shuhan c wang ph d deputy director national foreign language center the university of maryland n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Finding Solutions: Reforming World Language Teacher Supply System PowerPoint Presentation
Download Presentation
Finding Solutions: Reforming World Language Teacher Supply System

Loading in 2 Seconds...

play fullscreen
1 / 31

Finding Solutions: Reforming World Language Teacher Supply System - PowerPoint PPT Presentation


  • 97 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Finding Solutions: Reforming World Language Teacher Supply System' - beck


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
shuhan c wang ph d deputy director national foreign language center the university of maryland
Shuhan C. Wang, Ph.D.

Deputy Director

National Foreign Language Center

The University of Maryland

Finding Solutions: Reforming World Language Teacher Supply System

overview
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
tentative title of the wl teacher white paper
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
changing contexts from local to global
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
economic security and a 21 st century education secretary arne duncan s remark
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

slide7

The World is in Quest for High Human Capital

Rethink Linguistic & Cultural Competency as Capitals:

  • Human capital
  • Cultural capital
  • Social capital

(Wang, 2004)

slide8

% of World Using

2 or More Languages

Monolinguals 1/3

Bilinguals &

Multilinguals2/3

Crystal, 1997

slide10

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

slide11

World Language Education:

EU Countries

Source: Eurydice. 2005. Key Data on Teaching Languages at School in Europe. Eurydice: Brussels, Belgium.

11

only 12 us states require the study of world languages
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

percentage of us students studying world languages
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)

slide14

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

21 st century student outcomes
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

education is a tool for leveling the playing field
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?

trends indicating greater demands for world language education in the us
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

to meet the demands we need
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
we must reform our current teacher supply system
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
world languages a teacher shortage area
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)

short term solution guest teachers
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)

slide22
Teacher Preparation Programs(National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009)
build an efficient system life cycle of a world language teacher
Build an Efficient System: Life Cycle of a World Language Teacher
  • Recruitment
  • Preparation
  • Certification/Licensure
  • Induction/Mentoring/Professional Development
  • (Teacher Trainers)
this summit provides a forum to
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!

race to the top a 4 billion dollar reform program
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
how can we provide input to
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)  

how to maximize the summit
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
products of the summit
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
next steps
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
are we willing and able to increase the percentage of us schools offering world languages
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)

thank you shuhan c wang ph d swang@nflc org http www startalk umd edu
Thank you谢谢

Shuhan C. Wang, Ph.D.

swang@nflc.org

http://www.startalk.umd.edu