Educating for Global Competence: The Value of Multilingualism Presentation for Parents December 2013 Intent: Introduce and welcome the participants to the SCCOE’s Educating for Global Competence: The Value of Multilingualism overview session Talking Points: Introduce yourself and welcome the participants to the meeting. Participants will learn more about global competence, especially the role of language in competence, and how it can be promoted and supported in the schools. This Phase One presentation is intended to create awareness of language and global competence issues, and it is not a training module. This session has six key parts which could take approximately 120 minutes if all slides are covered. The facilitator may selectively choose appropriate presentation sections based on time available and the interests of the target audience. Part I: Participant Introduction and Session Objectives Part II: Role of Language in Global Competence Part III: Research Data Part IV: Types of Awards Part V: Resources Part VI: Commitment to Next Steps

Who are we? Introduce yourself to a person near you and discuss the following prompts: 1. Do you speak more than one language? If yes, what are the languages? 2. Do you have family members or friends who speak two or three languages? If yes, what are the languages? How many languages do you estimate are spoken by students in Santa Clara County? Intent: Establish a sense of cohesion in the room and begin networking with others interested in advocating for students opportunities to study multiple languages Talking Points: Introduce directions to the entire group by reading aloud or asking one of the participants to read. There are 58 different languages spoken by students in Santa Clara County. How can we contribute to preparing students for career readiness given the context that we are located in Silicon Valley, and that we are moving forward in implementing the Common Core State Standards? Knowing that ELs make up 23.5% (64,408) of our student population, and represent 57 languages in Santa Clara County, and realizing that at the same time they expand and enrich the educational experience and cultural awareness of English speaking students, how can we demonstrate that we value the languages and cultures that ELs bring to school? Educating for Global Competence: The Value of Multilingualism

Goal Acknowledge and discuss the value of multilingualism in the 21st century Intent: Convey the urgency and our responsibilities to support all students to succeed in the 21st century Talking Points: What does this goal mean? Our purpose for coming together today is to explore the meaning of global competence and its relationship to multilingualism. The purpose for meeting and discussion today is to heighten awareness of multilingualism in our schools and region. During the session we will build knowledge together about what is currently happening in Santa Clara County schools concerning multilingualism strengthen historical perspectives about language education in the past explore multilingualism’s future critical role for students who are preparing themselves with 21st century skills Also, In this session we will urge group thinking and personal responses to consider what can be done to support growth in language awareness and increased opportunities for multilingual pathways and biliteracy programs for county students. Educating for Global Competence: The Value of Multilingualism

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 Intent: Understand the importance of communicating with someone in a language that he or she speaks Talking Points: Individuals learn language – vocabulary, syntax, semantics, accents – so they are able to communicate with one another. Language is central to culture which allows shared meanings in a society. What this implies is that words and images come to symbolize different things across different cultures. Example: In American culture we have one word for the pronoun “you”; in Latin-based languages there are the formal and informal forms. When someone learns the language and culture of another in order to communicate with that person or group, it is showing that the person is open and interested in appreciating, understanding and RESPECTING another culture. In this 21st century global society and economy, students need to have language and cultural competencies to effectively communicate with one another.   Educating for Global Competence: The Value of Multilingualism

Student Voices http://mes.sccoe.org/bwlct/ Intent: Understand what is meant by global competence for students Talking Points: About the video clip: “Being bilingual right now could help me in my future career, because I want to be a dentist when I grow up.” Esmeralda Heredia, 4th grade, enrolled in a K-8 Dual Language Immersion program at Adelante Dual Language Academy, Alum Rock Union School District. About the video clip: “The world in which todays’ students will live is very different from the one in which our schools were created.” Laurel Fisher, 12th Grade Student, Gunn High School, Palo Alto Unified School District. We must educate our students about the complex, diverse world in which they will be competing. Students must be able to have the competencies to compete. Definition of competence: the ability to do something successfully or efficiently (Oxford Dictionary on-line, American-English) The Global Competence definition comes from this document Educating for Global Competence: Preparing Our Youth to Engage the World http://asiasociety.org/files/book-globalcompetence.pdf Council of Chief State School Officers’ EdSteps Initiative & Asia Society Partnership for Global Learning, 2011 We want students to be educated so that they are capable of and have the desire to work to solve problems that make the world a better place. Educating for Global Competence: The Value of Multilingualism

