States Going Global:How to Expand World Languages

in Your State

Deborah W. Robinson, Ph.D.

National Council of State Supervisors for Languages, PresidentOhio Department of Education, World Languages Consultant

A Systems Approach to Education(Zelman and Cross, 2008)

• Core of education

• Aligned standards, curriculum and assessments

Elementary School Language Programs

• Three-year Foreign Language Assistance Program (FLAP) Grant– K-4 Content-Enriched Units (@10-12 per

grade level) for Mandarin Chinese– PD modules (Backward Design, Content-

Enriched Instruction, Literacy Development, Technology to Enhance Program)

– Ten pilot sites

http://education.ohio.gov

“Ohio’s K-4 Content-Enriched Mandarin Chinese Curriculum and Professional Development Modules”

Innovations in Teacher Certification

• Three-Year Visiting International Teacher’s License

• Intensive Licensure

Programs

Three-Year Visiting International Teacher’s License

Rule 3301-24-05 Licensure (1)(a) Is deemed to be of good moral character

(b) Is a citizen of another country who will be entering the United States specifically for the purpose of teaching in an Ohio school or school district that has agreed to employ the person as a teacher via an exchange program or other collaboration or recruitment effort

(c) Holds the United States equivalent of at least a bachelor's degree and provides evidence of completion of a teacher preparation program

(d) Provides evidence of proficiency in the target language as determined by the employing Ohio school district or the Ohio department of education

(e) Demonstrates English language proficiency as determined by the employing Ohio school district or the Ohio department of education

• Are considered HQT

Mentoring

(2) The employing Ohio school district, with assistance from the Ohio department of education, shall plan for a mentoring program for visiting international teachers to provide ongoing support and assistance in areas such as school culture, curriculum, assessment, management, and resources.

Moving to Permanent Licensure

(3) If a visiting international teacher wishes to continue teaching in the schools of Ohio beyond the three year validity period of the visiting international teacher license, the teacher will be required to obtain appropriate Ohio licensure.

• Virginia and Maine have similar provisions

• 31 states- Spanish 34 states-Chinese

Intensive Licensure Programs

• Legislatively funded intensive licensure programs over past three years (2006-2009)

• Five Ohio colleges and universities

Chinese Arabic Spanish French Japanese

99 9 110 8 8

Aligned to a plan

Plan for Sustainability

• Budget for Continuation and Articulation– Human Resources– Curriculum Development– Materials– Professional Development– Assessment of Student Learning

Funding

• Foreign Language Assistance Program (FLAP) www.e-grants.ed.gov

• Critical Language Flagship Programs http://www.thelanguageflagship.org/funding_institutions.html

• STARTALK Critical Language Summer Programs for Teachers and Students http://www.startalk@umd.edu email: Startalk@umd.edu

Open the schoolhouse doors

Community

• Ohio Heritage Language Schools– 8 Chinese 4 Japanese 2 Arabic– 1 Korean 1 German 1 Somali

• CAL database on Heritage Language Schools www.cal.org

K-16 Partnerships• ODE-OSU Chinese Language Flagship

– Three Symposia for Districts Interested in Chinese Language Initiatives

– Discussions focused on standards- and performance-based programs

– Curriculum and Materials Development • K-4• K-12

– Professional Development for Teachers

Ohio’s Roadmap

• Clear direction for language education– Create extended sequences of language study– Train, license and employ teachers educated in

the use of technology and network programs around them

– Create performance-based tools to assess learners’ ability to communicate effectively

– Establish a Language and Culture Service Center and Language Partnering for Life

Foreign Language Advisory Council’s Passport to the Future

Good targets

How do we measure student learning and establish learning outcomes that are articulated from elementary language

learning through post-secondary education?

• Determine expected outcomes at the next level that your students are

supposed to know and demonstrate • Provide a clear road map for them • Consider instruction and conditions

necessary to achieve these outcomes

Show What You Can Do with Language

• Classroom-Based Performance Assessments across Interpersonal, Interpretive, and Presentational Communication tied to cultural contexts

• ObservationTeacher Observation Matrix for Elementary (inpreparation for the Student Oral ProficiencyAssessment (SOPA) Center for Applied Linguistics (www.cal.org)

• Student Self-Assessment: LinguaFolioNCSSFL (www.ncssfl.org and follow links)

Standardized Assessments• Reliable and Valid Chinese (and other languages)

Assessments– National Online Early Language Learning Assessment

(grades 3-6; listening and speaking)– Standards-based Measurement of Proficiency (STAMP)

>> Computerized Assessment of Proficiency (CAP) (grades 7-16; speaking, reading, writing)

– AP (grades 7-12; listening, speaking, reading, writing)– SAT II (reading and listening)– ACTFL Oral Proficiency Interview (age 14 to adult)– ACTFL Writing Proficiency Test (age 14 to adult)

Resources: Asia Society

Chinese Language Initiativeshttp://askasia.org/Chinese

Chinese Curricula Available for Sharing

• K-3 Curriculum: Center for Applied Linguistics and National Foreign Language Resource Center (Iowa State University): http://nflrc.iastate.edu/

• PreK-AP Curriculum: Chicago Public Schools, http://www.confuciusinstitute.chicago

• Minnesota Department of Education: Chinese Language Programs Curriculum Development Project, Feb. 2007 http://education.state.mn.us

• Ohio K-4 Curriculum (FLAP) http://education.ohio.gov

• Oregon/Portland K-16: http://casls.uoregon.edu

Make a Long-Term Commitment to

Language Learning and Education

十年树木，百年树人Ten years to grow a tree;

One hundred years to grow a people.

A Chinese Saying