The National Flagship Initiative: Background and Goals Dana Scott Bourgerie Brigham Young University Professor of Chines

1. The National Flagship Initiative: Background and GoalsDana Scott BourgerieBrigham Young UniversityProfessor of Chinese Chinese Flagship Center Director F-CAPFlagship-Chinese Acquisition Pipeline June 2013 Symposium

2. Learning Chinese in the US • Historically Low Expectations: Chinese is too hard • Seldom used by Westerners professionally • Changing expectations • Rising Interest in Learning Chinese in the U.S. (7th most studied in the U.S. Colleges, 2008 MLA Survey)

3. Where is Advanced Proficiency Found Now? • Graduate students • Heritage learners • Former missionaries • Gov’t specialists • Direct enrollees (Flagship, independent, ..) • NGO workers (e.g., Peace Corps) • Self-directed, special cases

4. Response to Need • National Flagship initiative began in 2002 • Critical Needs Languages Chinese, Korean, Russian, Arabic, Persian, Swahili, Yoruba, Hindi/Urdu, Brazilian Portuguese, and more

5. Chinese Language Flagship Programs

6. Domestic Chinese Flagship Programs • Brigham Young University Center (2002) • The University of Mississippi Program (2003) • The University of Oregon Center • The University of Oregon/Portland Public Schools K-12 Program • Arizona State University Center (2007) • Indiana University Center (2008) • The University of Rhode Island Program (2008) • Western Kentucky University Pilot Program (2009) • Hunter College Program (2010) • Brigham Young University/Utah State Office of Education K-12 Consortium (F-CAP) (2011)

7. Chinese ROTC Programs • Arizona State ROTC Program (2011) • Georgia Institute of Technology ROTC Program (2011) • University of North Georgia ROTC Program (2011)

8. Overseas Centers and Collaborations The Nanjing University Center (Direct Enrollment) Administered by Brigham Young University Service Learning Direct Enrollment + Full Time Internship Tianjin Normal University Advanced Learning Model Administered by American Councils for International Education Internships and Summer Study Programs Administered by American Councils for International Education (Princeton in Beijing, Associated Colleges in China, Inter-University Program in Beijing, Qingdao University, International Chinese Language Program (Taiwan)

9. Features and Aims of Flagship Programs

10. BYU Flagship Mission Statement The Chinese Flagship Center seeks to prepare students for careers related to China. The Program’s aim is to provide participants with the linguistic, cultural, and professional skills necessary to realize their professional goals within a Chinese environment.

12. Broad Goals of the Program • Take learners from Advanced (2/2+) to Superior (ILR 3/3+) • Increase specialized professional proficiency level for advanced students • Provide general and domain related cultural training • Create self-directed learners To put graduates in the position to act as full professionals in the target language and culture

13. Professional Domains and Professional Tasks: Beyond ACTFL Superior (ILR 3) • Importance of writing and reading • Professional culture and domain knowledge • Negotiating a place in the culture • Demonstrated ability in specific tasks and domains • Presentational skills and advanced rhetorical ability • Having something to say: Emerging professional abilities

14. Some Flagship Domains • Chemistry • Law • Engineering • International Studies • Economics • Journalism • Marketing • Public Relations • Business • Accounting • Political Science • Public Health • Development • Environment Issues

15. Achieving the Goals: Key Domestic Features • Individualized and directed study: Maximizing time on task • Domain-specific study (Language Across the Curriculum, Content-based learning, etc.) • Articulated in-country experience • Peer tutoring • Technology-assisted learning • Distance learning • Behavioral and professional cultural training

16. Language for Specific Purposes and Technology • Streaming video • On-line corpora • DVD video: Professional backgrounders • Computer-based tools • Point-to-point video conferencing (Nanjing Center) • Domain area Wiki project • Internet Café (ASU Flagship-led project)

17. On Preparation for Cultural Contact • General cultural literacy Challenging but reasonable expectations • False security and overconfidence from previous experience and relatively high level of competency • Pragmatics and the Advanced Learner • Dealing with language variation • Importance of domain-specific cultural training: Academic and professional • Challenges of non-cognate cultures & contexts • Heritage issues

18. Overseas Training: Direct Enrollment and Direct Engagement in China

19. Chinese Students in the US Number of Chinese studying in the US, Americans in China? • Chinese studying in the US same period: 157,558 (194,029 in 2011/12). • Overwhelmingly in regular courses. 20.5% in intensive English (32,306)

20. Americans Studying in China • 14,596American students studying in China in the academic year 2010/11. • Now the the 5th largest number of any country after the UK, Italy, Spain, and France. • In Direct enrollment?

