Robinson Wang Creating Effective World Language Programs

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Robinson Wang Creating Effective World Language Programs

  1. 1. The Top 10 Questions Regarding Effective World Language Programs <ul><li>International Education Conference </li></ul><ul><li>July 11, 2008 </li></ul><ul><li>Deborah W. Robinson, Ph.D. </li></ul><ul><li>National Council of State Supervisors for Languages </li></ul><ul><li>Shuhan Wang, Ph.D. </li></ul><ul><li>Chinese Language Initiatives </li></ul><ul><li>Asia Society </li></ul>
  2. 2. <ul><li>Why should our students learn a language other than English in the global age? </li></ul><ul><li>Globalized economies </li></ul><ul><li>National security concerns </li></ul><ul><li>Cultural understanding </li></ul><ul><li>Broader and more balanced worldviews </li></ul><ul><li>US as a nation of immigrants </li></ul><ul><li>Communication within and without our borders </li></ul>
  3. 3. Monolinguals 1/3 Bilinguals & Multilinguals 2/3 Crystal, 1997 % of World Using 2 or More Languages
  4. 4. EU and US Language Capacities <ul><li>EU </li></ul><ul><li>Bilingual Citizens: Luxembourg was the highest with 99 percent; Britain was second last with 30 percent </li></ul><ul><li>8 out of 10 students, ages 15-24, can have a normal conversation in at least one foreign language </li></ul><ul><li>US </li></ul><ul><li>9 percent of Americans speak both their native language and another language fluently </li></ul><ul><li>(U.S. Senate resolution designating 2005 the &quot;Year of Foreign Language Study”) </li></ul>Source: Associated Press, 09/2005
  5. 5. Career Pathways <ul><li>Agricultural and Environmental Systems </li></ul><ul><li>Arts and Communication </li></ul><ul><li>Business and Administrative Services </li></ul><ul><li>Construction Technologies </li></ul><ul><li>Education and Training </li></ul><ul><li>Engineering and Science Technologies </li></ul><ul><li>Finance </li></ul><ul><li>Government and Public Administration </li></ul><ul><li>Health Science </li></ul><ul><li>Hospitality and Tourism </li></ul><ul><li>Human Services </li></ul><ul><li>Information Technology </li></ul><ul><li>Law and Public Safety </li></ul><ul><li>Manufacturing Technologies </li></ul><ul><li>Marketing </li></ul><ul><li>Transportation Systems </li></ul>
  6. 6. Global Competence for the 21 st Century Wang, work in Progress Disposition Experiences Perspectives Skills Knowledge Student
  7. 7. Six Traits for Future Employees <ul><li>Trade literate </li></ul><ul><li>Sensitive to foreign cultures </li></ul><ul><li>Conversant in different languages </li></ul><ul><li>Technology savvy </li></ul><ul><li>Capable of managing complexity </li></ul><ul><li>Ethical </li></ul><ul><li>(Michael Eskew, UPS, States’ Institute, Dec. 8, 2005) </li></ul>
  8. 8. 2. What will be the “hot languages” and why?  <ul><li>The Flavor of the Month Approach Won’t Work! </li></ul><ul><li>All languages are important and beneficial </li></ul><ul><li>Language learning enables students to learn how to learn </li></ul><ul><li>Students are not locked to one language only </li></ul>
  9. 9. Plan Strategically! <ul><li>Local and state demographic factors: </li></ul><ul><li>Linguistic and cultural resources? </li></ul><ul><li>Local and state international trade data: </li></ul><ul><ul><li>Economic development and job distributions? </li></ul></ul><ul><li>National Security Language Initiative (NSLI) </li></ul><ul><ul><li>Arabic, Chinese, Hindi, Korean, Persian (Farsi), Russian, and so on </li></ul></ul><ul><li>http:// www.ncela.gwu.edu /spotlight/NSLI </li></ul>
  10. 10. Chinese! Opportunities and New Initiatives! January 22, 2007
  11. 11. Chinese as a World Language <ul><li>Economy: China as a New “Globalizer” </li></ul><ul><li>International Affairs </li></ul><ul><li>National Security </li></ul><ul><li>Demographics in the US </li></ul><ul><li>Human Security </li></ul><ul><li>Number of Speakers </li></ul><ul><li>Technology Development and Use </li></ul><ul><li>Culture </li></ul>
  12. 12. Put Things into Perspectives Number of students in China studying English: 200,000,000 Number of students in the United States studying Chinese: 24,000
  13. 13. Consider the Local and Global Contexts in Determining Your Language Offerings <ul><li>Think about your mission, purposes, and current offerings </li></ul><ul><li>What linguistic and cultural resources exist in your community? </li></ul><ul><li>Language learning takes time </li></ul><ul><li>More Choices; Longer Sequence </li></ul>
  14. 14. 3. What are the essential elements that ensure second language acquisition? <ul><li>Input </li></ul><ul><li>Output </li></ul><ul><li>Negotiation of meaning </li></ul><ul><li>Conducive affective environment </li></ul>
  15. 15. Key Features of Effective Programs <ul><li>Standards based </li></ul><ul><li>Performance driven </li></ul><ul><li>Culture embedded </li></ul><ul><li>Content related </li></ul><ul><li>Thematically organized </li></ul><ul><li>Real life application </li></ul><ul><li>Multiple perspectives fostered </li></ul>
  16. 16. 4. What are the National Foreign Language Content Standards?
