1. STARTALK Updates: 2010 & 2011 2010 NCSSFL Meeting Shuhan Wang, PhD November 18, 2010

2. 2011 STARTALK  2011 Competition: October 4 – 31

3. 2010: 134 Programs

4. 2010 Enrollments

5. Student Programs by Grade Level

6. 2010 Distribution of Programs

7. STARTALK Products as Resources Materials Collection – Resources for Teacher Development – Planning tools for teachers – Resource List: generic and language specific – Curriculum, unit, and lesson templates & guides 10 Teacher Training Videos sample 12 Teacher Multimedia Workshops Field Trip Paper & Guide

8. A serious domestic and international World Language Education Gap in the United States

9. 9 Demands for World Language Education in the US Have Expanded and Changed Immersion and early language learning programs: Not just in high schools Emergent world languages: Not just traditionally taught languages Demonstrated student proficiency outcomes: Not just for exposure and a “taste” for different cultures Expanded delivery system and technological use in the classroom: Not just face to face and textbook- driven language learning

10. Require Language Study as part of the New Basic Skill Set Meaningful language study becomes part of the US educational programs Students’ learning outcomes in language study to be part of the accountability at the state or federal level Expand the increasingly narrowing world language offerings—to ensure linguistic diversity

11. Our Vision: An Additive Language Policy for All Students Five Goals : (1) increase the number and effectiveness of language education programs; (2) expand the range of languages offered; (3) begin language instruction at a younger age and continue through a longer, articulated sequence; (4) establish clear expectations for students’ language learning outcomes; and (5) expand access and opportunity to learn via both traditional and innovative delivery systems.

12. An Agenda for Transforming World Language Education

13. Adapting to a Changing World Our outdated, fragmented, and inflexible system for producing world language teachers must be replaced by an expanded system responsive to our nation’s needs in the global age.

14. Big Questions to Answer: 1.What does it mean to be a highly effective world language teacher? What are the competencies (such as linguistic proficiency, content knowledge, and pedagogical skills) that world language teachers must possess and demonstrate to enable their students to attain high learning outcomes?

15. Big Questions to Answer: 2. What does it take to produce a highly effective world language teacher? Given an expanded and heterogeneous pool of prospective teachers, what kinds of preparation and certification programs must be in place to produce a sufficient number of effective world language teachers who can meet the increasing demand for varied world language programs?

16. Big Questions to Answer: 3. How can we, as a society, leverage resources across federal, state, local, and institutional boundaries to ensure that the supply of world language teachers meets the demand?

17. Seven Aspects of the teacher supply system Teacher Com- petencies Certification Expanded pools Capacity & Quality Clinical Experience & Prof. Develop- ment Data Collection & Evaluation Partner- ships

18. Available Tools for Determining Teacher Competencies: Need Coordination & Dialogues Student Content Standards Teacher Standards (ACTFL/NCATE, INTASC, NPBTS, TEAC) ILR/ ACTFL Proficiency Scale Assessments for Language & Pedagogical Skills

19. Continuum of Teacher Development & Life Cycle of a WL Teacher Certification/ Licensure Induction, PD & Lifelong Learning Teacher Preparation Teacher Recruitment Aspiring individuals Candidates/ Apprentices Novice teachers Practicing Master/ Teacher trainers

20. Recommendations State government, education, and certification agencies Local education agencies Institutions of higher education and teacher education programs National and Professional Organizations and Institutes Federal government

22. Consortium of Language Program Databases A STARTALK INITIATIVE Partnering for the future: Creating greater access to language program information through technology

23. A CTFL A ssessment of P erformance toward P roficiency in L anguages ACTFL is under contract from NFLC ACTFL will provide an assessment of Chinese Interpersonal Listening/Speaking Novice Level Piloted in the summer of 2010 Will deliver December 2010

24. Access the documents at STARTALK Central: http://www.startalk.umd.edu Shuhan Wang swang@nflc.orgswang@nflc.org