 11 Languages Taught in Elementary Schools(Center for Applied Linguistics, 1997 & 2008) * SP SP SP: Spanish for Speakers of Spanish ** Chinese: + 900% increase (http://cal.org/flsurvey)

12. 12 Languages Taught in Secondary Schools (Center for Applied Linguistics, 1997 & 2008) * Chinese: + 300% (http://cal.org/flsurvey)

13. Enrollments in Higher Education Language Courses: Fall 1998, 2002, and 2006 Source: Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006. MLA, accessible at http://www.mla.org/enroll_survey06_fin. 13

14. 14 Trends for World Language Education in the US Recognition of the need for critical languages in our schools Awareness of the importance of global competence that includes communicative abilities and cultural understanding Immersion and early language learning programs WL as an exit or high school graduation requirement K-16 articulation aligned with Standards and real life use

15. Think Strategically Globalized economy breaks down national boundary and demands workers/professionals with global competence World language study helps students develop linguistic and cultural capital Offer critical languages that reflect 21st century reality and demands Make a long term commitment to world language education that builds high human capital for the community, state, and nation