Educating for Global Competence: The Value of Multilingualism

1. Presentation for Community Members and Business Leaders December 2013 Educating for Global Competence: The Value of Multilingualism

2. Goal Acknowledge and discuss the value of multilingualism in the 21st century Educating for Global Competence: The Value of World Languages

3. The U.S. Secretary of Education Says… "The fact that our kids don't grow up [bilingual] puts them at a competitive disadvantage," noting that it's common practice in many other countries for students to learn at least one other language. U.S. Secretary of Education, Arne Duncan May 29, 2013 Educating for Global Competence: The Value of World Languages

4. Role of Language in Global Competence • Bilingualism/multilingualism • advantage for students competing to succeed in 21st century global society • Students must develop four competencies and be able to • investigate the world • recognize perspectives • communicate ideas • take action Educating for Global Competence: The Value of World Languages

5. What Does Research Say About Language Learning? Educating for Global Competence: The Value of World Languages

6. Benefits of Early Language Learning in Dual-Language Programs • Supporting home language leads to improved achievement • Long-term program participants learning two languages are less likely to drop out of high school and outperform other English Learners taught in an English only setting • English only students taught in dual- language settings outperform their peers in English-only settings Educating for Global Competence: The Value of World Languages

7. Citizens Comfortable Conversing in a Second Language 10% 54% 54% of Europeans feel comfortable conversing in a second language 10% native born U.S. citizens feel comfortable conversing in a language other than English Source: 2010 U.S. Census Source: European Commission, 2012 Educating for Global Competence: The Value of World Languages

8. Percentage of Schools in the U.S. Offering Foreign Language Source: America’s Foreign Language Deficit, Forbes, 2012 Educating for Global Competence: The Value of World Languages

9. K-12 Foreign Language Learning • 21 countries require their students to study at least one additional language • China – Foreign language study is compulsory starting at ages 8-9 • Canada – Foreign language study is compulsory starting at age 10 • United States – Foreign language study is not compulsory Educating for Global Competence: The Value of World Languages

10. Viewing Video: Stakeholder Voices Educating for Global Competence: The Value of World Languages

11. Biliteracy Award Programs Seal of Biliteracy Educating for Global Competence: The Value of World Languages Pathway Awards

12. Seal of Biliteracy Recognition by the California State Superintendent of Public Instruction and districts and county offices of education of students who meet the criteria for demonstrating proficiency in one or more languages in addition to English by high school graduation Educating for Global Competence: The Value of Multilingualism

13. Benefits of the Seal of Biliteracy • Encourage students to develop and maintain biliteracy and multilingual skills • Promote the development of language and cultural appreciation and cross-cultural understanding • Encourage the development of dual language immersion programs, and world, native, and heritage language programs in schools • Provide employers with a method of identifying candidates with language and biliteracy skills Educating for Global Competence: The Value of World Languages

14. Pathway Awards Acknowledgements to encourage students to begin or continue the study of a second or third language • At the end of elementary school students may earn • Bilingual Service and Participation Award or • BiliteracyAttainment Award • At the end of middle school students may earn • Pursuit of Bilingualism Award or • Biliteracy Attainment Award Educating for Global Competence: The Value of World Languages

15. Multiple Paths to Multilingualism Opportunities for schools to design language programs in their schools Adapted from the World Language Plan, San Diego County Office of Education, 2012 Educating for Global Competence: The Value of World Languages

16. Establishing the Award Program 1. Determine purpose and commitment 2. Inform stakeholders of programs 3. Establish advisory committee to draft proposal 6. Develop evaluation criteria (rubrics & process) 5. Establish an outreach program 4. Present to School Board 7. Create process to identify eligible students and staff to implement program 8. Design and present awards 9. Establish program budget Educating for Global Competence: The Value of World Languages

17. Participating Districts inSanta Clara County • Alum Rock Union SD • Campbell Union SD • Campbell Union HSD • East Side Union HSD • Gilroy Unified SD • Latino College Preparatory Academy • Morgan Hill Unified SD • Mount Pleasant SD • Mountain View-Los Altos Union HSD • Oak Grove SD • Palo Alto Unified SD • San Jose Unified SD • Santa Clara Unified SD Educating for Global Competence: The Value of World Languages

18. Access the Toolkit A complete list of resources is available at: http://mes.sccoe.org/bwlct/home/Pages/default.aspx Educating for Global Competence: The Value of Multilingualism

19. A Call to Action • Reflect on what you have heard from this presentation. • Think about your personal commitment in developing 21stCentury Global Citizens. • Complete at least one of the sentence frames: • On a personal level I commit to _____________. • On a professional level I commit to __________. Educating for Global Competence: The Value of World Languages

20. For More Information Yee Wan, Ed.D., Director, Multilingual Education Servicesyee_wan@sccoe.org408-453-6825 Melissa Christie, Director, Curriculum and Instruction melissa_christie@sccoe.org408-453-6632 Angelica Ramsey, Ed.D., Chief Academic OfficerEducational Services Branchangelica_ramsey@sccoe.org408-453-6508 Educating for Global Competence: The Value of Multilingualism