1. Learning World Languages and Cultures in California: A Stimulus for Academic and Economic Success California Language Teachers’ Association California Foreign Language Project

3. World Language and Cultural Competencies (WLCC) Capitalizing on economic and social opportunities Promoting domestic security and international peace Acknowledging and responding to a multicultural citizenry Reaping academic benefits

4. Economy International Trade Opportunities Exports Foreign markets Importance of World Languages and Cultures

6. Economic Benefits

8. Domestic Security ArabicJapaneseSerbian/Croatian MandarinKoreanSpanish FrenchKurmanji/BehdiniSorani GermanPashtoTagalog HebrewPersian AfghanThai HindiPersian FarsiTurkish IndonesianPortugueseUrudu ItalianRussianUzbek Languages Taught at the Defense Language Institute in Monterey, California

9. Domestic Security United States According to the Modern Language Association's Foreign Language Enrollment Survey, in 2006, the top three languages studied in the U.S.: – Spanish, French and German – 1.1 million American students in higher education. Arabic, Armenian and Kurdish combined was less than 25,000 – – 2% of the number studying Spanish, French and German. California While more than 120,000 college students in California were studying Spanish, French and German in 2006, – only3,556 were studying Arabic, with fewer than 1,000 studying Armenian, and none studying Kurdish.

10. California’s Multicultural Society Significant portion (31.3%)* of small business owners in California are non-English native speakers and provide the state with many jobs and revenue Need for multilingual and culturally sensitive professionals to better serve California’s diverse citizenry especially in fields such as: – Health care – Legal services – Government services *2000 U.S. Census

11. Top Languages Spoken by Californians Over Age 5 in 2000 and 2005 California’s Multicultural Society

12. Academic Benefits of WLCC Study Greater cognitive skills Improved school performance in other subject areas Increased standardized tests scores Benefits are especially pronounced when children begin study early

13. World Language Education in CA Enrollments Below National Averages 7th and 8th grades – National Average - 14.7% – California - 8.2% High School – National Average - 43.8% – California - 40.3%

14. Percentage of Students Enrolled in Foreign Languages in 7 th -8 th Grades and 9 th - 12 th Grades, Selected States, 2004

15. Number of Classes Offered in California K-12 by Subject, 1997-1998 to 2007-2008 School Year

16. Average Class Size in California, by Subject, 2007-2008

17. Ratio of Introductory to Advanced Enrollments in 4-Year Institutions, for Top 12 Languages in California, 2006

18. Percentage Increase in Foreign Language Enrollments, 1997-2007

19. Proportion of Chinese and Korean Language Students to French, German and Japanese Language Students* * Note: proportion reads horizontally to vertically, so Chinese-French entry indicates one Chinese language student for every nine French language students Language (all levels)FrenchGermanJapanese Chinese 1 : 94 : 57 : 8 Korean 1 : 461 : 6

20. Lack of Effective Educational Policy Not included on the California Standards Tests Not required for graduation from high school Ineffective policies such as prop 227 Source: Californians Together and CABE. Press Release (2008).

21. Competing Priorities  For every $100 spent by the CA Department of Education, only 15 cents goes to foreign language education.  No categorical funding allocated to World Languages Education  $110 Million - Visual and Performing Arts and Music Block Grant  $57 Million - Professional Development for Mathematics and Reading  $0 - World Languages

22. Limited Time

23. Lack of Qualified Teachers

24. Improve Educational Policy and Accountability Utilize the content standards to develop a sequential curriculum for world language and cultural competencies (WLCC) education from kindergarten through secondary school Make world languages a state requirement for high school graduation separate from visual and performing arts

25. A Step in the Right Direction  On January 7, 2009 the State Board of Education Unanimously Adopted World Languages Content Standards for California Public School  A Result of CLTA’s Advocacy, Senator Betty Karnette’s Legislation (SB 5) and State Board Member, Yvonne Chan’s Extraordinary Leadership and Support.

26. Harness our Natural Resources Source: Fry, R. & Gonzales, F. (2008). One and five and growing fast: A profile of Hispanic public school students. Washington D.C.: Pew Hispanic Center. Projected Enrollment Growth for Hispanic and Non-Hispanic Students, from 2006-2050

27. Increase Teacher Recruitment/Preparation Teacher Preparation for Foreign Language Candidates in California

28. Expand Quality Professional Development Type of Support Foreign Language Teachers Reported Needing the Most: Survey Responses from the American Council on Teaching Foreign Languages, 2008

29. Embrace 21 st Century Learning Provide technological tools and train world languages teachers to integrate them into their classrooms Implement distance learning programs in schools and districts that lack resources for comprehensive world languages programs

30. Conclusion

31. Thank You Full report available: www.stanford.edu/group/ CFLP www.stanford.edu/group/ CFLP Co-author and Executive Director of CFLP, Duarte Silva: – dsilva@stanford.edu Tracy Steele – tmsteele@stanfordalumni.org