Washington LearnsWashington LearnsLanguages: Languages:

A Multilingual/Multicultural A Multilingual/Multicultural Future for Our StudentsFuture for Our Students

Presentation at Presentation at Washington State ASCD Conference Washington State ASCD Conference

November 3, 2006November 3, 2006

By Michele Anciaux Aoki, Ph.D.By Michele Anciaux Aoki, Ph.D.Washington Association for Language TeachingWashington Association for Language Teaching

Outreach CommitteeOutreach Committee

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A Joke That’s Not So FunnyA Joke That’s Not So Funny

What do you call… What do you call…

• A person who speaks two A person who speaks two languages?languages?

• A person who speaks one A person who speaks one language?language?

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Two Myths about AmericansTwo Myths about Americans

Myth #1Myth #1Americans don’t need to learn other Americans don’t need to learn other languages because everyone else in languages because everyone else in the world speaks English.the world speaks English.

Myth #2Myth #2It’s a good thing because Americans It’s a good thing because Americans are terrible at learning languages!are terrible at learning languages!

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The Word Is Out About What The Word Is Out About What Students Students ReallyReally Need Need

Global KnowledgeGlobal Knowledge• Including world history, geography, and Including world history, geography, and

international economicsinternational economics LanguagesLanguages

• Acquiring key cognitive and academic skills, as Acquiring key cognitive and academic skills, as well as insight into another culturewell as insight into another culture

Global PerspectivesGlobal Perspectives• Underlying respect for and interest in different Underlying respect for and interest in different

perspectivesperspectives

Educating Leaders for a Global SocietyEducating Leaders for a Global Societyhttp://internationaled.orghttp://internationaled.org

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Vision for Language Learning Vision for Language Learning in Washington Statein Washington State

We’ll know the system’s working when…We’ll know the system’s working when… Every school offers students the Every school offers students the

opportunity to learn English and at least opportunity to learn English and at least one other language one other language

By high school graduation, all students By high school graduation, all students become literate in English and at least one become literate in English and at least one other language other language

By college, freshmen can place into 2nd By college, freshmen can place into 2nd year language classes or begin a new year language classes or begin a new language (i.e. no remediation)language (i.e. no remediation)

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What’s Needed to Achieve What’s Needed to Achieve the Vision?the Vision?

Schools and districts need help and Schools and districts need help and guidance to implement guidance to implement effectiveeffective early early language programslanguage programs

Bilingual programs need to take the Bilingual programs need to take the bilingual bilingual mission seriouslymission seriously

High school students need a seamless High school students need a seamless transition into college language coursestransition into college language courses

Colleges need to take a leadership role in Colleges need to take a leadership role in helping students demonstrate language helping students demonstrate language proficiency, not just “seat time” for credits proficiency, not just “seat time” for credits

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What Will Help Us Get There?What Will Help Us Get There?

Shared Vision for World Languages Shared Vision for World Languages through Voluntary Standardsthrough Voluntary Standards

Inclusion of World Languages in Inclusion of World Languages in the Education Reform Agendathe Education Reform Agenda• AssessmentsAssessments• Rigorous High School CurriculumRigorous High School Curriculum

Commitment to Prepare TeachersCommitment to Prepare Teachers

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World Language StandardsWorld Language Standards

Voluntary World Language Voluntary World Language Standards adopted Dec, 2005 by Standards adopted Dec, 2005 by Superintendent Terry BergesonSuperintendent Terry Bergeson

The 5 “C’s” of the National The 5 “C’s” of the National Standards for Foreign LanguageStandards for Foreign Language

http://www.k12.wa.us/curriculuminstruct/socstudies/http://www.k12.wa.us/curriculuminstruct/socstudies/WorldLanguages/voluntarystandards.aspxWorldLanguages/voluntarystandards.aspx

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Standards Answer QuestionsStandards Answer Questions

Content Standards Content Standards WhatWhat do we want students to learn? do we want students to learn?

