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An Ecological System Approach to An Ecological System Approach to Expanding the Chinese Language Expanding the Chinese Language

Field in the US: Field in the US: Lessons Learned and Future Lessons Learned and Future

DirectionsDirections

1212thth NCOLCTL Conference & NCOLCTL Conference & 1313thth ALTA Conference ALTA Conference

Shuhan C. Wang, Ph.D.Shuhan C. Wang, Ph.D.Executive DirectorExecutive Director

Chinese Language InitiativesChinese Language InitiativesAsia SocietyAsia Society

April 25, 2009April 25, 2009Washington, D. C. Washington, D. C.

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1.1. An ecological language education An ecological language education system frameworksystem framework

2.2. The macro environment of the The macro environment of the Chinese language field in the US: Pre-Chinese language field in the US: Pre-20042004

3.3. The growth of the Chinese language The growth of the Chinese language field: Post-2004field: Post-2004

4.4. AccomplishmentsAccomplishments

5.5. Future directions: Needs and Future directions: Needs and opportunities opportunities

OVERVIEW

1. An ecological system framework 1. An ecological system framework for a for a

non-dominant languagenon-dominant language

Macro and micro environment

Growth/eradication of the target language in the host environment: Infrastructure

Effects of positive/negative efforts

Some Factors in the Macro Environment

Economic and political relations between the home and host countries

Public attitude towards that language and people who use it

Legislative efforts Economic context of the host environment National security concerns Funding support Translation into educational programs

Some Factors in the Micro Environment:

for an immigrant group Who are they? How educated are they? What do they look like, including skin color? What language do they speak? What are their religions and cultural practices? In what condition did they came? For what purpose? In what number did they come? When did they come? How long have they been here? Where do they live? Are they socially integrated or

isolated? To whom do they pledge allegiance?

Formal educational system

Heritage communities

Private providers

Home government

Government

The Architecture of the Language Field The Architecture of the Language Field (Brecht & Walton, 1994)(Brecht & Walton, 1994)

Government

Home Government

Private Providers

OnlineMultimedia

NGOs

Formal education system

LearnersHeritage Communities

A System View of the Language A System View of the Language FieldField

(Wang 2009)(Wang 2009)

Educational System: K-16 Articulation

Institutions of Higher EducationCommunity Colleges-

UndergraduateGraduate

Public K-12 schools, including charter &

vocational schools

Private/parochial/religious schools

Non-school time

HeritageCommunities

Interface of Different Sub-Systems Language Planning FWK

Language Ecological Perspective

Points of Discussion

Status Planning

Language Environment

Status of the Language:

(1) English Language Learner education;

(2) HL education; &

(3) WL/FL education

Corpus Planning

Language Evolution in the host environment

Teaching & learning the TL as a (1) HL & (2) WL/FL

Acquisition Planning

Language Effects: Endangerment, Counter-Endangerment, or Language Spread

Strategies to promote the TL as a (1) HL & (2) WL/FL

Sociological Codes of Languages in the US:

Educational Policies and Practices in the K-12 Context

Heritage Language

EnglishSpeakers

NCLB

English Only

Foreign/WorldLanguage Education

English Plus

English Literacy Policy

Home Language

Infrascture of a Learner-Centered Language Field

Teachers: Teacher Preparation Capacity Quantity/Numbers and Quality/Effectiveness K-12 public schools: Certification

Requirements Curriculum Instructional planning and strategies Materials Assessment & evaluation

Learner outcomes Program evaluation

Research The role of technology Program establishment and sustainability

2. The macro environment of the Chinese Language Field

Pre-2004

The Chinese Case

Historical Major Efforts in Spreading Chinese in US

Secondary Schools

1. The National Defense Education Act (NDEA) (1958)

2. Carnegie Initiatives (1960s-1980s)

3. Geraldine Dodge Initiatives (1980s-2000)

4. FLAP Grants (enacted 1988 & 1990)

Status of Chinese as a Foreign/World Language: Pre-

2004 Perceived to be a difficult language Polarized views about US-China-Taiwan

relationships Traditionally for elite or college-bound

students Intellectual & humanistic pursuits Mental discipline Linguistic benefits National security International economic competitiveness

(e.g., Brecht & Ingold, 2002; Brecht & Walton,1994; Gardner, et al. 1983; Lambert, 1986; Lantolf & Sunderman, 2001)

Market Economic Status of Chinese:

If Chinese Were Stores Home Language: No market value (in

schools)

