1. Educating for Global Competence: The Value of Multilingualism Presentation for Teachers, Administrators and School Board Members December 2013

2. Goal Acknowledge and discuss the value of multilingualism in the 21 st century Educating for Global Competence: The Value of Multilingualism2

3. Introductions Introduce yourself to the person sitting next to you and share a personal experience related to learning a second or third language. Does your partner speak more than one language? Stand up and introduce your partner, and share a fact you learned about your partner during the conversation. Educating for Global Competence: The Value of Multilingualism3

4. 4 The U.S. Secretary of Education Says… " The fact that our kids don't grow up [bilingual] puts them at a competitive disadvantage," noting that it's common practice in many other countries for students to learn at least one other language. U.S. Secretary of Education, Arne Duncan May 29, 2013

5. 21st Century Student Outcomes and Support Systems 5Educating for Global Competence: The Value of Multilingualism

6. The Toolkit… Is an intentional effort by SCCOE to provide materials and resources about educating for global competence. Its materials are readily available for teachers, administrators and others’ use. The Toolkit promotes and supports all students’ opportunities to acquire biliteracy and multilingual skills. 6Educating for Global Competence: The Value of Multilingualism

7. Shifts in Language Policies Educating for Global Competence: The Value of Multilingualism7 From … Banning the study and teaching of German in many states during World War I and of Japanese during WW II in the U.S., and the loss of 500 Native American tongues since the 1800s (Castellanos, 1983) To… Encouraging maintenance of home language and the study of additional languages

8. Role of Language in Global Competence Globally competent students develop these competencies: investigate the world recognize perspectives communicate ideas take action Educating for Global Competence: The Value of Multilingualism8

9. K-12 Foreign Language Learning 21 countries require their students to study at least one additional language China – Foreign language study is compulsory starting at ages 8-9 Canada – Foreign language study is compulsory starting at age 10 United States – Foreign language study is not compulsory 9Educating for Global Competence: The Value of Multilingualism

10. Student Voices Observe the video clip Prepare to discuss your reactions and thoughts 10Educating for Global Competence: The Value of Multilingualism

11. What systems do you have in place to encourage all students’ maintenance of home languages and/or motivation to study additional languages? Educating for Global Competence: The Value of Multilingualism Reflection … 11

12. Creating Opportunities Language Enrichment Early Grades Biliteracy Programs - simultaneous academic language and literacy that include bilingual options in Preschool through 3 rd grade (i.e., Sobrato Early Academic Literacy Program) - family literacy programs that encourage or train parents to read to their children in their native language Native language courses for language minority students - programs in middle school and high school such as Spanish for Spanish speaking students 12Educating for Global Competence: The Value of Multilingualism

13. Creating Additional Opportunities Maintain and Expand Multilingual Options Analyze district Language Census Data to identify the languages represented in your student population and explore offering foreign language courses accordingly (middle and high school) Offer subject matter classes conducted in foreign languages with honor course status or higher GPA weight upon completion in good standing (high school) 13Educating for Global Competence: The Value of Multilingualism

14. More Opportunities Bilingual Education Programs 1. Developmental Bilingual Education (DBE). These primarily enroll students who are native speakers of a language other than English, and provide five or more years of development of primary language (L1) literacy. 2. Transitional Bilingual Education (TBE) or early exit. These programs do not aim at development of primary language literacy, but provide for some L1 support as a quick transition to instruction delivered all in English. 3. Two-way (bilingual) Immersion (TWI) programs. These enroll a balance of native English speakers and native speakers of another language. 4. Foreign language immersion. These students are enrolled in language immersion or one-way immersion. Students are primarily native English speakers. 5. Heritage language programs. These mainly enroll students who are dominant in English but whose parents, grandparents, or other ancestors spoke a language other than English. These may aim at full biliteracy, or may have more limited goals. 14Educating for Global Competence: The Value of Multilingualism

15. 15 Biliteracy Award Programs Pathway Awards Seal of Biliteracy

16. Seal of Biliteracy Recognition by the California State Superintendent of Public Instruction and districts and county offices of education of students who meet the criteria for demonstrating proficiency in one or more languages in addition to English by high school graduation 16Educating for Global Competence: The Value of Multilingualism

17. Benefits of the Seal of Biliteracy Encourage students to develop and maintain biliteracy and multilingual skills Promote the development of language and cultural appreciation and cross-cultural understanding Encourage the development of dual language immersion programs, and world, native, and heritage language programs in schools Provide employers with a method of identifying candidates with language and biliteracy skills Educating for Global Competence: The Value of Multilingualism17

18. Pathway Awards Acknowledgements to encourage students to begin or continue the study of a second or third language At the end of elementary school students may earn – Bilingual Service and Participation Award or – Biliteracy Attainment Award At the end of middle school students may earn – Pursuit of Bilingualism Award or – Biliteracy Attainment Award Educating for Global Competence: The Value of Multilingualism18

19. Why Language? If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. -Nelson Mandela If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. -Nelson Mandela 19Educating for Global Competence: The Value of Multilingualism

20. 20 Access the Toolkit A complete list of resources is available at: http://mes.sccoe.org/bwlct/ home/Pages/default.aspx Educating for Global Competence: The Value of Multilingualism

21. A Reflection… From a personal perspective… What are your reflections about the urgency to build biliteracy and multilingualism programs as part of global competence? 21Educating for Global Competence: The Value of Multilingualism

22. From a district/school perspective… How do biliteracy and multilingualism impact the current reality in your school system for all students? 22Educating for Global Competence: The Value of Multilingualism A Final Reflection…

23. For More Information Yee Wan, Ed.D., Director, Multilingual Education Services yee_wan@sccoe.org 408-453-6825 yee_wan@sccoe.org Melissa Christie, Director, Curriculum and Instruction melissa_christie@sccoe.org 408-453-6632 melissa_christie@sccoe.org Angelica Ramsey, Ed.D., Chief Academic Officer Educational Services Branch angelica_ramsey@sccoe.org 408-453-6508 angelica_ramsey@sccoe.org 23Educating for Global Competence: The Value of Multilingualism

24. 24 Questions? Educating for Global Competence: The Value of Multilingualism