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Making the Global Connection: Linking Students and China in the 21st Century

Making the Global Connection: Linking Students and China in the 21st Century. Deborah W. Robinson Center for Curriculum and Assessment Dec. 14, 2006. Advocacy and Overview. Sticky messages to support programs Where we are and where we are going. Rationales You Can Use.

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Making the Global Connection: Linking Students and China in the 21st Century

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  1. Making the Global Connection: Linking Students and China in the 21st Century Deborah W. Robinson Center for Curriculum and Assessment Dec. 14, 2006

  2. Advocacy and Overview • Sticky messages to support programs • Where we are and where we are going

  3. Rationales You Can Use • Sticky messages to advocate for programs

  4. A Joke…? • Someone who speaks three languages is … • Someone who speaks two languages is … • Someone who speaks one language is …

  5. An American.

  6. Evidence • Halfof Europe’s citizens knowtwo languages. • Eight out of 10 students ages 15-24 can have a normal conversation in at least one foreign language. (Associated Press, Sept. 24, 2005)

  7. Evidence • In the U.S., only 9percent of Americans speak both their native language and another language fluently. (U.S. Senate resolution designating 2005 the “Year of Foreign Language Study”)

  8. China’s Data • Currently, 110 million primary and secondary students are studying English. (Asia Society, April 2005) • Including university students, more Chinese citizens are studying English than there are citizens in the entire U.S.

  9. Enrollment Data • Only 51% of U.S. high school students take a foreign language. (Center for Applied Linguistics, 2002) • In Ohio, only 45% of high school students take a foreign language. (ODE 2005-2006 EMIS data)

  10. Times Have Changed “Americans know the stakes: If 75 percent of us think English should be our official language, an equal percentage holds that all students should know a second language.” (Akron Beacon Journal, Nov. 19, 2006, citing Committee on Economic Development Report)

  11. Academic Success Students who study a foreign language equal or surpass their monolingual peers on standardized tests of achievement. (Ohio’s K-12 Foreign Language Academic Content Standards, 2004)

  12. Academic Success “Increase postsecondary readiness by requiring that all students take specific college preparatory course sequences in English, mathematics, science, and foreign language.” (ACT Policy Brief, 2005)

  13. National Security and Defense “Our linguistic deficit has created an increasingly acute national security and intelligence crisis. It has affected our ability to build a public diplomacy effort that can improve our standing and relations in the world, to address burgeoning security challenges and to understand…cultural nuances.” Donna C. Stanton, Ph.D., President, Modern Language Association

  14. National Security and Defense Critical Need Foreign Languages: Arabic, Chinese, Hindi, Korean, Persian-Farsi and Russian (President’s National Security Language Initiative, January 2006)

  15. Committee for Economic Development A broad collection of national business, education and civic leaders. “Education for Global Leadership: The Importance of International Studies and Foreign Language Education for U.S. Economic and National Security.”

  16. Economics • 40 percent of companies, large and small, have seen their international sales grow more rapidly than domestic sales. • Almost 80 percent of business leaders surveyed expected their companies to perform much better if they had “more internationally competent employees on staff,” including more employees proficient in foreign languages. (Akron Beacon Journal, Nov. 19, 2006)

  17. Economics “Today’s students will be working in a global marketplace. It is urgent that business, policy and education leaders in the U.S. ensure that our students are equipped with the knowledge, skills and perspectives that will ensure success in a global age.” Susan Traiman, Director of Education and Workforce Policy at the Business Roundtable. (In Education in China, November, 2005)

  18. Economics “After China's economic reforms started, we discovered we had an urgent need for communication, and we found that it's not enough that we learned foreign languages. Communications could be better if other people could speak Chinese. We need two-way communications, and now that our economy is strong, we can support this.” (Wu Yongyi, deputy dean of the International College of Chinese Studies at East China Normal University in Shanghai, Jan. 11, 2006, New York Times)

  19. Economics “In this global, knowledge-based economy, foreign languages belong at the core of public education starting at the early ages. Languages are every bit as critical as math and science.” (Akron Beacon Journal, Nov. 19, 2006)

  20. Economics What troubles the Committee for Economic Development are scarce opportunities to study the “critical languages,” such as Arabic, Chinese, Japanese, Persian/Farsi and Turkish.

  21. Specific 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)

  22. Ohio Economic Statistics • Asia was the destination of 13.3 percent of Ohio’s exports in 2004. Japan, China, South Korea, Singapore, Hong Kong, Taiwan and Thailand are among Ohio’s top markets. • Since 1999, Ohio exports to China have nearly quadrupled. (2004 Department of Development Report)

  23. Ohio Economic Statistics • In 2000, Ohio’s exports to China and Hong Kong totaled less than $300 million. In 2005, $1.2 billion. • Currently, Ohio has seven Chinese-owned companies that employ 917 workers. (Office of Strategic Research, Ohio Department of Development, June 2006)

  24. Cognitive Advantages • 100 points added to an SAT score? • A longer life? • “Exposure at a young age to a foreign language leads to higher levels of cognitive development, something that can resonate into older age.” (Center for Economic Development, in Akron Beacon Journal, Nov. 19, 2006)

  25. Recommendations The Asia Society, the Business Roundtable and the Council of Chief State School Officers recommend the following: Expand Chinese language study so that 5 percent of high school students are studying Mandarin by 2015.

  26. Recommendations Make learning about China and other world regions a top priority through world history, geography, international economics and through exchanges with schools around the world.

  27. Connecticut 2006 – about 3,000 students, most non-Asian, are studying Mandarin in about 16 public schools Up from 300 students in 2004 (New York Times, Nov. 29, 2006)

  28. Chicago 1999 – 250 students 2006 – 6,000 public school students, out of roughly 421,000, the majority black or Hispanic (New York Times, Nov. 29, 2006)

  29. Where We Want to Be • By 2015, 5 percent (or 28,926) high school students enrolled in Chinese • 232 teachers of Chinese • K-8 pipeline to high school and AP • Heritage and non-heritage learners taking AP

  30. Where to Locate Slides • www.ode.state.oh.us • Follow link to Standards and Instruction, Foreign Language • “Making the Global Connection”

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