1. Washington Learns Languages: A Multilingual/Multicultural Future for Our Students Presentation at Washington State ASCD Conference November 3, 2006 By Michele Anciaux Aoki, Ph.D. Washington Association for Language Teaching Outreach Committee

2. 2 A Joke That’s Not So Funny What do you call… A person who speaks two languages?A person who speaks two languages? A person who speaks one language?A person who speaks one language?

3. 3 Two Myths about Americans Myth #1 Americans don’t need to learn other languages because everyone else in the world speaks English. Myth #2 It’s a good thing because Americans are terrible at learning languages!

4. 4 The Word Is Out About What Students Really Need Global Knowledge Global Knowledge Including world history, geography, and international economicsIncluding world history, geography, and international economics Languages Languages Acquiring key cognitive and academic skills, as well as insight into another cultureAcquiring key cognitive and academic skills, as well as insight into another culture Global Perspectives Global Perspectives Underlying respect for and interest in different perspectivesUnderlying respect for and interest in different perspectives Educating Leaders for a Global Society http://internationaled.org

5. 5 Vision for Language Learning in Washington State We’ll know the system’s working when… Every school offers students the opportunity to learn English and at least one other language Every school offers students the opportunity to learn English and at least one other language By high school graduation, all students become literate in English and at least one other language By high school graduation, all students become literate in English and at least one other language By college, freshmen can place into 2nd year language classes or begin a new language (i.e. no remediation) By college, freshmen can place into 2nd year language classes or begin a new language (i.e. no remediation)

6. 6 What’s Needed to Achieve the Vision? Schools and districts need help and guidance to implement effective early language programs Schools and districts need help and guidance to implement effective early language programs Bilingual programs need to take the bilingual mission seriously Bilingual programs need to take the bilingual mission seriously High school students need a seamless transition into college language courses High school students need a seamless transition into college language courses Colleges need to take a leadership role in helping students demonstrate language proficiency, not just “seat time” for credits Colleges need to take a leadership role in helping students demonstrate language proficiency, not just “seat time” for credits

7. 7 What Will Help Us Get There? Shared Vision for World Languages through Voluntary Standards Shared Vision for World Languages through Voluntary Standards Inclusion of World Languages in the Education Reform Agenda Inclusion of World Languages in the Education Reform Agenda AssessmentsAssessments Rigorous High School CurriculumRigorous High School Curriculum Commitment to Prepare Teachers Commitment to Prepare Teachers

8. 8 World Language Standards Voluntary World Language Standards adopted Dec, 2005 by Superintendent Terry Bergeson Voluntary World Language Standards adopted Dec, 2005 by Superintendent Terry Bergeson The 5 “C’s” of the National Standards for Foreign Language The 5 “C’s” of the National Standards for Foreign Language http://www.k12.wa.us/curriculuminstruct/socstudie s/WorldLanguages/voluntarystandards.aspx http://www.k12.wa.us/curriculuminstruct/socstudie s/WorldLanguages/voluntarystandards.aspx

9. 9 Standards Answer Questions Content Standards Content Standards What do we want students to learn? Performance Standards Performance Standards How will we know they’ve learned it? Proficiency Standards Proficiency Standards How well do they need to know it? Program Standards Program Standards How should programs be designed? What practices yield results?

10. 10 Assessments How do we know how well students are learning languages? How do we know how well students are learning languages? How can we use assessment to help us articulate P-16? How can we use assessment to help us articulate P-16? Does learning a language help students prepare for the WASL? Does learning a language help students prepare for the WASL? Should we try Classroom-Based Assessments (like Social Studies)? Should we try Classroom-Based Assessments (like Social Studies)?

11. 11 Rigorous High School Curriculum HB 2706 introduced in 2006 Legislative Session, establishing “recommended” high school graduation requirements 4 years of Math, 3 years of Science, etc.4 years of Math, 3 years of Science, etc. Intention to align graduation requirements to college admissionsIntention to align graduation requirements to college admissions World Languages NOT MENTIONEDWorld Languages NOT MENTIONED Let’s get them added

12. 12 Commitment to Prepare Teachers MA in Teaching of Languages MA in Teaching of Languages Including Early Language Learning theory and practical experienceIncluding Early Language Learning theory and practical experience Certificate in Early Language Teaching and Learning (Community College level) Certificate in Early Language Teaching and Learning (Community College level) Help prepare Instructional Assistants and heritage speakers (who might become teachers)Help prepare Instructional Assistants and heritage speakers (who might become teachers) Professional Development for current teachers (perhaps through ESDs) Professional Development for current teachers (perhaps through ESDs)

13. 13 What Might It Look Like? A world-class system includes: Starting early in elementaryStarting early in elementary Building in the middle yearsBuilding in the middle years Finishing strong in high schoolFinishing strong in high school Capitalizing on Heritage LanguagesCapitalizing on Heritage Languages

