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F-CAP Flagship-Chinese Acquisition Pipeline The K-12 Language Flagship Seal of Proficiency June 2013 Symposium Debbie Robinson.

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Presentation on theme: "F-CAP Flagship-Chinese Acquisition Pipeline The K-12 Language Flagship Seal of Proficiency June 2013 Symposium Debbie Robinson."— Presentation transcript:

1 F-CAP Flagship-Chinese Acquisition Pipeline The K-12 Language Flagship Seal of Proficiency June 2013 Symposium Debbie Robinson

2 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) @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 3 STUDENTSINSTITUTIONSPROFESSIONALS David L. Boren Scholarships The Language Flagship Language Training Centers David L. Boren Fellowships Project Global Officer National Language Service Corps English for Heritage Language Speakers Pilot Flagship/ROTC Initiative African Language Initiative

4 NATIONAL SECURITY EDUCATION PROGRAM: OBJECTIVES 4  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 6 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 8 A RABIC Michigan State University University of Arizona University of Maryland University of Oklahoma University of Texas, Austin Alexandria University, Egypt* C HINESE 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 R USSIAN Bryn Mawr College Portland State University University of California, Los Angeles University of Wisconsin, Madison St. Petersburg State University, Russia* S WAHILI Indiana University State University of Zanzibar, Tanzania* T URKISH Indiana University Ankara, Turkey* P ILOT F LAGSHIP /ROTC C ENTERS Arizona State University Georgia Institute of Technology North Georgia State College and University H INDI U RDU University of Texas, Austin Jaipur Hindi Flagship Center, India* Lucknow Urdu Flagship Center, India* K OREAN University of Hawaii, Manoa Korea University, Korea* P ERSIAN University of Maryland Ankara, Turkey* P ORTUGUESE University of Georgia, Athens Sao Paulo State University, Brazil*

9 THE LANGUAGE FLAGSHIP 9 Flagship Language 2010 UG Enrollment 2011 UG Enrollment 2012 UG Enrollment Arabic269235182 Chinese289387434 Hindi Urdu322422 Korean312937 Persian301814 Portuguese01655 Russian82118128 Swahili089 Turkish007 733835888 * Enrollments are based on registered students, additional students may participate in courses but are not fully registered


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

12 Student Support 12  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


14 14

15 Data and Results 15  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 17  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




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

22 Short & Long-Term K-12 Investment Strategy

23 Leveraging Partnerships SEAs Universities LEAs ACTFL DoDEA LRCs AATsNSLI-YSTARTALK


25 MSU Secondary Arabic Curriculum Project 25 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 26  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 8 th 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 Oregon K-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) 28  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.




36 The Language Flagship K-12 Linkages Funds 36 Advocacy and Communication; Articulation; Assessment; Connections, Partnerships, and Relationship-building; Curriculum/Materials/Resources; Pedagogy; Professional Development; and Recruitment and Retention. Elements of Flagship K-12 Strategy and Activity Across Our 26 Programs

37 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.

38 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!)

39 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;

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

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

42 – 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 Current Schools & Programs

43 – 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.

44 – 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. Current Schools & Programs

45 Thank you!

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