Role of Language in Global Competence Bilingualism and multilingualism are advantages for students competing to succeed in a 21st century global society. Intent: Understand that studying and knowing two or more languages will be advantageous to students as they begin to compete on a global level Question #3: What is the role of language in being globally competent? Question #4: Why should students learn a second language? Talking Points: There are many benefits associated with being bilingual or multilingual. For example, Students increase academic achievement in other subjects They achieve at higher academic levels on standardized tests They are more flexible in thinking and problem solving ability They develop empathy for other groups across the world They have more career and social opportunities Educating for Global Competence: The Value of Multilingualism

Role of Language in Global Competence Students must develop four competencies and abilities to investigate the world recognize perspectives communicate ideas take action Intent: Understand that studying and knowing two or more languages will be advantageous to students as they begin to compete on a global level Question #2: What is the role of language in being globally competent? Talking Points: Discuss the four competences and what they mean to each participant. Discuss in small groups (or with a partner if group is small) and be prepared to share out. 1. Investigate the world: Students investigate the world beyond their immediate environment. 2. Recognize perspectives: Students recognize their own and others’ perspectives. 3. Communicate ideas: Students communicate their ideas effectively with diverse audiences. 4. Take action: Students translate their ideas into appropriate actions to improve conditions. For more information on Global Competence , please review this document. Educating for Global Competence: Preparing Our Youth to Engage the World http://asiasociety.org/files/book-globalcompetence.pdf Council of Chief State School Officers’ EdSteps Initiative & Asia Society Partnership for Global Learning, 2011 Educating for Global Competence: The Value of Multilingualism

Data Trends in Language Learning Intent: Show data that reflect the benefit of learning world languages and the trends of students taking language courses Talking Point: State that you will be showing some research data in this part of the presentation. Educating for Global Competence: The Value of Multilingualism

Citizens Comfortable Conversing in a Second Language 10% native born U.S. citizens feel comfortable conversing in a language other than English 10% 54% of Europeans feel comfortable conversing in a second language 54% Intent: Increase awareness of where America is with regard to educating students in world languages Question #4: Why should students learn a second language? Talking Points: Review data and ask for comments. Morones, A. (2013, October 8). Advocates seek more focus on learning foreign languages.  Education Week, (33)7, 7. Europeans and their languages: Special Eurobarometer 386. (2012, June). European Commission. Retrieved from http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf Source: 2010 U.S. Census Source: European Commission, 2012 Educating for Global Competence: The Value of Multilingualism

Percentage of Schools in the U.S. Offering Foreign Language Intent: Increase awareness of where America is with regard to educating students in world languages Talking Points: Review data and ask for comments. Point out that the percentage of schools offering foreign language decreased at the elementary and middle school levels between 1997-2008. Source: America’s Foreign Language Deficit, Forbes, 2012 Educating for Global Competence: The Value of Multilingualism

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 Intent: Understand that studying and knowing two or more languages will be advantageous to students as they begin to compete on a global level Talking Points: Currently, the US has a foreign language deficit that puts it at a strategic disadvantage in terms of efficiently dealing with issues of security, intelligence, economics and defense. Bilingual individuals in Farsi, Bengali, Vietnamese, Burmese, Afghan and Indonesian languages are of utmost importance for the U.S. in order to address current national security strategic needs. Spanish bilingual personnel are especially needed now in the fields of Health, Commerce, Education, Media and Economics. Wang, S. C., Jackson, F. H., Mana, M., Liau, R., & Evans, B. (2010). Resource guide to developing linguistic and cultural competency in the United States. College Park, MD: National Foreign Language Center at the University of Maryland.  Retrieved from http://www.nflc.org/publications/the_teachers_we_need_Resource_Guide.pdf Share U. S. Earlier Trends with Intent: Increase awareness of where America is with regard to educating students in world languages 2004-05, 18% of K-12 students enrolled in foreign language (8.6 million students) 2007-08, 18.5% of K-12 students enrolled in foreign language (8.9 million students) California saw an increase of 5.26% in enrollment from 2004-05 to 2007-08 (45,845 students) In 2007-08 86% of foreign language enrollment was in Spanish and French Educating for Global Competence: The Value of Multilingualism

