1. An Agenda for Extending World Languages Learning into the Workplace Jeffrey D. Samuels, Ph.D. MFLA Treasurer World Languages 360 President and CEO

2. Topic Rationale The Conference theme includes a direct reference to career readiness. The presenter has recently founded a non-profit organization dedicated specifically to the promotion of workplace-based opportunities for world languages learners, as well as the support of the research and curricular innovations to support them. The needs of world languages educators are central to this endeavor, as are their lived experience supporting students in the workplace (or preparing them for it) as well as their ideas for the direction and approach that the profession as a whole should take in order to promote career readiness among our students.

3. Today’s Format This will be an interactive discussion in a focus group format, starting with a short informational presentation and followed by a guided discussion using semi- structured interview questions as prompts. Participants will share specific approaches and activities that their instructional efforts can undertake to support career readiness among world languages learners. They will also contribute to the formation of an action and research-driven agenda centered on expanding world languages learning beyond the classroom and into professional settings.

4. College Ready – Career Ready – World Ready Icebreaker Questions What does this conference theme mean to you from a practical perspective? Does your curriculum prepare students for college, career options, or global citizenship? Do you see any relationships between these themes and our professional standards and practices such as: – 4 skills + culture? – 5 Cs?

5. World Languages and Career Readiness Nationally – U.S. Government – ACTFL Maryland – Statewide – Regions and Subdivisions

6. U.S. Government

7. Dept. of Education Publication 2012-16, “Succeeding Globally Through International Education and Engagement” states: Objective 1: Increase the global competencies of all U.S. students, including those from traditionally disadvantaged groups. Global competencies comprise the knowledge and skills individuals need to be successful in today’s flat, interconnected world and to be fully engaged in and act on issues of global significance. Internationally-benchmarked college- and career-ready standards define academically rigorous expectations of what students should know and be able to do if they are to be prepared for postsecondary education and to succeed in the 21st-century workplace. These standards, including knowledge and understanding of other countries, cultures, languages and perspectives, are applicable across the world.

8. Other suggestions for identifying government initiatives on L2 and careers?

9. ACTFL

10. ACTFL Publications and Positions Proficiency guidelines (2012): definition of performance levels and specifically state that they are meant to be used in the workplace to evaluate L2 proficiency. Joint publication with National Research Center for College and University Admissions (2010) indicates career readiness is a significant motivator for students to study L2.

12. ACTFL Publications and Positions ACTFL white paper on Can-Do Statements indicates that they are in geared toward college and career readiness, and give examples of can-do statements that are career-centered. ACTFL publication “crosswalk” on aligning Common Core and L2 standards also mentions college and career-readiness, and mirrors the above. Can-Do statements have multiple modes that mirror interactions and sought-after competencies in the workplace: interpersonal, presentational speaking, presentational writing, interpretive listening, and interpretive reading.

13. ACTFL Publications and Positions Global Competence (August, 2014) The ability to communicate with respect and cultural understanding in more than one language is an essential element of global competence. This competence is developed and demonstrated by investigating the world, recognizing and weighing perspectives, acquiring and applying disciplinary and interdisciplinary knowledge, communicating ideas, and taking action. Global competence is fundamental to the experience of learning languages whether in classrooms, through virtual connections, or via everyday experiences. Statement specifically addresses the global economy, diplomacy/defense, global problem-solving, and diverse communities

14. ACTFL Publications and Positions Languages as a Core Component of Education: Standards-based language learning strengthens college and career readiness. Learners heighten their essential 21st century skills of communication, critical thinking and problem solving, collaboration, and creativity. Strengthening their performance in each of the modes of communication, learners become ready for post-secondary education and careers as described in the Common Core State Standards: responding to the varying demands of audience, task and purpose; developing collaboration skills; presenting or conversing with clarity and precision; comprehending as well as critiquing; valuing evidence; and using technology and digital media strategically and capably. These skills are also identified as essential for all high school graduates by state employability standards and postsecondary initiatives (such as Project LEAP). By using their new language to explore interests and any subject areas, learners build strong content knowledge.

15. ACTFL Publications and Positions The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations that represent the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the intersection between core subjects and 21st Century Skills. These maps reference career readiness and give examples of career-related outcomes and sample student activities with career-oriented themes throughout.

16. ACTFL Publications and Positions World Readiness Standards (n.d.) mentions career and career-readiness 3 times, and it is prominently featured in the descriptor for “connections.” Arguably, career readiness and the workplace in general can provide robust opportunities for all of the “Cs.”

17. Maryland

18. Maryland State and Local/Regional Resources Maryland State Dept. of Labor, Licensing, and Regulation has workforce development programs at http://www.dllr.state.md.us/employment/ Maryland Jobs Now program of the DLLR has centers for employers and job seekers, located throughout the State Regional Workforce Development quasi-public agencies promote a number of programs to connect employers and potential employees http://www.workforceinvestmentworks.com/maryland/workf orce_experts.asp The same DLLR agency has Maryland Workforce Exchange https://mwejobs.maryland.gov/vosnet/Default.aspx EARN Maryland, which promotes strategic industry partnerships for workforce development

19. Focus Group Questions

20. Q1 of 15: How do you prepare your students for today’s workplace? What do you do in the World Languages classroom to prepare them?

21. Q2 of 15: What aspects of your curriculum support career readiness? Think in terms of vocabulary units, activities, or external resources.

22. Q3 of 15: Do your students have structured/formal access to internship or employment opportunities where their language skills would be useful?

23. Q4 of 15: Do your students report that they have opportunities to use their target L2 outside of the classroom, such as via social relationships, employment, media, travel, or in other ways?

24. Q5 of 15: Do you consider yourself not informed, somewhat informed, informed, or very informed about emerging research on effective language learning?

25. Q6 of 15: Are you encouraged to engage in academic research by your institution or school/school system?

26. Q7 of 15: Are your colleagues in other disciplines, especially STEM, open to collaborative curriculum with World Languages?

27. Q8 of 15: What grant and other funding opportunities for curriculum development or exploration are available to you in your role?

28. Q9 of 15: Are your students intrinsically motivated toward L2 study? What extrinsic factors would motivate them further? Would those include career options such as internships or employment?

29. Q10 of 15: Does your school, university, or institution have formalized relationships with the surrounding community? With regional and national organizations (such as FBLA)?

30. Q11 of 15: Thinking about language learning in applied settings, what kinds of experiences outside the classroom would complement language acquisition for your students?

31. Q12 of 15: If you were to design a learning unit or short course that was tied to an opportunity for students to use the target language in the workplace, how would you approach developing outcomes and assessment?

32. Q13 of 15: What aspects of the “cultural context” do you find challenging to facilitate in your classroom setting or contact hours/schedule? How might those be encouraged outside of the classroom environment?

33. Q14 of 15: To what extent to you think that the professional workplace is a culture of its own? To what extent does it have the potential to teach your students about the cultures that speak the Word Languages you teach?

34. Q15 of 15: What would you include in a list of potential research topics or questions to be investigated about language acquisition in applied settings such as the workplace or social settings?

35. Other thoughts?

37. 360 Compass Endeavors North = Networking (among organizations and educational institutions) South = Scholarship (supporting research into L2 in applied settings) East = Education (curriculum transformation and aligning curriculum to applied L2) West = Workplace (opportunities for L2 learners in applied settings to meet their needs and those of organizations)

38. Thank you! Jeffrey D. Samuels, Ph.D. President and CEO, World Languages 360 ceo@worldlanguages360.org WorldLanguages360.org