Frederick H. Jackson National Foreign Language Center Margaret E. Malone

1. Administrators: Gateway to District Excellence in Foreign Language ProgrammingBuilding the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Foreign Language Framework Frederick H. Jackson National Foreign Language Center Margaret E. Malone Center for Applied Linguistics 1

2. Session Overview Provide a forum for a panel of world language experts to discuss issues related to the implementation of effective WL programs:* rationale* benefits of language learning* best practices* established resources and programs* why and how of program assessment* locating and identifying qualified teachers 2

3. Background Contexts • Well-documented long-standing need for stronger national world language capacity • Numerous successful local and national initiatives • Research is increasingly revealing cognitive and developmental benefits of early extended language learning, AND • Research has identified many characteristics of good language programs 3

4. Background (cont’d) BUT: • Without overall coordination and collaboration across Districts and States, the national needs cannot be met 4

5. Needs for skilled speakers of languages other than English • Security and diplomacy • Commerce and economic development • Global perspective and well-educated citizenry • Social needs of multi-lingual U.S. population • Scholarship and research 6

6. Committee on Economic Development:Education for Global Leadership: The Importance of International Studies and Foreign Language Education for U.S. Economic and National Security (2006) “To confront … twenty-first century challenges to our economy and national security, our education system must be strengthened to increase the foreign language skills and cultural awareness of our students. America’s continued global leadership will depend on our students’ abilities to interact with the world community both inside and outside our borders…. The educated American of the twenty-first century will need to be conversant with at least one language in addition to his or her native language, and knowledgeable about other countries, other cultures, and the international dimensions of issues critical to the lives of all Americans.” 6

7. Some current national initiatives that help address the need(1/2) • National Security Language Initiative (NSLI • STARTALK • NSEP Language Flagship • Critical language FLAP grants • National Language Service Corps • 15 National Language Resource Centers • Increased financial support for language study • State Department overseas scholarships (grades 8-16) • Foreign Language Area Studies (FLAS) Fellowships • NSEP Boren Scholarships and Fellowships 8

8. Some current national, regional and local initiatives that help address the need • National Standards for World Language Learning • Nationally-normed assessments of language • University consortia (e.g., SEASSI, SASLI) • Re-thinking of curricula • State and regional distance-learning efforts • State and district policies • Congressional initiatives 9

9. Current initiatives to address the need(3/3) • Strengths • Efforts for pK-12 • Focus on articulation and continuity • Focus on critical languages • Focus on getting to advanced levels • Recognition of importance of language and culture • Challenges: the lack of-- • Coordination across efforts • Communication within field and outside of field • Absence of outcomes-based assessment • Published research to support results 10

10. Prerequisites of effective language education • Up-to-date survey data • Importance of assessment • Research- and evidence-based instructional planning • Publication and sharing of results 11

11. Data on Present US Foreign Language Programs and Their Outcomes Information from surveys:*Post-secondary Foreign Language Enrollments*K-12 Foreign Language Enrollments*Articulation between Secondary Schooland College 12

12. Assessment of Language Ability and Achievement Nationally “…without regular assessment against standards, there is no accountability among programs and so it is not possible to identify and implement necessary changes.” (Jensen 2007) 13

13. Research Evidence on Optimizing Language Program Effectiveness(1/2) • Extended, uninterrupted study • Extended time in immersion environment, either in-country or class • Variable length of time needed for L1 English speakers to learn languages • Continuous, articulated study that builds on previous learning • Critical importance of competence and skill of instructor 14

14. Research Evidence on Optimizing Language Program Effectiveness(2/2) • Small class size • Articulation requires systemic assessment of progress and maintenance of records • Focus on language and cultural content and functional ability at all levels • Heritage learners have different needs • Exploit technology whenever appropriate; blended learning is most effective 15

15. Summary and Conclusions • What we must do • Recommendations for focused federal support and regional and local coordination 16

16. What we must do (1/2) ➢Base educational practice on reliable evidence and empirical research; ➢Identify clients and potential learners beyond the traditional ones;➢Look beyond language to include cultural and international studies as core components in development of a global competence; 17

17. What we must do (2/2) ➢Reform curricula to ensure continuity and articulation at all levels, from early childhood through adulthood➢Develop intensive teacher education and expedited certification programs to produce skilled teachers with advanced proficiency in the language and culture of instruction;➢Create a long-term, sustainable national framework for foreign language education and international studies that integrates and coordinates efforts 18

18. Recommendations • Reaffirm in words and actions that foreign language is a core subject • Establish structure for national language education coordination • Establish and maintain a national program of language assessment • Establish new teacher education programs and support existing ones 19

19. Assess locally, publish globally • Assess student progress and share results • Where possible, use existing assessment tools • Where necessary, develop new reliable, valid and practical assessment tools 20

20. Support teacher professional development (1) • Build state capacity for World language teacher recruitment, development, accreditation, evaluation and retention, including use of guest teachers • Provide existing teachers with regular and frequent opportunities for continued growth, including overseas immersion • Enable ALL language instructors to develop a minimum language competency 21

21. Support teacher professional development (2) • Develop multistate consortia with interstate agreements for teacher certification requirements in order to ensure both high standards and portability. • Fast-track alternative certification for high-level linguistically and culturally proficient individuals • Establish recognized levels of licensure for World Language teachers 22

22. Support through research (1/2) K-12: • Rejection of computer-only instruction (Newburyport, MA) • Retention of dual language program (Framingham, MA) • Test results save K-5 program (Reese, 2010) 23

23. Support through research (2/2) • Post-secondary (Norris, 2010): Use and publication of assessment results as program enhancers (Carstens-Wickham, 2008; Morris, 2006; Norris and Pfeiffer, 2003; Walther, 2009); some proposed cuts reinstated (University of Maine) 24

24. Thank You! Questions?/Comments? 25