Types of Awards Multilingualism This is a transition slide. This section of the presentation will introduce the different types of awards. Educating for Global Competence: The Value of Multilingualism

Viewing Video: Parents and Students’ Voices Observe the video clip Prepare to discuss your reactions and thoughts Intent: Listen to the voices of bilingual and multilingual speakers and those who value multilingualism   Talking Points: The video was completed in the fall of 2013. The students and adults come from schools and businesses throughout Santa Clara County. Show the 8 minute video or select the video (segment) you will be viewing. To access the video, visit http://mes.sccoe.org/bwlct/videos/Pages/default.aspx. After viewing a section, prompt the participants to consider the following questions: 1. Which words or phrases spoken by the students, parents, or business people impacted your thinking about language, and reasons for studying it? 2. If you had been interviewed, what would you have added? Discuss first with a partner or small group, and then share out to the whole group, if there is sufficient time. Educating for Global Competence: The Value of Multilingualism

Biliteracy Award Programs Seal of Biliteracy Pathway Awards Intent: Provide an overview of the different types of biliteracy award programs Educating for Global Competence: The Value of Multilingualism

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 Intent: Introduce the Seal of Biliteracy Question #5: What is the Seal of Biliteracy? Talking Points: To support the effort in preparing globally competent citizens, the California State Superintendent of Public Instruction recognizes students who meet the State’s criteria for biliteracy. California was the first state in the United States to establish the Seal of Biliteracy legislation in 2011. The California Department of Education first granted the Seal of Biliteracy in 2012. This was followed by New York, Texas and Illinois. Other states are developing this recognition. The Seal is a statement of accomplishment. It is considered an asset when applying to college. In 2013, approximately 20,000 Seals of Biliteracy were awarded by the State Superintendent of Public Instruction. The Santa Clara County Superintendent of Schools recognizes students who meet the criteria. Districts/or schools interested in the County Seal of Biliteracy sign an MoU with the Santa Clara County Office of Education. Please refer to the Santa Clara County Seal of Biliteracy brochure for the eligibility criteria. In 2013, the Santa Clara County Superintendent of Schools recognized over 750 students in Santa Clara County. These students represent eight language groups. Educating for Global Competence: The Value of Multilingualism

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 Intent: Understand the elementary and middle school pathway awards to reach the Seal of Bilingual award Question #8: What are paths to reach biliteracy? Talking Points: Beginning in pre-school students are encouraged to learn and/or maintain two or more languages. In pre-school the award is based on extending language use awareness both at school and at home where families work with students to maintain or learn languages. Students engage with books and other print material. For each of the grade level awards, students meet criteria that have been developed by member districts. Pathway criteria are included in the communications toolkit brochure, “Educating for Global Competence: The Value of Multilingualism”. Educating for Global Competence: The Value of Multilingualism

Multiple Paths to Multilingualism Opportunities for schools to design language programs in their schools Foreign Language/World Language Study Programs Two-Way Immersion Programs K-6 6-12 K-12 Bilingual Programs   Foreign Language in Elementary School (FLES) Foreign Language Experience (FLEX) After school or weekend language programs Traditional world language classes in middle and high school Spanish for Native Spanish Speakers Vietnamese for Native Vietnamese Speakers Study abroad Two-Way Immersion Intent: Understand some of the language opportunities in California schools to reach multilingualism Question #8: What are paths to reach biliteracy? Talking Point: Refer to Appendix B – Glossary of Terms-to explain the various types of language programs that could be introduced in schools. Be able to describe the various programs as you present the slide. Adapted from the World Language Plan, San Diego County Office of Education, 2012 Educating for Global Competence: The Value of Multilingualism

