Linking Languages and Cultures to Internationalize Education

1. Linking Languages and Cultures to Internationalize Education Shuhan Wang, Ph.D. Executive Director Chinese Language Initiatives Asia Society shuhanw@asiasoc.org

2. Overview • The status of foreign language and international education on the state level • Using Chinese as an example to internationalize education

3. The Status

4. Global Trade On The Rise, But … Export by selected states, % change between 2000 and 2004 Original source: Census Bureauhttp://www.usatoday.com/money/companies/management/2006-02-08-language-usat_x.htm Graph: Asia Society

5. LegislationSummary of Survey Results from 27 States* • Is there new or proposed state legislation affecting language study or international education? Yes No * Source: www.ncssfl.org

6. Enrollment DataSummary of Survey Results from 27 States* • Are statewide enrollment data available for foreign languages? Yes No * Source: www.ncssfl.org

7. Curriculum FrameworksSummary of Survey Results from 27 States* • Have state-level curriculum frameworks been developed or are under development for foreign languages or international education? Yes No * Source: www.ncssfl.org

8. Teacher CertificationSummary of Survey Results from 27 States* • Q1:Are new or revised teacher certification requirements in effect for foreign languages? • Q2:Do current teacher certification requirements address both commonly and less commonly taught languages? • Q3:Do current teacher certification requirements include an Alternative Route to Certification Program for prospective foreign language teachers in the state? * Source: www.ncssfl.org

9. FundingSummary of Survey Results from 27 States* • Q1:Does state- and/or district-level Foreign Language Assistance Program (FLAP) exist? • Q2:Has the SEA received other grants or awards (federal, private, etc.) related to foreign language or international education? * Source: www.ncssfl.org

10. InitiativesSummary of Survey Results from 27 States* • Q1:Do one or more state-level International Education initiatives exist? • Q2:Do state-level advocacy efforts exist for foreign language programs or international education programs? * Source: www.ncssfl.org

11. The Not-So-Bright SideSummary of Survey Results from 27 States* • Is foreign language study a state graduation requirement? Yes No

12. The Not-So-Bright SideSummary of Survey Results from 27 States* • Have state-level or statewide assessments in foreign language or international education been developed or are under development? Yes No

13. State Foreign Language Requirements13 +(WY requires all students to take courses) *(no later than 7th grade) # (for regular or advanced diploma)

14. New Developments: Strategies in States • States Institute on International Education in the Schools: Two dozen states work to improve international competence • Governor or Legislative Commission/Task Forces: Thirteen states have appointed commissions • Statewide “Summits”: Twelve states have brought together interested education, business and community leaders • New Policies and Programs: e.g. strengthening curriculum standards, new professional development programs, elementary school language programs, harnessing technology, creating partnerships with schools in China and Mexico, innovation funds to “internationalize” high schools, redefining skills for high school graduation • National Governors Association: Meeting on International Education (Feb. 2006) • CCSSO: Summer Institute on International Education for state commissioners of education (July 2006)

15. New Developments: Innovations in States 12 states published reports concerning International Education:

16. New Developments: Innovations in States • Massachusetts • Education and the Global Economy • 3 statewide conferences share “best practices” • New Global Education Advisory Committee • Introducing legislation

17. New Developments: Innovations in States • North Carolina • North Carolina in the World: Report with specific goals and timetable • Legislation passed to appropriate funds • Key leader exchanges to China and India

18. Vermont International Education Benefits Vermont’s Children 3 statewide conferences State award for excellence in international education Links to China Current State Initiatives

19. New Developments: Innovations in States • Wisconsin • First state to create professional development initiative and guide for teachers to integrate international content into all subject areas • Early language learning included in new budget • Statewide International Education Council chaired by Governor and Chief

20. Innovations in Schools and States -For More Information See http://internationaled.org/publications.htm

21. We live in one world. What we do affects others, and what others do affects us as never before. To recognize that we are all members of a world community and that we all have responsibilities to each other is not romantic rhetoric, but modern economic and social reality.* Department for Education and Skills, “Putting the World into World-Class Education: An international strategy for education, skills and children’s services.”

22. Chinese as an example to internationalize education

23. Opportunities and New Initiatives Rapidly growing interest! • 2,400 schools want to offer AP Chinese

24. Why Chinese? • Current Status of Chinese Instruction • Challenges • Opportunities and New Initiatives • How Schools Can Start

25. Why Chinese? • Economic: 1/3 of global economic growth • Linguistic: the most widely spoken first language in the world • Political: critical regional influence in the world arena • Cultural: longest uninterrupted civilization in the world • Demographic: Asian and Pacific Islander population to grow nearly 70 percent by 2020 in the U.S. • Technology: the world’s second-largest internet market with more than 137 million users

26. Michael Eskew, CEO, United Parcel Service: Education in an Age of Globalization “Six traits in future UPS employees” • Trade literate • Sensitive to foreign cultures • Conversant in different languages • Technology savvy • Capable of managing complexity • Ethical December 8, 2005 States Institute, L’Enfant Plaza Hotel

27. Howard Schultz, Chairman, Starbucks China's emerging as one of the centers of the world, if not the center of the world…. If my kids were of very young ages today, I would be asking them, and encouraging them, to learn Chinese. December 25, 2005 Seattle Times

28. Current Status of Chinese Instruction Foreign Language Enrollments in United States Institutions of Higher Education, 2002 ADFL Bulletin, Modern Language Association Survey

