Educating for Global Competence: The Value of Multilingualism

Transcription

1 Educating for Global Competence: The Value of Multilingualism Accountability Leadership Institute December 10, 2013 Angelica Ramsey, Ed.D. Yee Wan, Ed.D. 2 1

2 Goal Acknowledge and discuss the value of multilingualism in the 21 st century 3 Why the Toolkit? Promotes and supports equitable access to high quality education for all students Values languages as assets for developing global competence 4 2

3 K-12 Foreign Language Learning Compulsory Starting at ages K-12 Foreign Language Learning Compulsory Starting at age

4 K-12 Foreign Language Learning NOT COMPULSORY 7 K-12 Foreign Language Learning How many of the 24 industrialized countries that participated in the survey of language study require their students to study at least one additional language? Iceland Sweden Finland Norway Russia Canada United Netherland Ireland Kingdon Germany Belgium Austria France Switzerland Italy China Japan India Singapore Brazil 8 4

5 Citizens Comfortable Conversing in a Second Language 10% 54% 10% native born U.S. citizens feel comfortable conversing in a language other than English Source: 2010 U.S. Census 54% of Europeans feel comfortable conversing in a second language Source: European Commission, Percentage of Schools in the U.S. Offering Foreign Language 100% 90% 80% Percentage of Schools 70% 60% 50% 40% 30% 20% 10% 0% All Elementary 31% 25% Public Elementary 24% 15% All Middle Schools 75% 58% All High Schools 91% 91% Source: America s Foreign Language Deficit, Forbes,

6 The U.S. Secretary of Education Says "The fact that our kids don't grow up [bilingual] puts them at a competitive disadvantage," noting that it's common practice in many other countries for students to learn at least one other language. U.S. Secretary of Education, Arne Duncan May 29, What is global competence? 12 6

7 21st Century Student Outcomes and Support Systems 13 Global Competence The capacity and dispositions to understand and act on issues of global significance. 14 7

8 Investigate the World Recognize Perspectives Global Competencies Communicate Ideas 15 Role of Language in Global Competence 16 8

9 Benefits of Second Language Learning What comes to your mind? 17 Academic Achievement 18 9

10 Cognitive Flexibility 19 Language and Cultural Understanding 20 10

11 Multiple Perspectives 21 Voices from Stakeholders Shaping Our Global Future: The Value of Multilingualism 22 11

12 Video debrief 23 Reflection What systems do you have in place in your district to encourage maintenance of all students home languages and/or to motivate the study of additional languages? 24 12

13 Opportunities 25 Benefits of Second Language Learning Native English Speakers Non-native English Speakers Learn a second or third language Maintain and continue developing their primary language Strengthen academic literacy in English Learn English or a third language 26 13

14 Multiple Paths to Multilingualism Opportunities for schools to design language programs in their schools Foreign Language/World Language Study Programs Two-Way Immersion Programs TK K 12 Bilingual Programs (Pre-K 6) Traditional world language classes in middle and high Two-Way Immersion Foreign Language in Elementary School (FLES) school Foreign Language Experience (FLEX) After school or weekend language programs Spanish for Native Spanish Speakers Vietnamese for Native Vietnamese Speakers Study abroad Adapted from the World Language Plan, San Diego County Office of Education, Seal of Biliteracy Recognition by the California State Superintendent of Public Instruction, county offices of education, and districts for students who fulfill the criteria for proficiency in one or more languages in addition to English by high school graduation 28 14

15 Pathway Awards: Elementary School Students may earn Bilingual Service and Participation Award or Biliteracy Attainment Award 29 Pathway Awards: Middle School Students may earn Pursuit of Bilingualism Award or Biliteracy Attainment Award 30 15

16 Access the Toolkit A complete list of resources is available at: home/pages/default.aspx 31 A Reflection From a personal perspective What are your reflections about the urgency to build biliterate and multilingual programs as part of global competence? 32 16

17 A Final Reflection From a district/school perspective How do biliteracy and multilingualism impact the current reality in your school system for all students? 33 Questions 34 17

18 For More Information Yee Wan, Ed.D., Director, Multilingual Education Services Angelica Ramsey, Ed.D., Chief Academic Officer Educational Services Branch