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Teaching Critical World Languages In The US

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  • These are approximations of US grades. Multiple sources: Pufahl, Ingrid, Rhodes, Nancy C., and Christian, Donna. 2002. Foreign Language Teaching: What the United States Can Learn From Other Countries. Washington, DC: U.S. Department of Education.Li, Minglin. 2007. Foreign Language Education in Primary Schools in the People’s Republic of China. Current Issues in Language Planning, vol.8, no. 2, pp. 148-161.Goto Butler, Yuko. 2007. Foreign Language Education at Elementary Schools in Japan: Searching for Solutions Amidst Growing Diversification. Current Issues in Language Planning, vol.8, no.2, 2007.pp. 129 – 147.Gargesh, Ravinder. 2006. Language Issues in the Context of Higher Education in India. PowerPoint presentation given at the Language Issues in English Medium Universities Across Asia Symposium at University of Hong Kong, June, 2006. Available online, March 10, 2009: www.hku.hk/clear/doc/DAY%201/Ravinder%20Gargesh.PPT.Eurydice. 2005. Key Data on Teaching Languages at School in Europe. Eurydice: Brussels, Belgium. Russia-InfoCenter. 2006. General Education. Available online, March 11, 2009: http://www.russia-ic.com/education_science/education/system/103/Dixon, L. Quentin. 2003. The Bilingual Education Policy in Singapore: Implications for Second Language Acquisition. Paper presented at the Annual International Symposium of Bilingualism, (Tempe Arizona, April 30-May3, 2003). Available online March 11, 2009: http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/2d/e8.pdf
  • National Center for Education Statistics (2000). Enrollment in foreign language courses compared with enrollment in grades 9 through 12 in public secondary schools, fall 1948 through fall 2000. Digest of Educational Statistics, Table 53.Furman, Nelly, Goldberg, David and Lusin, Natalia (2007). Enrollment in foreign languages other than English in United States Institutions of Higher Education, Fall 2006. Modern Language Association, web publication 12, November 2007.
  • National Center for Education Statistics (2000). Enrollment in foreign language courses compared with enrollment in grades 9 through 12 in public secondary schools, fall 1948 through fall 2000. Digest of Educational Statistics, Table 53.Furman, Nelly, Goldberg, David and Lusin, Natalia (2007). Enrollment in foreign languages other than English in United States Institutions of Higher Education, Fall 2006. Modern Language Association, web publication 12, November 2007.
  • Rhodes & Pufahl (2009). Fingertrip Facts: National K-12 Foreign Language Survey – Trends Over a Decade: 2008 vs 1997. CAL. Unpublished data.
  • Transcript

    • 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