Heritage Language: Neighborhood mom and pop shops

Foreign Language:--Prior to 2000: Neiman Marcus—only for the elites--After 2004/05: Costco—an upscale wholesaler

(Adapted from H. Tonkins, personal communication, 2000)

Group Type Chinatown Chinese Schools

National Council of Associations of Chinese Language Schools (NCACLS)

The Chinese School Association in the United States (CSAUS)

When 19th Century Early 1970s Early 1990s

Family Origin

Southern China;After 1976, Ethnic Chinese from Southeast Asia

Taiwan & Hong Kong.After late 90s: adoptive and interracial families

People’s Republic of China, adoptive families

Language Taught

Cantonese, Taishanese, Hakka

Mandarin, a few teach Taiwanese (a Min Dialect)

Mandarin

Types of Chinese Heritage Language Schools

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Pre-2004: Pre-2004: Total Student Enrollment in Total Student Enrollment in

Chinese Chinese HEdHEd 7-127-12 HLHL34,153 34,153

(MLA, (MLA, 2002)2002)

24,00024,000(ACTFL, (ACTFL,

2000)2000)

100,000 100,000 (NCACLS, (NCACLS,

2005)2005)

60,000 60,000

(CSAUS, (CSAUS, 2005)2005)

160,000160,000 Total:Total:

238,000 238,000 roughlyroughly

3. The growth of the Chinese language field

Post-2004

Chinese Language in the Public Discourse: 2000-Present

National security Economic competitiveness A ticket to the China Express A player in the global economy and

global issues Mandarin as a global phenomenon Mixed feelings from other world

languages

Post 2004: Post 2004: Major Initiatives in ChineseMajor Initiatives in Chinese

Private Providers: Private Providers:

e.g., Berlitz, Rosetta Stonee.g., Berlitz, Rosetta Stone

OnlineOnline

Multi-MediaMulti-Media

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Post 2004: Post 2004: Major Initiatives in Major Initiatives in ChineseChinese

Government: Government: -- Federal Government -- Federal Government

(NSLI)(NSLI)-- State and Municipal -- State and Municipal

EffortsEffortsChinese GovernmentChinese GovernmentNGOs: NGOs:

-- College Board -- College Board -- Asia Society-- Asia Society

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Chinese Flagship Chinese Flagship ProgramsPrograms

1.1. Brigham Young UniversityBrigham Young University2.2. The University of MississippiThe University of Mississippi3.3. Ohio State University Ohio State University 4.4. The University of Oregon and The University of Oregon and

Portland Public School District K-16 Portland Public School District K-16 Chinese FlagshipChinese Flagship

1.1. Arizona State UniversityArizona State University2.2. Indiana University-Bloomington Indiana University-Bloomington 3.3. University of Rhode IslandUniversity of Rhode Island4.4. Western Kentucky University Western Kentucky University

Diffusion of Innovation Grants Diffusion of Innovation Grants http://www.thelanguageflagship.org/funding_institutions.html

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Foreign Language Assistance Foreign Language Assistance Program (FLAP): Chinese Program (FLAP): Chinese

ProgramsPrograms

ProgramsPrograms 20062006 20072007 20082008

NumberNumber 48 LEAs48 LEAs

3 SEAs3 SEAs2222 55

Funding Funding amountamount

$9.66 $9.66 millionsmillions

$3.65 $3.65 millions millions

0.79 0.79 millionsmillions

Total: Total: $14.1$14.1 millionsmillions

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STARTALK Project: STARTALK Project: Chinese Student and Teacher Chinese Student and Teacher

ProgramsPrograms

2007 2007 2008 2008

27 student 27 student programsprograms

18 teacher 18 teacher programsprograms

37 student 37 student programsprograms

18 teacher 18 teacher programsprograms

744 students 744 students 1,884 students1,884 students

355 teachers355 teachers 787 teachers787 teachersAdministered by the National Foreign Language Center (NFLC) Administered by the National Foreign Language Center (NFLC) at the University of Marylandat the University of Maryland http://www.startalk@umd.edu or or Startalk@umd.edu

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Sample Municipal Chinese Sample Municipal Chinese InitiativesInitiatives

ChicagoChicago: in 2008-09, 12,000 : in 2008-09, 12,000 students learn Mandarinstudents learn Mandarin

Los AngelesLos Angeles: Language Resolution : Language Resolution (October 2008)(October 2008)

