html5-img
1 / 45

F-CAP Flagship-Chinese Acquisition Pipeline The K-12 Language Flagship Seal of Proficiency

F-CAP Flagship-Chinese Acquisition Pipeline The K-12 Language Flagship Seal of Proficiency. June 2013 Symposium Debbie Robinson. Case in Point DOD Language Needs. Of 3.3 million personnel, only 8% with reported language skills (@259,000) Over half of those Spanish speakers (@140,000)

gen
Download Presentation

F-CAP Flagship-Chinese Acquisition Pipeline The K-12 Language Flagship Seal of Proficiency

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. F-CAPFlagship-Chinese Acquisition PipelineThe K-12 Language FlagshipSeal of Proficiency June 2013 Symposium Debbie Robinson

  2. Case in PointDOD Language Needs • Of 3.3 million personnel, only 8% with reported language skills (@259,000) • Over half of those Spanish speakers(@140,000) • @37,000 positions with specific language requirements • 81% filled, but only 28% at required level of proficiency

  3. Defense Language and National Security Education Office (DLNSEO) Core Programs

  4. NATIONAL SECURITY EDUCATION PROGRAM: OBJECTIVES • Provide necessary resources, accountability, and flexibility to meet U.S. national security education needs; • Increase quantity, diversity, and quality of teaching and learning in foreign language and other international fields critical to the nation’s interests; • Produce an increased pool of applicants for work in departments and agencies of the U.S. government with national security responsibilities;

  5. NATIONAL SECURITY EDUCATION PROGRAM: OBJECTIVES • Expand, in conjunction with other federal programs, the international experience, knowledge base, and perspectives on which the U.S. citizenry, government employees, and leaders rely; and • Permit the federal government to advocate the cause of international education.

  6. THE LANGUAGE FLAGSHIP Goal: To create a pool of college graduates from all majors with professional proficiency (ILR Level 3, ACTFL Superior) in critical languages to create the next generation of global professionals, and to change the expectations for foreign language learning. • Reconfiguring undergraduate programs and interventions to develop higher proficiency • Pathways for all students; no prior language experience necessary • Articulation of domestic curriculum and overseas program elements (intensive language, direct enrollment courses, internship)

  7. Proficiency Scales

  8. THE LANGUAGE FLAGSHIP Russian Bryn Mawr College Portland State University University of California, Los Angeles University of Wisconsin, Madison St. Petersburg State University, Russia* Swahili Indiana University State University of Zanzibar, Tanzania* Turkish Indiana University Ankara, Turkey* Pilot Flagship/ROTC Centers Arizona State University Georgia Institute of Technology North Georgia State College and University Hindi Urdu University of Texas, Austin Jaipur Hindi Flagship Center, India* Lucknow Urdu Flagship Center, India* Korean University of Hawaii, Manoa Korea University, Korea* Persian University of Maryland Ankara, Turkey* Portuguese University of Georgia, Athens Sao Paulo State University, Brazil* Arabic Michigan State University University of Arizona University of Maryland University of Oklahoma University of Texas, Austin Alexandria University, Egypt* Chinese Arizona State University Brigham Young University Hunter College Indiana University San Francisco State University University of Mississippi University of Oregon University of Rhode Island Western Kentucky University Nanjing University, China* Tianjin Normal University, China* Fall 2013

  9. THE LANGUAGE FLAGSHIP * Enrollments are based on registered students, additional students may participate in courses but are not fully registered

  10. THE LANGUAGE FLAGSHIP

  11. THE LANGUAGE FLAGSHIP *Figures Include Projected Spring 2014 Overseas Enrollments

  12. Student Support • Maximum Flagship student support is now capped at $20,000 ($15,000 maximum for capstone overseas) • Additional support from DLNSEO/NSEP comes with service: Boren Scholarships or participation in ROTC • ROTC Scholarships: Air Force issued first six Language Flagship Scholarships. Army recently developed guidance on Language Flagship scholarships • Flagship institutions need to partner with private sector for additional scholarships and internships

  13. THE LANGUAGE FLAGSHIP

  14. THE LANGUAGE FLAGSHIP

  15. Data and Results • Flagship Model relies on data for constant feedback and improvement. • Flagship reports results to Congress, the National Security Education Board, and the public.

  16. Proficiency

  17. Undergraduate Results • 72% of Boren/Flagship undergraduates tested to date reached or exceeded ILR 3/Superior on oral proficiency test; 60% reached or exceeded ILR 3/Superior in reading • Academic Year 2011-12 Flagship Overseas Cohort: 66% reached Advanced-High or higher scores on ACTFL speaking (OPI); 32.5% reached Superior/3 for Flagship Certification

  18. THE LANGUAGE FLAGSHIP

  19. THE LANGUAGE FLAGSHIP

  20. THE LANGUAGE FLAGSHIP

  21. Overall Goal UG > Global Professionals, Superior HS programs > Advanced MS programs > Solid Intermediate Elementary programs > Dual Literacy

  22. Short & Long-TermK-12 Investment Strategy

  23. Leveraging Partnerships SEAs Universities LEAs ACTFL DoDEA LRCs AATs NSLI-Y STARTALK

  24. THE LANGUAGE FLAGSHIP

  25. MSU Secondary Arabic Curriculum Project • Created 32 standards-based thematic units for secondary learners. Now developing a third level with 16 additional units. • 75 teachers in 17 states have received professional development on the curriculum to date. • 60 learners through Level 2 in three locations assessed this May on AAPPL. • Possible cooperation with College Board on introducing AP Arabic is latest development.

