This document discusses 10 key questions regarding effective world language programs. It addresses why languages are important in today's globalized world, which languages students should learn, and the essential elements of second language acquisition. It also covers national language standards, curriculum alignment, measuring student outcomes, flexibility in language offerings, finding qualified teachers, and available resources. The overall message is that students need global competence through language learning to prepare for an interconnected world.

1. The Top 10 Questions Regarding Effective World Language Programs International Education Conference July 11, 2008 Deborah W. Robinson, Ph.D. National Council of State Supervisors for Languages Shuhan Wang, Ph.D. Chinese Language Initiatives Asia Society

2. Why should our students learn a language other than English in the global age? Globalized economies National security concerns Cultural understanding Broader and more balanced worldviews US as a nation of immigrants Communication within and without our borders

3. Monolinguals 1/3 Bilinguals & Multilinguals 2/3 Crystal, 1997 % of World Using 2 or More Languages

4. EU and US Language Capacities EU Bilingual Citizens: Luxembourg was the highest with 99 percent; Britain was second last with 30 percent 8 out of 10 students, ages 15-24, can have a normal conversation in at least one foreign language US 9 percent of Americans speak both their native language and another language fluently (U.S. Senate resolution designating 2005 the "Year of Foreign Language Study”) Source: Associated Press, 09/2005

5. Career Pathways Agricultural and Environmental Systems Arts and Communication Business and Administrative Services Construction Technologies Education and Training Engineering and Science Technologies Finance Government and Public Administration Health Science Hospitality and Tourism Human Services Information Technology Law and Public Safety Manufacturing Technologies Marketing Transportation Systems

6. Global Competence for the 21 st Century Wang, work in Progress Disposition Experiences Perspectives Skills Knowledge Student

7. Six Traits for Future Employees Trade literate Sensitive to foreign cultures Conversant in different languages Technology savvy Capable of managing complexity Ethical (Michael Eskew, UPS, States’ Institute, Dec. 8, 2005)

8. 2. What will be the “hot languages” and why? The Flavor of the Month Approach Won’t Work! All languages are important and beneficial Language learning enables students to learn how to learn Students are not locked to one language only

9. Plan Strategically! Local and state demographic factors: Linguistic and cultural resources? Local and state international trade data: Economic development and job distributions? National Security Language Initiative (NSLI) Arabic, Chinese, Hindi, Korean, Persian (Farsi), Russian, and so on http:// www.ncela.gwu.edu /spotlight/NSLI

10. Chinese! Opportunities and New Initiatives! January 22, 2007

11. Chinese as a World Language Economy: China as a New “Globalizer” International Affairs National Security Demographics in the US Human Security Number of Speakers Technology Development and Use Culture

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. Consider the Local and Global Contexts in Determining Your Language Offerings Think about your mission, purposes, and current offerings What linguistic and cultural resources exist in your community? Language learning takes time More Choices; Longer Sequence

14. 3. What are the essential elements that ensure second language acquisition? Input Output Negotiation of meaning Conducive affective environment

15. Key Features of Effective Programs Standards based Performance driven Culture embedded Content related Thematically organized Real life application Multiple perspectives fostered

16. 4. What are the National Foreign Language Content Standards?

17. Communication Communicate in Languages Other Than English Presentational Interpretive Interpersonal

18. Cultures Gain Knowledge and Understanding of Other Cultures Perspectives Products Practices

19. Connections Connect with Other Disciplines and Acquire Information

20. Comparisons Develop Insight into the Nature of Language and Culture Who? vs. ¿Quién? 谁？

21. Communities Participate in Multilingual Communities at Home and Around the World

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. 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. Some Languages Take More Time than Others to Learn Cultural unfamiliarity Linguistic distance Needs Perception Attitude Contexts Opportunities for exposure Other factors

25. Example Interpersonal Communication Grade 4 : Students share likes and dislikes with each other and the class. Grade 8 : Students compare, contrast, and express opinions and preferences about the information gathered regarding events, experiences and other school subjects. 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.

26. 7. How do we measure student learning and establish learning outcomes that are articulated from elementary language learning through post-secondary education? What are the expected outcomes at the next level that your students are supposed to know and demonstrate? What is the road map for them? What instruction and condition are necessary to achieve these outcomes?

27. Beyond Paper and Pencil: Show Me What You Can Do with the Language! Classroom-Based Performance Assessments Standardized Tests: SAT, AP Standardized Assessments: SOPA, ELLOPA, SOPI, OPI, WPT Computerized Assessments: STAMP Student Self-Assessment: LinguaFolio

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? Two Models of Multiple Entry One Language Multiple Languages

29. Delaware Model

31. 9. Where can I find qualified teachers? Traditional Licensure Programs Alternative and Intensive Licensure Programs for Career Changers and Heritage Speakers Guest Teachers

32. 10. What resources are available? Funding Foreign Language Assistance Program (FLAP) www.grants.ed.gov Critical Language Flagship Programs http://www.thelanguageflagship.org/funding_institutions.html STARTALK Critical Language Summer Programs for Teachers and Students http://www.startalk@umd.edu email: [email_address]

33. Curricular Resources New Jersey www.state.nj.us/education/aps/cccs/wl/frameworks/wlo/ . Ohio http://ims.ode.state.oh.us/ Grade 12, “Human Needs Know No Boundaries” National Council of State Supervisors for Languages http://www.ncssfl.org

34. Chinese Curricula Available for Sharing Chicago Public Schools K-3 Curriculum: Center for Applied Linguistics and National Foreign Language Resource Center (Iowa State University): http:// nflrc.iastate.edu / PreK-AP Curriculum: Chicago Public Schools , http://www.confuciusinstitute.chicago Minnesota Department of Education: Chinese Language Programs Curriculum Development Project, Feb. 2007 http://education.state.mn.us Ohio K-4 Curriculum (FLAP) Oregon/Portland K-16: http:// casls.uoregon.edu

35. Asia Society Chinese Language Initiatives http://askasia.org/Chinese

36. http:// internationaled.org http:// AskAsia.org /Chinese

37. Monthly Electronic Newsletters: Chinese and International Ed

38. Conclusion Our students need to develop global competence via the study of a world language and other subject matters Effective programs must have the necessary condition and essential elements for students to acquire a second language and culture Examine your community’s resources and purposes of why a world language is offered Determine your desired goals and design your programs for building students’ proficiency functional for the global age

39. Make a Long-Term Commitment to Language Learning and Education 十年树木，百年树人 Ten years to grow a tree; One hundred years to grow a people . A Chinese Saying

40. Thank you 谢谢 Deborah W. Robinson, Ph.D., [email_address] Shuhan C. Wang, Ph.D. [email_address] http:// www.AskAsia.org /Chinese

41. Questions and Answers