21. Chinese Students in the US(Source: IIE Open Doors Report)

22. Key Components of Overseas: Direct Enrollment at Nanjing University • Direct enrollment in domain interest area • Building collegial environments • Media and culture Studies • Peer tutoring • Symposia,presentation by local leaders • Practicum experiences • Community involvement and service learning

23. Flagship Placements • Law School • China Businesses • State Department • Other US • Government: Intelligence, FBI, Translation • Journalism • Technology Firms • Accounting Firms • Medical School • US based Businesses • Commerce

24. Data on Advanced Flagship Students • Quantitative (HSK, OPI, Adaptive tests) • Qualitative  (journals, portfolios, etc.) • Presentational evidence (video samples)

25. Standardized Assessment • BYU ART and ALT • HSK: Hanyu Shuiping Kaoshi [Chinese Standardized Test] • American Councils Reading and Listening • DLPT: Defense Language Proficiency Test (or other ILR test when available) • ACTFL-OPI: Oral Proficiency Interview • STAMP: Standards-based Measurement of Proficiency

26. Flagship Test Scores

27. 2012 Flagship Undergraduate Pre- and Post-Capstone Speaking Proficiency

28. FSI Exit SpeakingProficiency (n=127) FSI Exit ReadingProficiency (n= 125) 2007-2012 Flagship Fellows Exit FSI Proficiency Results

29. FSI Exit SpeakingProficiency (n=24) FSI Exit ReadingProficiency (n= 24) 2011-2012 Undergraduate Boren/Flagship Scholars Exit FSI Proficiency Results

30. 2011-2012 Flagship Undergraduate Exit ACTFL Speaking Proficiency n = 136

31. 2011-2012 Undergraduate Arabic, Chinese and Russian Exit Speaking Proficiency

32. 2011-2012 Undergraduate Flagship Listening/Reading ILR-Referenced Exit Proficiency

33. Qualitative Assessment • Internship Provider Survey (Chinese) • Internship Provider Survey (English) • Intern Survey (Chinese) • Participants Surveys • Learning Journal Analysis • Portfolio Tracking • ALLPS • Linguafolio

34. Evidence Beyond Proficiency Measures:Some Portfolio Components • Self-assessment essay (Chinese and English). Learning performance in and out of class, job performance (experience, achievements, gains from job) • Linguistic history (including time abroad, home language(s) if appropriate, language learning career) • Video/Audio language samples • Writing samples (Chinese and English) • Resume (Chinese and English). • Reference letters (Academic, internship hosts, Chinese contacts, job assessments, etc. (Chinese with English translation, English) • Official Documents (Diplomas, Flagship Program completion certificate, awards, thesis abstract) Language test scores (HSK, DLPT, others)

35. Examples of Advanced: Emerging (ACTFL) Superior

36. Presentational Evidence • Longitudinal Samples • Presentations • Debates

37. Profiles of Successful Advanced Learners • A significant experience in a third language • Multipleand significant overseas experience • Extra-curricular experiences Internships (domestic and/or overseas) Volunteer work Work experience in L2

38. Articulation Metaphors: Pipelines, Streams, Trickle Up, and Drips • What Higher Ed needs • Technical and intellectual preparation • Content or “domain” knowledge • Literacy • Ability to operate in a field • Multiple entry points

39. How Flagship has Affected the Language Field • Traditional language departments • State and region • F-CAP (K-12 Interface (High Schools for Chinese, K-6 Immersion programs) • STARTALK Connections • NSLI-Y (National Security Language Initiative for Youth) • Language Summits (Oregon, Utah, Texas, Ohio, Rhode Island) • Oregon K-16 • The Chinese field generally • Interaction with federal agencies • Expectations of the private sector

40. What We Have Learned and What Might be Replicated • Value of government/higher education collaborative opportunities • Individualized instruction and directed Studies in advanced instruction • Value of Language Across the Curriculum (LAC) • Results at the highest level are possible in a university settings • BUT, to reach significant numbers of professional level (Superior) will requirethe work of K-12 system

41. Advanced Language and Expectations • The emerging “new normal” • Professional Use • Literacy–––even in Chinese • Direct cultural engagement

42. Thank you! 谢谢！ Merci! Dana Scott Bourgerie, Director (bourgerie@byu.edu) http://chineseflagship@byu.edu http://thelanguageflagship.org chineseflagship@byu.edu