Performance StandardsPerformance StandardsHowHow will we know they’ve learned it? will we know they’ve learned it?

Proficiency StandardsProficiency StandardsHow wellHow well do they need to know it? do they need to know it?

Program StandardsProgram StandardsHowHow should programs be designed? should programs be designed?What practicesWhat practices yield results? yield results?

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AssessmentsAssessments

How do we know how well students How do we know how well students are learning languages?are learning languages?

How can we use assessment to help How can we use assessment to help us articulate P-16?us articulate P-16?

Does learning a language help Does learning a language help students prepare for the WASL?students prepare for the WASL?

Should we try Classroom-Based Should we try Classroom-Based Assessments (like Social Studies)?Assessments (like Social Studies)?

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Rigorous High School Rigorous High School CurriculumCurriculum

HB 2706 introduced in 2006 HB 2706 introduced in 2006 Legislative Session, establishing Legislative Session, establishing “recommended” high school “recommended” high school graduation requirementsgraduation requirements• 4 years of Math, 3 years of Science, etc.4 years of Math, 3 years of Science, etc.• Intention to align graduation Intention to align graduation

requirements to college admissionsrequirements to college admissions• World Languages NOT MENTIONEDWorld Languages NOT MENTIONED

Let’s get them addedLet’s get them added

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Commitment to Prepare Commitment to Prepare TeachersTeachers

MA in Teaching of LanguagesMA in Teaching of Languages• Including Early Language Learning theory and Including Early Language Learning theory and

practical experiencepractical experience Certificate in Early Language Teaching and Certificate in Early Language Teaching and

Learning (Community College level)Learning (Community College level)• Help prepare Instructional Assistants and Help prepare Instructional Assistants and

heritage speakers (who might become heritage speakers (who might become teachers)teachers)

Professional Development for current Professional Development for current teachers (perhaps through ESDs)teachers (perhaps through ESDs)

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What Might It Look Like?What Might It Look Like?

A world-class system includes:A world-class system includes:

• Starting early in elementaryStarting early in elementary

• Building in the middle yearsBuilding in the middle years

• Finishing strong in high schoolFinishing strong in high school

• Capitalizing on Heritage LanguagesCapitalizing on Heritage Languages

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Starting Early in ElementaryStarting Early in Elementary

Schools select a model…Schools select a model…(Model 1) Language & Culture Awareness(Model 1) Language & Culture Awareness

Focus on culture and novice-level language at Focus on culture and novice-level language at least once/quarterleast once/quarter

(Model 2) Language Classes(Model 2) Language Classes Learn target language 1-5 hours/weekLearn target language 1-5 hours/week During or before/after school dayDuring or before/after school day

(Model 3) Language Immersion(Model 3) Language Immersion Learn academic content in the target Learn academic content in the target

language at least 12-15 hours/weeklanguage at least 12-15 hours/week

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Building in the Middle YearsBuilding in the Middle Years

With students “language ready”…With students “language ready”…(Model 1) Formal language classes(Model 1) Formal language classes

Begin by 6Begin by 6thth or 7 or 7thth grade, if possible grade, if possible By 8By 8thth grade, at least grade, at least

(Model 2) Language as core subject(Model 2) Language as core subject Build on early startBuild on early start

(Model 3) Language Immersion(Model 3) Language Immersion Academic content in target languageAcademic content in target language ““Language Arts” in target languageLanguage Arts” in target language

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Finishing Strong in High SchoolFinishing Strong in High School

With 1-8 years behind them…With 1-8 years behind them…(Model 1) College admissions (Model 1) College admissions

requirements met by most studentsrequirements met by most students 2 years (credits) required for admission2 years (credits) required for admission 3 quarters college level required for exit3 quarters college level required for exit

(Model 2) AP or IB Exams an option(Model 2) AP or IB Exams an option

(Model 3) Language Immersion continues(Model 3) Language Immersion continues Advanced academic contentAdvanced academic content Or, start a new language, perhaps…Or, start a new language, perhaps…

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Capitalizing on Heritage Capitalizing on Heritage LanguagesLanguages

Heritage language learners Heritage language learners (including immigrants learning English)…(including immigrants learning English)…

May have strong oral skillsMay have strong oral skills Need to become literateNeed to become literate Need to develop “academic” language Need to develop “academic” language

proficiencyproficiency

Their families need to know that it’s Their families need to know that it’s important for their children to important for their children to maintain maintain and developand develop their native their native or heritage languageor heritage language

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What’s Working Now?What’s Working Now?