New York Chinese Task ForceNew York Chinese Task Force (Asia Society and China Institute, (Asia Society and China Institute, May 2009)May 2009)

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Sample State InitiativesSample State Initiatives

Connecticut Connecticut IndianaIndiana KansasKansas MinnesotaMinnesota New JerseyNew Jersey

North CarolinaNorth Carolina OhioOhio OklahomaOklahoma UtahUtah Wisconsin Wisconsin And more…And more…

K-12 Virtual Chinese Language Programs in the US

(Asia Society, April 2009) 16 states currently have Distance Learning/Web-

Based Programs for Chinese Language

15 states offer Chinese I

11 states offer Chinese II (12 in 2010)

3 states offer Chinese III (5 in 2010)

3 states are expected to provide Chinese IV in 2010

3 states offer AP Level (8 in 2010)

2 states are in the process of implementing Distance Learning/Web-Based programs

Data Source: NCSSFL online survey

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Chinese GovernmentChinese Government

Hanban/Confucius Institute Hanban/Confucius Institute HeadquartersHeadquarters

WorldwideWorldwide Promotion of Chinese as a WLPromotion of Chinese as a WL Chinese Bridge DelegationChinese Bridge Delegation Visiting Teacher programsVisiting Teacher programs Confucius Institutes: 56 in the U. S., Confucius Institutes: 56 in the U. S.,

March 09March 09

http://english.hanban.edu.cn

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Memorandum of Memorandum of Understanding (MOU):Understanding (MOU):

States and Cities with ChinaStates and Cities with China12 States12 States ConnecticutConnecticut DelawareDelaware IndianaIndiana KansasKansas KentuckyKentucky MaineMaine North CarolinaNorth Carolina OhioOhio OklahomaOklahoma South CarolinaSouth Carolina UtahUtah WisconsinWisconsin

2 Cities2 Cities

ChicagoChicago Los AngelesLos Angeles

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The College BoardThe College Board

In collaboration with HanbanIn collaboration with Hanban

AP Course and Exam, beginning in 2007AP Course and Exam, beginning in 2007 Chinese Bridge Delegation: 1,200 educatorsChinese Bridge Delegation: 1,200 educators Visiting Teacher Programs: Visiting Teacher Programs: 200 teachers 200 teachers

in 32 states at in 32 states at 130 institutions130 institutions Chinese Cultural SeminarsChinese Cultural Seminars Student Summer in China ProgramStudent Summer in China Program

Data Source: The college Board internal study, Data Source: The college Board internal study, April 2008April 2008

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Asia SocietyAsia Society

Chinese Language Initiativeshttp://asiasociety.org

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A Chinese Handbook and A Chinese Handbook and DVD DVD

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http://AskAsia.org/Chinese http://internationaled.org

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National Chinese Language National Chinese Language Conference: April 30-May 2, Conference: April 30-May 2,

2009, Chicago2009, Chicago Making Connections,Making Connections,Building Building

Partnerships!Partnerships!

Teachers, administrators, Teachers, administrators, school board members, policy school board members, policy makers, business, and makers, business, and international leadersinternational leaders

Connecting K-12 and higher Connecting K-12 and higher educationeducation

Creating partnerships Creating partnerships between U.S. and Chinese between U.S. and Chinese educators, schools, and educators, schools, and universitiesuniversities

Visit classes in the Chicago Visit classes in the Chicago Public SchoolsPublic Schools

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A WORLD LANGUAGE TEACHER A WORLD LANGUAGE TEACHER WHITE PAPER (Summer 2009)WHITE PAPER (Summer 2009)

A national project co-sponsored by A national project co-sponsored by

The National Foreign Language Center The National Foreign Language Center (NFLC) at the University of Maryland (NFLC) at the University of Maryland

Council of Chief State School Officers Council of Chief State School Officers (CCSSO)(CCSSO)

Asia Society Asia Society

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4. Effects of Efforts4. Effects of Efforts

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Growth of Chinese Language Growth of Chinese Language Programs Programs

in K-12 Schoolsin K-12 Schools

Data Source: The College Board internal study, April 2008Data Source: The College Board internal study, April 2008

263

779

0

100

200

300

400

500

600

700

800

2004* 2008

Number ofSchools/ Districts

200%

in

crea

se

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Languages Taught in Elementary Languages Taught in Elementary SchoolsSchools

(CAL, 1997 & 2008)(CAL, 1997 & 2008)

