Washington Learns Languages Notes for Washington Learns By Michele Anciaux Aoki, Ph.D. April 25, 2006

2 The Word Is Out About What Students 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

3 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)

4 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

5 What Will Help Us Get There Shared Vision for World Languages Shared Vision for World Languages Voluntary Standards now adoptedVoluntary Standards now adopted 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

6 World Language Standards Voluntary World Language Standards adopted Dec, 2005 by Supt. Terry Bergeson Voluntary World Language Standards adopted Dec, 2005 by Supt. Terry Bergeson The 5 “C’s” of the National Standards for Foreign Language The 5 “C’s” of the National Standards for Foreign Language s/WorldLanguages/voluntarystandards.aspx s/WorldLanguages/voluntarystandards.aspx

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

8 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)?

9 Models for Assessment We have models for Performance Assessments for Language Learners We have models for Performance Assessments for Language Learners Specifications for NAEP for Foreign LanguageSpecifications for NAEP for Foreign Language AP Language examsAP Language exams SOPA (Student Oral Proficiency Assessment) for early language learners developed by Center for Applied Linguistics (CAL)SOPA (Student Oral Proficiency Assessment) for early language learners developed by Center for Applied Linguistics (CAL) We have ACTFL Proficiency Guidelines and the SOPA Rating Profile for junior levels We have ACTFL Proficiency Guidelines and the SOPA Rating Profile for junior levels

10 Rigorous High School Curriculum HB 2706 introduced this session Establishes “recommended” graduation requirements Establishes “recommended” graduation requirements 4 years of Math, 3 years of Science, etc. etc.4 years of Math, 3 years of Science, etc. 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

11 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)

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

13 Starting Early in Elementary Schools select a 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 (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 (3) Language Immersion Learn academic content in the target language at least hours/week Learn academic content in the target language at least hours/week

14 Building in the Middle Years With students “language ready”… (1) Formal language classes begin By 6 th or 7 th grade, if possible By 6 th or 7 th grade, if possible By 8 th grade, at least By 8 th grade, at least (2) Language becomes core subject (3) Language Immersion continues Academic content in target language Academic content in target language “Language Arts” in target language “Language Arts” in target language

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

16 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