  17. 17. Communication Communicate in Languages Other Than English Presentational Interpretive Interpersonal
  18. 18. Cultures Gain Knowledge and Understanding of Other Cultures Perspectives Products Practices
  19. 19. Connections Connect with Other Disciplines and Acquire Information
  20. 20. Comparisons Develop Insight into the Nature of Language and Culture Who? vs. ¿Quién? 谁?
  21. 21. Communities Participate in Multilingual Communities at Home and Around the World
  22. 22. 6. How can we ensure that curriculum, instruction and assessment are aligned and standards-based? Backward Design Plan learning experiences and instruction Determine Acceptable Evidence Identify Desired Results Grant Wiggins and Jay McTighe, 2005. Understanding by Design.
  23. 23. 7. What are possible outcomes based on time? ACTFL Performance Guidelines for K-12 Learners PRE-ADVANCED K-12 Articulated Sequence Can narrate and describe in present, past, and future time/aspect and handle a complicated situation or transaction. INTERMEDIATE K-8, 7-12, or 9-12 Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction. NOVICE K-4, 5-8, 9-10 Language limited to memorized material, formulaic utterances, lists, and enumerations.
  24. 24. Some Languages Take More Time than Others to Learn <ul><li>Cultural unfamiliarity </li></ul><ul><li>Linguistic distance </li></ul><ul><li>Needs </li></ul><ul><li>Perception </li></ul><ul><li>Attitude </li></ul><ul><li>Contexts </li></ul><ul><li>Opportunities for exposure </li></ul><ul><li>Other factors </li></ul>
  25. 25. Example Interpersonal Communication <ul><li>Grade 4 : Students share likes and dislikes with each other and the class. </li></ul><ul><li>Grade 8 : Students compare, contrast, and express opinions and preferences about the information gathered regarding events, experiences and other school subjects. </li></ul><ul><li>Grade 12 : Students exchange, support and discuss their opinions and individual perspectives with peers and/or speakers of the target language on a variety of topics dealing with contemporary and historical issues. </li></ul>
  26. 26. 7. How do we measure student learning and establish learning outcomes that are articulated from elementary language learning through post-secondary education? <ul><li>What are the expected outcomes at the next level that your students are supposed to know and demonstrate? </li></ul><ul><li>What is the road map for them? </li></ul><ul><li>What instruction and condition are necessary to achieve these outcomes? </li></ul>
  27. 27. Beyond Paper and Pencil: Show Me What You Can Do with the Language! <ul><li>Classroom-Based Performance Assessments </li></ul><ul><li>Standardized Tests: SAT, AP </li></ul><ul><li>Standardized Assessments: SOPA, ELLOPA, SOPI, OPI, WPT </li></ul><ul><li>Computerized Assessments: STAMP </li></ul><ul><li>Student Self-Assessment: LinguaFolio </li></ul>
  28. 28. 8. How do we offer flexibility to students while allowing them sufficient time to stay in one language to build language proficiency and literacy? <ul><li> Two Models of Multiple Entry </li></ul><ul><li>One Language </li></ul><ul><li>Multiple Languages </li></ul>
  29. 29. Delaware Model
  30. 31. 9. Where can I find qualified teachers? <ul><li>Traditional Licensure Programs </li></ul><ul><li>Alternative and Intensive Licensure Programs for Career Changers and Heritage Speakers </li></ul><ul><li>Guest Teachers </li></ul>
  31. 32. 10. What resources are available? <ul><li>Funding </li></ul><ul><li>Foreign Language Assistance Program (FLAP) www.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>
  32. 33. Curricular Resources <ul><li>New Jersey www.state.nj.us/education/aps/cccs/wl/frameworks/wlo/ . </li></ul><ul><li>Ohio </li></ul><ul><li>http://ims.ode.state.oh.us/ </li></ul><ul><li>Grade 12, “Human Needs Know No Boundaries” </li></ul><ul><li>National Council of State Supervisors for Languages </li></ul><ul><li>http://www.ncssfl.org </li></ul>
  33. 34. Chinese Curricula Available for Sharing <ul><li>Chicago Public Schools </li></ul><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) </li></ul><ul><li>Oregon/Portland K-16: http:// casls.uoregon.edu </li></ul>
  34. 35. Asia Society Chinese Language Initiatives http://askasia.org/Chinese
  35. 36. http:// internationaled.org http:// AskAsia.org /Chinese
  36. 37. Monthly Electronic Newsletters: Chinese and International Ed
  37. 38. Conclusion <ul><li>Our students need to develop global competence via the study of a world language and other subject matters </li></ul><ul><li>Effective programs must have the necessary condition and essential elements for students to acquire a second language and culture </li></ul><ul><li>Examine your community’s resources and purposes of why a world language is offered </li></ul><ul><li>Determine your desired goals and design your programs for building students’ proficiency functional for the global age </li></ul>
  38. 39. 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>
  39. 40. Thank you 谢谢 Deborah W. Robinson, Ph.D., [email_address] Shuhan C. Wang, Ph.D. [email_address] http:// www.AskAsia.org /Chinese
  40. 41. Questions and Answers

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