  26. Portland Public Schools • Serving over 1200 students in elementary through high school dual-language immersion and articulated middle and high school programs (3 elementary, 3 MS, 3 HS sites) • Dual-language immersion program fully integrates age-appropriate assessment to yield results (e.g., 87% of 8th graders I-M or higher; 25% HS grads at A-L or above 2011-2012) • High school programs articulate with University of Oregon Chinese Flagship program. 21 PPS grads to date in U. of O. Chinese Language FS program. • Developing modules in Chinese in humanities and health fields for use in high school programs across the country.

  27. Portland Public Schools/U. of OregonK-16 Chinese Language Flagship Nation's first K-16 Chinese Language Flagship Program. Replication model for other schools.

  28. Flagship – Chinese Acquisition Pipeline (F-CAP) • Consortium managed by BYU and the State Education Office of Utah reaching state and local educational agencies and Flagship institutions across 19 states (critical mass of 15K elementary-high school learners in 2012-2013). • Promoting dual-language Chinese immersion at the elementary level (now through fourth grade in Utah) and articulated Chinese language and content learning at the middle- and high-school levels.

  29. F-CAP • “Chinese in a box” with detailed unit and lesson plans, professional development, and materials. • Piloting AAPPL proficiency assessments for high school students studying Chinese at levels 2 (video chat only), 3, and 4 (complete battery) state-wide in Utah and South Carolina, and within several local education agencies across the U.S.

  30. Time to Proficiency

  31. Seal of Proficiency • Gold • At least Advanced-Low • Silver • At least Intermediate-High • Bronze • At least Intermediate-Mid

  32. DRAFT Process • Learners collect evidence (3) across the modes of communication aligned to Can-Do statements. • Learners take (an) external assessment(s) across the modes of communication. • For bronze, teacher sign-off. • For silver and gold, sent to (3) raters at Language Flagships for certification.

  33. The Language Flagship K-12 Linkages Funds Elements of Flagship K-12 Strategy and Activity Across Our 26 Programs • Advocacy and Communication; • Articulation; • Assessment; • Connections, Partnerships, and Relationship-building; • Curriculum/Materials/Resources; • Pedagogy; • Professional Development; and • Recruitment and Retention.

  34. Sample K-12 Initiatives • UHI Korean Language Flagship Center • After school, summer, and online courses for pre-collegiate learners and professional development for teachers • UW-Madison Russian Language Flagship • Summer intensive language learning for underserved high school youth and year-long collaboration with teachers • UT-Austin Arabic Language Flagship • First-ever statewide professional development workshop for Arabic teachers • Ole Miss Chinese Language Flagship • Support and professional development for building secondary program; dual-enrollment options for learners for Chinese 3 and 4.

  35. Sample K-12 Initiatives • Portland State University-Portland Public Schools • Russian Immersion Language Arts Scope and Sequence • Hunter College • Chinese online learning modules for beginning and intermediate secondary learners • University of Georgia • Linkages Brazil-U.S. for K-12 learners (forthcoming!)

  36. Strategic Foreign Languages Expansion Program (S-FLEP) • Long sequence, articulated K-12 programs; • 50/50 dual immersion; secondary content-based or subject-matter language learning; • Incorporate technology; don’t supplant teacher/student interaction; • Support AP or Higher Ed. Courses for HS learners;

  37. S-FLEP, continued • Increase/institute HS graduation requirements; • Professional development ; • Student assessment; and • Program and curriculum evaluation.

  38. Impact Thus Far • 22 military installations, • 27 schools • 8,200 military-connected students • 24,900 total students • Languages include Chinese, Spanish, and German.

  39. Current Schools & Programs • Beaufort, SC • 476 total student population • 24.7% military-dependent students • Language: Chinese • Bridges their current gap: Middle School (Grades 5-8). The feeder elementary (K-4) school has a Chinese language program, as does the high school. • Fort Sam Houston, TX • 836 students impacted • 97.37% military-dependent students • Language: Spanish • K-5 program that meets 4-5 times a week for 45 minutes

  40. Current Schools & Programs • Geary County, KS • 217 total student population • 70% military-dependent students • Language: Spanish • Bridges their current gap: K-5. This elementary school feeds into Spanish language programs in both middle and high school. • North Kitsap, WA • 2,400 students impacted • 27% military-dependent students • Language: Spanish • Improves their K-5 Dual Language program, and increases their middle and high school offerings. Also, adding an AP Spanish class.

  41. Current Schools & Programs • San Diego, CA • 742 total student population • 53.4% military-dependent students • Language: Chinese & German • K-4. Hired Chinese & German teachers & two student interns from Germany. The Chinese elementary program feeds into already standing Chinese middle & high school programs. • Virginia Beach, VA • 16,006 students impacted • 33% military-dependent students • Language: Chinese • Focus is on Grades 6-12, leveraging successful STARTALK Summer Program (elementary aged kids) to launch language instruction at the middle and high school levels.

  42. Thank you! dwrobinson196@gmail.com

More Related