14. 14 Starting Early in Elementary Schools select a model… (Model 1) Language & Culture Awareness Focus on culture and novice-level language at least once/quarter Focus on culture and novice-level language at least once/quarter (Model 2) Language Classes Learn target language 1-5 hours/week Learn target language 1-5 hours/week During or before/after school day During or before/after school day (Model 3) Language Immersion Learn academic content in the target language at least 12-15 hours/week Learn academic content in the target language at least 12-15 hours/week

15. 15 Building in the Middle Years With students “language ready”… (Model 1) Formal language classes Begin by 6 th or 7 th grade, if possible Begin by 6 th or 7 th grade, if possible By 8 th grade, at least By 8 th grade, at least (Model 2) Language as core subject Build on early start Build on early start (Model 3) Language Immersion Academic content in target language Academic content in target language “Language Arts” in target language “Language Arts” in target language

16. 16 Finishing Strong in High School With 1-8 years behind them… (Model 1) College admissions requirements met by most students 2 years (credits) required for admission 2 years (credits) required for admission 3 quarters college level required for exit 3 quarters college level required for exit (Model 2) AP or IB Exams an option (Model 3) Language Immersion continues Advanced academic content Advanced academic content Or, start a new language, perhaps… Or, start a new language, perhaps…

17. 17 Capitalizing on Heritage Languages Heritage language learners (including immigrants learning English)… Heritage language learners (including immigrants learning English)… May have strong oral skills May have strong oral skills Need to become literate Need to become literate Need to develop “academic” language proficiency Need to develop “academic” language proficiency Their families need to know that it’s important for their children to maintain and develop their native or heritage language

18. 18 What’s Working Now? Language immersion programs Language immersion programs Parent-initiated before and after school language programs Parent-initiated before and after school language programs Preschool language/culture programs Preschool language/culture programs Community-based language programs and schools Community-based language programs and schools Bilingual/Bicultural families Bilingual/Bicultural families

19. 19 Language Immersion Examples Puesta del Sol – Bellevue Puesta del Sol – Bellevue Spanish (Full Immersion)Spanish (Full Immersion) Woodin Elementary - Bothell Woodin Elementary - Bothell Spanish (Dual or Two-Way)Spanish (Dual or Two-Way) John Stanford International School - Seattle John Stanford International School - Seattle Spanish & Japanese (Partial)Spanish & Japanese (Partial) Sheridan Elementary School of International Languages - Tacoma Sheridan Elementary School of International Languages - Tacoma Spanish, French, Japanese (Partial)Spanish, French, Japanese (Partial)

20. 20 Before and After School Language Programs Coe Elementary - Seattle Coe Elementary - Seattle Spanish, French, Japanese, and Chinese at a variety of grade levels Spanish, French, Japanese, and Chinese at a variety of grade levels TOPS Elementary - Seattle TOPS Elementary - Seattle New Chinese class filled to capacity New Chinese class filled to capacity Associates in Cultural Exchange Associates in Cultural Exchange Programs in over 80 schools Programs in over 80 schools www.cultural.org www.cultural.org www.cultural.org

21. 21 Foreign Language Associates Northwest F.L.A.N. has been offering foreign language programs in Bellingham area schools for 20 years! F.L.A.N. has been offering foreign language programs in Bellingham area schools for 20 years! Spanish, French, Japanese, ASL, Russian, German, and Chinese Spanish, French, Japanese, ASL, Russian, German, and Chinese On the web: http://www.flanonline.com/ http://www.flanonline.com/

22. 22 Preschool Language/Culture Programs Sponge School – Seattle Sponge School – Seattle Spanish, French, Mandarin and Japanese language and cultureSpanish, French, Mandarin and Japanese language and culture Prescolar Alice Francis - Seattle Prescolar Alice Francis - Seattle Spanish language preschool with a social change based curriculum for 2 - 4 year oldsSpanish language preschool with a social change based curriculum for 2 - 4 year olds

23. 23 Community-Based Language Programs and Schools Seattle Area German American School (SAGA) Seattle Area German American School (SAGA) Seattle Japanese School Seattle Japanese School Chong Wa Benevolent Association Seattle (Chinese) Chong Wa Benevolent Association Seattle (Chinese) French-American School of Puget Sound French-American School of Puget Sound Prospera Heritage Literacy Program Prospera Heritage Literacy Program

24. 24 Bilingual/Bicultural Families Growing influx of highly educated employees from abroad Growing influx of highly educated employees from abroad Multicultural marriages Multicultural marriages Young families returning from Peace Corps, living abroad Young families returning from Peace Corps, living abroad Bilingual/Bicultural Family Network http://www.biculturalfamily.org/ http://www.biculturalfamily.org/