Linking Languages and Cultures to Internationalize Education Shuhan Wang, Ph.D. Executive Director Chinese Language Initiatives Asia Society [email protected]
Jan 15, 2016
Linking Languages and Cultures to Internationalize Education
Shuhan Wang, Ph.D. Executive Director
Chinese Language Initiatives Asia Society
Overview
The status of foreign language and international education on the state level
Using Chinese as an example to internationalize education
The Status
-20%
0%
20%
40%
60%
80%
CA OR WA IA MN ND NV AR MO IN OH AL VA PA VT
west coast non-coastal east coast
Original source: Census Bureauhttp://www.usatoday.com/money/companies/management/2006-02-08-language-usat_x.htm
Graph: Asia Society
Global Trade On The Rise, But …Export by selected states, % change between 2000 and 2004
15
12
LegislationSummary of Survey Results from 27 States*
Is there new or proposed state legislation affecting language study or international education?
NoYes
* Source: www.ncssfl.org
18
8
Are statewide enrollment data available for foreign languages?
NoYes
* Source: www.ncssfl.org
Enrollment DataSummary of Survey Results from 27 States*
22
5
Have state-level curriculum frameworks been developed or are under development for foreign languages or international education?
NoYes
* Source: www.ncssfl.org
Curriculum FrameworksSummary of Survey Results from 27 States*
13
22
23
12
4 4
survey questions 1, 2, 3
an
swers
Yes No
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
19
13
8
13
survey questions 1, 2
Yes No
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
13
20
11
5
survey questions 1, 2
Yes
No
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
9
16
The Not-So-Bright SideSummary of Survey Results from 27 States*
Is foreign language study a state graduation requirement?
NoYes
5
21
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?
NoYes
State Foreign Language Requirements13
Grade Level States (number of years)
Elementary (Must be offered)
CA*; LA, NJ, OK, TX, WY+
High School Graduation (Required for all students)
DE (2); NJ (5credits); OK (2); TX (2); VT; WY#
High School (Considering Graduation requirement for all)
CT (2); GA; ME (2); MN (4); NC; OH (2)
State University Entry Requirement (2 credits)
FL; NE; WV
+(WY requires all students to take courses)*(no later than 7th grade) # (for regular or advanced diploma)
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)
New Developments: Innovations in States
12 states published reports concerning International Education:
Delaware Connecticut
Kansas Kentucky
Massachusetts Michigan
New Jersey North Carolina
Oklahoma Vermont
West Virginia Wisconsin
New Developments: Innovations in States Massachusetts
Education and the Global Economy
3 statewide conferences share “best practices”
New Global Education Advisory Committee
Introducing legislation
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
Current State Initiatives
Vermont International Education
Benefits Vermont’s Children
3 statewide conferences State award for
excellence in international education
Links to China
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
Innovations in Schools and States -For More Information
See http://internationaled.org/publications.htm
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.”
Chinese as an example to internationalize education
Opportunities and New InitiativesRapidly growing interest! 2,400 schools want to offer AP Chinese
Why Chinese?
Current Status of Chinese Instruction Challenges Opportunities and New Initiatives How Schools Can Start
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
Michael Eskew, CEO, United Parcel Service: Education in an Age of Globalization
“Six traits in future UPS employees”Trade literateSensitive to foreign culturesConversant in different languagesTechnology savvyCapable of managing complexityEthical
December 8, 2005States Institute, L’Enfant Plaza Hotel
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, 2005Seattle Times
Current Status of Chinese Instruction
Language Enrollment Percent of Total
Spanish 746,267 53.50%
French 201,979 14.50%
German 91,100 6.50%
Italian 63,899 4.60%
Japanese 52,238 3.70%
Chinese 34,153 2.40%
Foreign Language Enrollments in United States Institutions of Higher Education, 2002
ADFL Bulletin, Modern Language Association Survey
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
Language Enrollment Percentage of Total
Spanish 4,757,373 68.70%
French 1,270,510 18.30%
German 332,980 4.80%
Italian 79,006 1.10%
Japanese 53,889 0.80%
Chinese 24,000* 0.30%
Current Status of Chinese Instruction
Percentage of Immersion Programsby Language of Instruction
Spanish
French
Hawaiian
Japanese
Immersion programs growing, 263 in 33 states
Mandarin, 3.9%
Source: Center for Applied Linguistics
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
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
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
Challenges
“Expanding Chinese Language Capacity in the
United States”What would it take to have 5
percent of high school students learning Chinese by 2015?
Challenges1. Lack of teachers is the key bottleneckLess 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
Challenges
Options for TeachersVisiting teachers from ChinaFast-track alternative certification for heritage
speakersTraditional teacher preparation programsCommunity college dual credit option
Challenges
2. Lack of Knowledge and ResourcesRaise awareness of importance of languagesShare best practices from existing programsSeed funds for schools
Challenges
3. Lack of Materials and Delivery SystemsMaterials supply growing but gaps, e.g.
elementary schools, heritage learners, immersion programs
Need online and distance learning programsResearch on effective programs
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)
Opportunities and New Initiatives The College Board Advanced Placement (AP)
Chinese Language and Culture Course | http://apcentral.collegeboard.com/
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:
1. Expand critical need languages (e.g., Arabic, Chinese, Russian, Hindi, Farsi, and others) and start at a younger age
2. Increase high proficiency in a language, particularly on critical languages through K-16 language study pipelines
3. Increase the number of foreign language teachers and the resources for them
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
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
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
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
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)
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
How Schools Can Start
About ChineseWhich Variety of Chinese Language Should
Be Taught?Learning Chinese as a Second Language in
the U.S. ContextSpecial Features of the Chinese Language
How Schools Can Start
Setting the Program’s DirectionLaunching the Planning Process Involving Key StakeholdersConsiderations in Setting Program and
Student GoalsSetting Short-Term GoalsSetting Long-Term Goals
How Schools Can Start
Choosing a Program Model Common Characteristics of Program Models Program Types
Traditional foreign language model Foreign language in elementary school model Immersion models Distance learning & web-based models
Choosing the Right Model Important Program Considerations (e.g. heritage learners,
multiple entry points, differentiated learning)
How Schools Can Start
Curriculum Development, Instructional Design, and Assessment Guiding Principles of Curriculum Development
in Chinese Developing the Chinese Curriculum Designing Instructional Delivery How Can Technology Enhance the Teaching
and Learning of Chinese? How Should Students Be Assessed?
How Schools Can Start
Sustaining Quality and LongevityWorking Across Grade LevelsContinued Development of Chinese TeachersPartnering with Heritage Language
CommunitiesNational and International ResourcesMonitoring Effectiveness Over the Long Term
How Schools Can Start
Learning By Example Three case studies of Chinese language
programs implemented in different parts of the U.S. Chicago Public Schools Chinese American International School, San
Francisco Springfield Chinese Language Programs,
Massachusetts
Resources:Newsletter and WebsiteInternationalEd.org
Resources:AskAsia.org
For materials on Asian cultures and issues
Resources: www.AskAsia.org/Chinese
Resources:Chinese Language Newsletter
Subscribe at: http://AskAsia.org/Chinese/
Resources:
See AskAsia.org/Chinese
Resource:Workshop for New Programs
http://casls.uoregon.edu/workshop/index.php