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Finding Solutions: Reforming World Language Teacher Supply System

Shuhan C. Wang, Ph.D. Deputy Director National Foreign Language Center The University of Maryland. Finding Solutions: Reforming World Language Teacher Supply System . Overview. Share the outline of the white paper Explain how this Summit will enrich the content of the white paper

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Finding Solutions: Reforming World Language Teacher Supply System

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  1. Shuhan C. Wang, Ph.D. Deputy Director National Foreign Language Center The University of Maryland Finding Solutions: Reforming World Language Teacher Supply System

  2. Overview • Share the outline of the white paper • Explain how this Summit will enrich the content of the white paper • Discuss the next steps after the Summit

  3. Tentative Title of the WL Teacher White Paper Developing Linguistically and Culturally Competent Citizenry for the US: Expanding a World Language Teacher Supply System for the Global Age • NFLC, CCSSO, and Asia Society convened the first meeting in December 2008 • A draft will be revised based on the discussions of this Summit of 100 participants

  4. Changing Contexts: from Local to Global • An interconnected world • A knowledge-based and service-oriented global economy • Entrepreneurial innovation and creativity as premium • Economic competitiveness • National interests • Social justice • Diplomacy

  5. Economic Security and a 21st Century Education: Secretary Arne Duncan’s Remark I believe that the quality of our education system says as much about the long-term health of our economy as the stock market, the unemployment rate and the size of the gross domestic product. That’s because the quality of our work force and the intellectual breadth and depth of our future leaders is directly related to the quality of education we provide today. US Chamber of Commerce’s Education and Workforce Summit, November 9, 2009

  6. The World is in Quest for High Human Capital Rethink Linguistic & Cultural Competency as Capitals: • Human capital • Cultural capital • Social capital (Wang, 2004)

  7. % of World Using 2 or More Languages Monolinguals 1/3 Bilinguals & Multilinguals2/3 Crystal, 1997

  8. Let’s Put Things Into Perspectives

  9. 21 of the Top 25 Industrialized Countries Begin the Study of a World Language in Grades K-5 Sources:Pufahl, Rhodes, & Christian, 2002; Li, 2007; Goto Butler, 2007; Gargesh, 2006; Eurydice, 2005; Russia-InfoCenter, 2006; Dixon, 2003

  10. World Language Education: EU Countries Source: Eurydice. 2005. Key Data on Teaching Languages at School in Europe. Eurydice: Brussels, Belgium. 11

  11. Only 12 US States Require the Study of World Languages Source: National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009) 12

  12. Percentage ofUS Students Studying World Languages 43.8% 1.6% 14.7% 8.6% Post-Secondary (advanced levels) Post-Secondary Middle School High School 13 Middle school & high school data: National Center for Educational Statistics (2000); Post-secondary data: Furman, Goldberg, and Lusin (2007)

  13. 21st Century Skills, Education & Competitiveness:Resource and Policy Guide 21st Century • 21st Century Themes • Learning and Innovation Skills • Information, Media and Technology Skills • Life and Career Skills Partnership for 21st Century Skills, 2008 www.21stcenturyskills.org

  14. 21st Century Student Outcomes Core Subjects: • English, Reading or Language Arts • World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics Framework for 21st Century Learning www.21stcenturyskills.org

  15. Education Is a Tool for Leveling the Playing Field Question: If other nations in the world have invested in developing a linguistically and culturally competent citizenry and workforce, why hasn’t the United States?

  16. Trends Indicating Greater Demands for World Language Education in the US Greater awareness of the need for a linguistically and culturally competent citizenry Increasing popularity of immersion and early language learning programs Expanded offerings of online or distance learning language learning programs STARTALK and FLAP grants have generated enthusiasm and planted seeds for programs in less commonly taught languages 17

  17. To Meet the Demands, We Need: • Elementary and immersion world language teachers • Teachers of Less commonly and high need languages • Online, blended learning, distance learning teachers • Effective teachers for all languages

  18. We Must Reform Our Current Teacher Supply System • Increase the supply: more world language teachers to meet the needs of different programmatic demands • Enhance the effectiveness: effective world language teachers in all classrooms

  19. World Languages:A Teacher Shortage Area! 36 States and the District of Columbia identified foreign languages/world languages/languages other than English as teacher shortage areas. Teacher shortage areas nationwide listing 1990/91 through 2009/10 (Office of Postsecondary Education, US Department of Education, March 2009)

  20. Short-Term Solution: Guest Teachers • At least 20 states use guest teachers from foreign countries • China, Spain, and France are the top three countries of guest teacher origins, followed by Mexico, Taiwan, and Germany Source: National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009)

  21. Teacher Preparation Programs(National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009)

  22. Build an Efficient System: Life Cycle of a World Language Teacher • Recruitment • Preparation • Certification/Licensure • Induction/Mentoring/Professional Development • (Teacher Trainers)

  23. This Summit Provides a Forum to: • Share best practices and innovations • Listen to new ideas • Learn different ways to remove barriers Focus on solutions, not the problems!

  24. Race to the Top—A $4 billion dollar reform program Four core areas of reform: • High standards • Better use of data • Improving the quality and effectiveness of teachers and principals; and • Turning around lowest performing schools

  25. How Can We Provide Input to the Reauthorization of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind (NLCB)  

  26. How to Maximize the Summit • Wednesday and Thursday: • Plenary Sessions: Frame the issues • Breakout Sessions: Engage in in-depth discussions and sharing • End of Day Team Debriefing: Reflect and Preview • Friday: • Breakout Sessions: Meet and Work • Plenary Session: Reflect and Report

  27. Products of the Summit • Set goals for your own institutions • Make recommendations for: • Schools and school districts • States • Teacher education institutions and professional organizations • The federal government • NFLC/STARTALK

  28. Next Steps • NFLC will create a website regarding WL teachers • Complete the white paper: February 28, 2010 • Include information from all states about WL teacher certification requirements, list institutions of teacher education programs, showcase best practices from districts and states and action plans • Solicit your input and feedback

  29. Are We Willing and Able to Increase the Percentage of US Schools Offering World Languages? 25 % 58 % 91 % Elementary School Middle School High School 30 Source: National K-12 FL Survey (CAL, 2008)

  30. Thank you谢谢 Shuhan C. Wang, Ph.D. swang@nflc.org http://www.startalk.umd.edu

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