Access the Toolkit http://mes.sccoe.org/bwlct/home/Pages/default.aspx A complete list of resources is available at: http://mes.sccoe.org/bwlct/home/Pages/default.aspx Intent: Examine website’s resources which have been created by SCCOE to educate and familiarize the public about the importance of bilingualism and the programs that honor students who achieve bilingual or multilingual language proficiency Question #12: What resources are available? Talking Points: Become familiar with various topics within the resources section. Also, if time permits review some additional website links that are provided in Resources. Show participants some of the features of the webpage: Educating for Global Competence: The Value of Multilingualism publication Appendix A – Glossary of Terms Appendix B – World Languages Taught in Immersion, Middle and High Schools in Santa Clara County 2013-14 Appendix C – Elementary Pathway Oral Presentation Rubric Appendix D – Middle School Pathway Oral Presentation Rubric Appendix E – World Languages Proficiency Tests and Online Course Work Options Appendix F – References Presentation Modules Videos - collection of videos from students, parents, teachers, school district administrators, school board members, community members and business leaders Resources Seal of Biliteracy   Educating for Global Competence: The Value of Multilingualism

Recognizing Parents’ Actions Encourage native language development and maintenance at home Enroll child in a program to develop native language literacy Promote cultural knowledge Explore child’s interest to learn a third language 5. Your next steps! Intent: Reflect on the presentation and commit to next steps Talking Points: Read slide to group. Discuss the importance of parents supporting their child’s language development, both home language and a second language. Ask parents to think about what they can do to promote language learning and to make a commitment to do so. Provide examples of completed sentences: On a personal level I commit to speaking Spanish to my children/grandchildren everyday so that they maintain or improve their family language. On a professional level I commit to asking my child’s school about how it or others in the district have established a task force to discuss implementing pathway awards. Invite participants to share their commitments. Announce support for their commitments and SCCOE’s next steps in the following ways: Today’s session was Phase One in a roll out for Biliteracy and World Languages Communications Toolkit project. Based on your feedback from this session, we will continue to support your next steps with a Phase Two presentation on how to develop and support biliteracy programs. SCCOE will continue to be a clearing house of information, both through its website and with district representative participation at the Seal of Biliteracy Consortium meetings. Educating for Global Competence: The Value of Multilingualism

For More Information Yee Wan, Ed.D., Director, Multilingual Education Services yee_wan@sccoe.org 408-453-6825 Melissa Christie, Director, Curriculum and Instruction melissa_christie@sccoe.org 408-453-6632 Angelica Ramsey, Ed.D., Chief Academic Officer Educational Services Branch angelica_ramsey@sccoe.org 408-453-6508 Intent: Introduce contact personnel of the Biliteracy and World Languages Communications Toolkit Talking Points: A goal of this initiative is to improve equitable access to high quality education for all students. The purpose of the toolkit is to build awareness for developing increased equitable opportunities for students’ access to programs that lead to pathway awards and the Seal of Biliteracy. The link to the Toolkit content is: http://mes.sccoe.org/bwlct/home/Pages/default.aspx Key sections that link to further resources in the Toolkit are: Educating for Global Competence: The Value of Multilingualism publication Presentation Modules Videos Resources Seal of Biliteracy World Languages and Dual Language Programs Educating for Global Competence: The Value of Multilingualism

Questions? Intent: Clarify any questions about the presentation participants may have Talking Points: This is an opportunity to clear up any misunderstandings or unclear bits of information. If there are questions that cannot be answered, ask participants to write the question and give it to you so that our responses can be sent to all participants via email. Educating for Global Competence: The Value of Multilingualism