Integrating World Language Education: Purpose, Policy and Practice Pam Delfosse World Languages Consultant Wisconsin Department of Public Instruction

Defining the purpose of world language education Multiple rationales Diverse stakeholders Shifts in priority over time Local, national, global context Participant perspectives Impact on policy, practice and outcomes

“The history of languages in the U.S. has been one bereft of steadfastness and deliberateness; instead, it has been one in which the changing tides of economic, social and political pressures have influenced whether English has been actively or passively promoted, whether foreign language study has been advocated or ignored, and whether ethnic languages have been preserved, protected, or abolished. (Birckbickler, 1990) What can we learn from history?

Historical Rationales for World Language Education Cognitive Rationale Mental Discipline/Neuroscience Metacogntive/Metalinguistic Skills Academic Achievement Utilitarian Rationale Life Skill/Personal Fulfillment Employment/Economic Opportunity National Security/Diplomacy Cultural Rationale Transmission of Cultural Heritage Sociolinguistics (Connecting Language and Culture) Identity & Intercultural Competency

Connection to Policy and Practice: Cognitive Rationale Grammar Translation Emphasis on the Classics 1893 Committee of Ten Report 1895 College Entrance Requirement 4 F. Lang., 2 English/Math, 1History/Science Social Efficiency Movement (1920s) Enrollment drops 84% 1910, 47% 1928 Contemporary – Brain Development, Learning Strategies, Academic Achievement and Standardized Test Performance Difficult to Assess, Not Unique to Language Education, Imagine Classroom Practice/Target Learners and Level of Funding

Connection to Policy and Practice: Utilitarian Rationale 1918 Cardinal Principles Report (NEA) – Curriculum for Life (Social Service, Future Utility) Emergence of Tracking by Ability and Electives Behavioral Psychology & Structural Linguistics – Audio Lingual Method (1910) 1929 Carnegie Report 83% of fl students ceased study after 2 yrs National Security and Economic Opportunity NDEA (1957), PCFLIS (1979), NAFTA (1994), Educate America Act (1994), NSLI (2006) Linguistic & Cultural Diversity at Home and Abroad Proficiency Oriented Instruction Captive to Public Perception & Value

Connection to Policy and Practice: Cultural Rationale Original and most persistent rationale Humanities through literature WWI backlash “un-American” Post WWII awareness –cultural competency required for linguistic competency Sociolinguistics 1960s Proficiency Oriented Instruction Communicative Competency Identity Transformation/Shifts in Worldview Language as vehicle to cultural knowledge Consider Teacher Qualifications, Political Dynamics and Assessment Challenges

Purpose Impacts… Perceived value Funding and sustainability Which language(s) are taught When languages are taught How languages are taught and assessed Who learns a language Outcome of language learning

A clearly defined purpose for language education will… Provide guiding principles to teachers, administrators and policy makers Generate public awareness of the value of the discipline Convey relevancy and performance expectations to students

Our raison d'être should be… Deliverable Assessable Sustainable Valuable to Individual and Society Consider benefits beyond intellectual growth, practical application in employment and cultural understanding

Interpersonal Rationale Foundation in the Standards for Language Learning (1996) “Language and communication are at the heart of the human experience. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad. (Standards for Language Learning, 1996) Purpose of language education as effective cross-cultural interpersonal communication

The Magic and Power of Language Languages allow humankind to communicate ideas, plans, experiences, and feelings. Words are used to express philosophy, resolve conflict, woo lovers, mark identities, and preserve the stories of a people. Language is a dynamic force in the world. It is the primary medium through which human experience is conducted and preserved.

21st Century Society Call to Action Domestic Diversity International Context Interconnected Interdependent Competitive Global Competency Proficiency in World Languages Targeted by Policies and Practice

What is the recipe for proficiency?

Targeting proficiency through… Pre-service and In-service Teacher Education Class Climate Instructional Materials Curriculum and Assessment Integration of Language and Culture Program Delivery Models Funding Public Relations

Public Relations - WAFLT Planning Persistence Patience WAFLT Website and Activities

Public Relations: One District’s Story

Thank You

Contact Us: Pam Delfosse, World Language Consultant Phone: Justin Gerlach, WAFLT Public Relations Chair