Language immersion programsLanguage immersion programs Parent-initiated before and after Parent-initiated before and after

school language programsschool language programs Preschool language/culture Preschool language/culture

programsprograms Community-based language Community-based language

programs and schoolsprograms and schools Bilingual/Bicultural familiesBilingual/Bicultural families

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Language Immersion ExamplesLanguage Immersion Examples

Puesta del Sol – Bellevue Puesta del Sol – Bellevue • Spanish (Full Immersion)Spanish (Full Immersion)

Woodin Elementary - BothellWoodin Elementary - Bothell• Spanish (Dual or Two-Way)Spanish (Dual or Two-Way)

John Stanford International School - SeattleJohn Stanford International School - Seattle• Spanish & Japanese (Partial)Spanish & Japanese (Partial)

Sheridan Elementary School of International Sheridan Elementary School of International Languages - TacomaLanguages - Tacoma• Spanish, French, Japanese (Partial)Spanish, French, Japanese (Partial)

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Before and After School Before and After School Language ProgramsLanguage Programs

Coe Elementary - SeattleCoe Elementary - Seattle Spanish, French, Japanese, and Spanish, French, Japanese, and

Chinese at a variety of grade levelsChinese at a variety of grade levels

TOPS Elementary - SeattleTOPS Elementary - Seattle New Chinese class filled to capacityNew Chinese class filled to capacity

Associates in Cultural ExchangeAssociates in Cultural Exchange Programs in over 80 schoolsPrograms in over 80 schools www.cultural.orgwww.cultural.org

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Foreign Language Associates Foreign Language Associates NorthwestNorthwest

F.L.A.N. has been offering foreign F.L.A.N. has been offering foreign language programs in language programs in Bellingham area schools for 20 Bellingham area schools for 20 years!years!

Spanish, French, Japanese, ASL, Spanish, French, Japanese, ASL, Russian, German, and ChineseRussian, German, and Chinese

On the web:On the web:http://www.flanonline.com/http://www.flanonline.com/

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Preschool Language/Culture Preschool Language/Culture ProgramsPrograms

Sponge School – Seattle Sponge School – Seattle • Spanish, French, Mandarin and Spanish, French, Mandarin and

Japanese language and cultureJapanese language and culture Prescolar Alice Francis - SeattlePrescolar Alice Francis - Seattle

• Spanish language preschool with a Spanish language preschool with a social change based curriculum for social change based curriculum for 2 - 4 year olds2 - 4 year olds

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Community-Based Language Community-Based Language Programs and SchoolsPrograms and Schools

Seattle Area German American Seattle Area German American School (SAGA)School (SAGA)

Seattle Japanese SchoolSeattle Japanese School Chong Wa Benevolent Association Chong Wa Benevolent Association

Seattle (Chinese)Seattle (Chinese) French-American School of Puget French-American School of Puget

SoundSound Prospera Heritage Literacy ProgramProspera Heritage Literacy Program

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Bilingual/Bicultural FamiliesBilingual/Bicultural Families

Growing influx of highly educated Growing influx of highly educated employees from abroademployees from abroad

Multicultural marriagesMulticultural marriages Young families returning from Young families returning from

Peace Corps, living abroadPeace Corps, living abroad

Bilingual/Bicultural Family Network Bilingual/Bicultural Family Network http://www.biculturalfamily.org/http://www.biculturalfamily.org/