1. Shuhan C. Wang, Ph.D. Deputy Director National Foreign Language Center The University of Maryland

2. Overview  Share the outline of the white paper  Explain how this Summit will enrich the content of the white paper  Discuss the next steps after the Summit

3. Tentative Title of the WL Teacher White Paper Developing Linguistically and Culturally Competent Citizenry for the US: Expanding a World Language Teacher Supply System for the Global Age  NFLC, CCSSO, and Asia Society convened the first meeting in December 2008  A draft will be revised based on the discussions of this Summit of 100 participants

4. Changing Contexts: from Local to Global  An interconnected world  A knowledge-based and service-oriented global economy  Entrepreneurial innovation and creativity as premium  Economic competitiveness  National interests  Social justice  Diplomacy

6. Economic Security and a 21 st Century Education: Secretary Arne Duncan’s Remark I believe that the quality of our education system says as much about the long-term health of our economy as the stock market, the unemployment rate and the size of the gross domestic product. That’s because the quality of our work force and the intellectual breadth and depth of our future leaders is directly related to the quality of education we provide today. US Chamber of Commerce’s Education and Workforce Summit, November 9, 2009

7. Rethink Linguistic & Cultural Competency as Capitals:  Human capital  Cultural capital  Social capital (Wang, 2004) The World is in Quest for High Human Capital

8. Monolinguals 1/3 Bilinguals & Multilinguals 2/3 Crystal, 1997 % of World Using 2 or More Languages

9. Let’s Put Things Into Perspectives

10. 21 of the Top 25 Industrialized Countries Begin the Study of a World Language in Grades K-5 Sources: Pufahl, Rhodes, & Christian, 2002; Li, 2007; Goto Butler, 2007; Gargesh, 2006; Eurydice, 2005; Russia-InfoCenter, 2006; Dixon, 2003 Lower Elementary School Upper Elementary School Middle School High School Beginning Age 5-78-1011-1314 GradeK-23-56-89 Number of Countries 81231* US

11. 11 World Language Education: EU Countries Source: Eurydice. 2005. Key Data on Teaching Languages at School in Europe. Eurydice: Brussels, Belgium. Number of CountriesYears of Study 33 76 219

12. 12 Only 12 US States Require the Study of World Languages School LevelNumber of States Elementary1 Middle School1 High School Graduation6 Elementary & Middle School1 Elementary, M.S. and H.S.3 Source: National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009)

13. 13 Percentage of US Students Studying World Languages Middle school & high school data: National Center for Educational Statistics (2000); Post-secondary data: Furman, Goldberg, and Lusin (2007) 14.7% 43.8% 8.6% 1.6% Middle School High School Post- Secondary (advanced levels)

14.  21 st Century Themes  Learning and Innovation Skills  Information, Media and Technology Skills  Life and Career Skills Partnership for 21 st Century Skills, 2008 www.21stcenturyskills.org www.21stcenturyskills.org 21 st Century Skills, Education & Competitiveness: Resource and Policy Guide 21 st Century

15. 21 st Century Student Outcomes Core Subjects:  English, Reading or Language Arts  World languages  Arts  Mathematics  Economics  Science  Geography  History  Government and Civics Framework for 21 st Century Learning www.21stcenturyskills.org

16. Education Is a Tool for Leveling the Playing Field Question: If other nations in the world have invested in developing a linguistically and culturally competent citizenry and workforce, why hasn’t the United States?

17. 17 Trends Indicating Greater Demands for World Language Education in the US  Greater awareness of the need for a linguistically and culturally competent citizenry  Increasing popularity of immersion and early language learning programs  Expanded offerings of online or distance learning language learning programs  STARTALK and FLAP grants have generated enthusiasm and planted seeds for programs in less commonly taught languages

18. To Meet the Demands, We Need:  Elementary and immersion world language teachers  Teachers of Less commonly and high need languages  Online, blended learning, distance learning teachers  Effective teachers for all languages

19. We Must Reform Our Current Teacher Supply System  Increase the supply: more world language teachers to meet the needs of different programmatic demands  Enhance the effectiveness: effective world language teachers in all classrooms

20. World Languages: A Teacher Shortage Area! 36 States and the District of Columbia identified foreign languages/world languages/languages other than English as teacher shortage areas. Teacher shortage areas nationwide listing 1990/91 through 2009/10 (Office of Postsecondary Education, US Department of Education, March 2009)

21. Short-Term Solution: Guest Teachers  At least 20 states use guest teachers from foreign countries  China, Spain, and France are the top three countries of guest teacher origins, followed by Mexico, Taiwan, and Germany Source: National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009)

22. Teacher Preparation Programs (National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009)

23. Build an Efficient System: Life Cycle of a World Language Teacher  Recruitment  Preparation  Certification/Licensure  Induction/Mentoring/Professional Development  (Teacher Trainers)

24. This Summit Provides a Forum to:  Share best practices and innovations  Listen to new ideas  Learn different ways to remove barriers Focus on solutions, not the problems!

25. Race to the Top— A $4 billion dollar reform program Four core areas of reform:  High standards  Better use of data  Improving the quality and effectiveness of teachers and principals; and  Turning around lowest performing schools

26. How Can We Provide Input to the Reauthorization of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind (NLCB)

27. How to Maximize the Summit  Wednesday and Thursday:  Plenary Sessions: Frame the issues  Breakout Sessions: Engage in in-depth discussions and sharing  End of Day Team Debriefing: Reflect and Preview  Friday:  Breakout Sessions: Meet and Work  Plenary Session: Reflect and Report

28. Products of the Summit  Set goals for your own institutions  Make recommendations for:  Schools and school districts  States  Teacher education institutions and professional organizations  The federal government  NFLC/STARTALK

29. Next Steps NFLC will create a website regarding WL teachers Complete the white paper: February 28, 2010 Include information from all states about WL teacher certification requirements, list institutions of teacher education programs, showcase best practices from districts and states and action plans Solicit your input and feedback

30. 30 Are We Willing and Able to Increase the Percentage of US Schools Offering World Languages? Source: National K-12 FL Survey (CAL, 2008) Elementary School MiddleSchoolHighSchool 91 % 58 % 25 %

31. Thank you 谢谢 Shuhan C. Wang, Ph.D. swang@nflc.org http://www.startalk.umd.edu