29. Current Status of Chinese Instruction Foreign Language Enrollments in Public Secondary Schools (Grades 7–12), 2000 American Council on the Teaching of Foreign Languages *and Princeton University Survey

30. Current Status of Chinese Instruction

31. Mandarin, 3.9% Percentage of Immersion Programsby Language of Instruction Japanese Spanish Hawaiian French Immersion programs growing, 263 in 33 states Source: Center for Applied Linguistics

32. Status and Trends in the United States: K-12 • 88% of college students studied some foreign language before entering college5 • High School students are taking more advanced courses: • 1982,15% of graduates completed 3 years or more • 2000, 30% had completed 3 years or more 6 • AP foreign language and literature enrollments have increased steadily (French, German, Latin, Spanish)7

33. How the U.S. Compares with Other Countries8 • Most European countries start a first foreign language in the elementary grades. • Australian languages initiative - 25% of Australian students now learn an Asian language in school. • China now teaching English from 3rd grade • Language treated as core subject • U.S. is further behind other countries in languages than it is in math and science

34. Current Status of Chinese Instruction • Chinese Heritage Schools • National Council of Associations of Chinese Language Schools (NCACLS) | www.ncacls.org • Chinese School Association in the United States (CSAUS) | www.csaus.org • Over 150,000 students enrolled

35. “Expanding Chinese Language Capacity in the United States” What would it take to have 5 percent of high school students learning Chinese by 2015? Challenges

36. Challenges 1. Lack of teachers is the key bottleneck Less than 10 institutions prepare Chinese language teachers • Criteria for a good Chinese language teacher • Solid background in Mandarin • Well-versed in American foreign language pedagogy • Skilled in managing students in a U.S. classroom • Certified or willing to pursue certification and continuing professional development • Willing to work with the school and community at large • Proficient in English

37. Challenges Options for Teachers • Visiting teachers from China • Fast-track alternative certification for heritage speakers • Traditional teacher preparation programs • Community college dual credit option

38. Challenges 2. Lack of Knowledge and Resources • Raise awareness of importance of languages • Share best practices from existing programs • Seed funds for schools

39. Challenges 3. Lack of Materials and Delivery Systems • Materials supply growing but gaps, e.g. elementary schools, heritage learners, immersion programs • Need online and distance learning programs • Research on effective programs

40. Opportunities and New Initiatives • K-16 Flagship at the University of Oregon and Portland Public School District--National Flagship Language Initiative | www.nflc.org/nfl • CHENGO Web- or CD-based Chinese Learning System developed by China and the US | www.elanguage.cn (game software)

41. Opportunities and New Initiatives • The College Board Advanced Placement (AP) Chinese Language and Culture Course | http://apcentral.collegeboard.com/

42. Opportunities and New Initiatives • National Security Language Initiative 2006 • Departments of State, Defense, and Education • $114 million to be requested in FY07 • Three Broad Goals: • Expand critical need languages (e.g., Arabic, Chinese, Russian, Hindi, Farsi, and others) and start at a younger age  • Increase high proficiency in a language, particularly on critical languages through K-16 language study pipelines • Increase the number of foreign language teachers and the resources for them

43. Opportunities and New Initiatives • Foreign Language Assistance Program (FLAP) 2006 No Child Left Behind Act of 2001 • Purpose: To improve the quality and extent of foreign language instruction, particularly in elementary schools. • Priority: Critical languages • State Education Agencies grants support systemic approaches to improving foreign language learning in the State; Range of awards $50,000 to $400,000 • Local Education Agencies grants support programs of Local school districts; Range of awards $50,000 to $300,000

44. Opportunities and New Initiatives • College Board-Hanban Agreement • Bring 150 guest teachers from China to American classrooms • Provide financial assistance to 300 American teacher-candidates in support of their efforts to attain state certification to teach Chinese • Support the development of instructional materials from elementary school through Advanced Placement courses • Support nearly 2,000 schools in the introduction or expansion of their Chinese programs

45. New Developments:State and Local • Elementary language programs increasing • Technology innovations – one third of school districts offer online course in some subject10 • Recognition of value of heritage communities beginning (1 in 5 Americans speaks another language at home, mostly Spanish, followed by Chinese)11 • New “international schools” with stronger language focus developing

46. Innovations in Schools • Newton North and Newton South High Schools • Public school district in Massachusetts • Oldest running Chinese student exchange program in the country with strong content background and preparation • Exchange program is catalyst for district-wide curriculum reform • Strong foreign language program

47. New Developments:State and Local • FLAP Grantees (States) • Ohio: K-6 Mandarin Program (2,000 students in pilot year) • North Carolina: Development of Online Mandarin courses (25 students per year in pilot) • Wisconsin: Mandarin and Arabic programs K-12. (1,800 students by end of grant period) • Wyoming: Spanish programs for middle school students to create K-12 pipeline in state. (8,000 students served)

48. How Schools Can Start “Creating a Chinese Language Program in Your School: An Introductory Guide” Based on best practices from current programs Asia Society, June 2006

49. How Schools Can Start • About Chinese • Which Variety of Chinese Language Should Be Taught? • Learning Chinese as a Second Language in the U.S. Context • Special Features of the Chinese Language

50. How Schools Can Start • Setting the Program’s Direction • Launching the Planning Process • Involving Key Stakeholders • Considerations in Setting Program and Student Goals • Setting Short-Term Goals • Setting Long-Term Goals