LL SPSP FRFR *S*SPP

SpSp

SpSp

LALA ****CCHH

GGEE

ASASLL

HHBB

ITIT JPJP ARAR RRUU

9797 7979 2727 88 33 0.0.33

55 22 22 22 33 0.0.11

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0808 8888 1111 77 66 33 22 22 11 22 11 11 0.0.22

(http://cal.org/flsurvey)(http://cal.org/flsurvey)

* SP SP SP: Spanish for Speakers of Spanish** Chinese: + 900% increase

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Languages Taught in Secondary Languages Taught in Secondary Schools Schools

(CAL, 1997 & 2008)(CAL, 1997 & 2008)LL SS

PPFFRR

GGEE

LLAA

SSPP

SSpp

SSpp

*C*CHH

AASSLL

ITIT JPJP HEHE AARR

GGRREE

RRUU

‘‘9977

9933

6644

2244

2200

99 11 22 33 77 0.0.22

00 11 33

‘‘0088

9933

4466

1144

1133

88 44 44 44 33 11 11 11 0.0.33

(http://cal.org/flsurvey)(http://cal.org/flsurvey)

* Chinese: + 300%

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Enrollments in Higher Education Language Enrollments in Higher Education Language Courses:Courses:

Fall 1998, 2002, and 2006 Fall 1998, 2002, and 2006

19981998 20022002

% % Change Change

1998-1998-20022002 20062006

% % Change Change 2002-062002-06

SpanishSpanish656,59656,59

00 746,267746,267 13.713.7 822,985822,985 10.310.3

FrenchFrench199,06199,06

44 201,979201,979 1.51.5 206,426206,426 2.22.2

GermanGerman 89,02089,020 91,10091,100 2.32.3 94,26494,264 3.53.5

ASLASL 11,42011,420 60,78160,781 432.2432.2 78,82978,829 29.729.7

ItalianItalian 49,29749,297 63,89963,899 29.629.6 78,36878,368 22.622.6

JapaneseJapanese 43,14143,141 52,23852,238 21.121.1 66,60566,605 27.527.5

ChineseChinese 28,45628,456 34,15334,153 20.020.0 51,58251,582 51.051.0

LatinLatin 26,14526,145 29,84129,841 14.114.1 32,19132,191 7.97.9

RussiaRussia 23,79123,791 23,92123,921 0.50.5 24,84524,845 3.93.9

ArabicArabic 5,5055,505 10,58410,584 92.392.3 23,97423,974 126.5126.5Source: Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006. MLA, accessible at http://www.mla.org/enroll_survey06_fin.

2009: Heritage Language Programs

Type of System

Schools Students Est. Teachers

NCACLS (Taiwan)

800+ 100,000 3,000

CSAUS(PRC)

405 80,000 3,000

Personal Communications with Presidents of both association, March 2009

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National Accomplishments National Accomplishments

of the Chinese Fieldof the Chinese Field

Launched federal, state, local initiatives

Increased student enrollment in all levels

Increased K-12 school programs

Began to develop curricula, materials, and assessment

5. Future Direction

Needs, Trends, and Strategies

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Needs and ChallengesNeeds and Challenges1.1. Limited teacher education and supply capacityLimited teacher education and supply capacity

2.2. Most programs are under 3 years oldMost programs are under 3 years old

3.3. Almost no early language learning Almost no early language learning infrastructureinfrastructure

4.4. Need to tap into the resources in the heritage Need to tap into the resources in the heritage language communitieslanguage communities

5.5. Lack of K-16 articulation leading to the Lack of K-16 articulation leading to the attainment of high language proficiency—attainment of high language proficiency—pockets of excellencepockets of excellence

6.6. Need to develop virtual programs for students Need to develop virtual programs for students and teacher training: opportunity and access to and teacher training: opportunity and access to learnlearn

7.7. Lack of national coordination of initiatives and Lack of national coordination of initiatives and effortsefforts

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Trends Indicating Demands for Trends Indicating Demands for World Language Education in the World Language Education in the

USUS Awareness of the need for Awareness of the need for global global

competencecompetence for this interconnected for this interconnected world, which includes world, which includes the study of the study of languages and cultureslanguages and cultures

Immersion and early language learning Immersion and early language learning programsprograms

WL as an exit or high school graduation WL as an exit or high school graduation requirement requirement

K-16 articulation aligned with Standards K-16 articulation aligned with Standards and real life useand real life use

Lessons Learned1. Take a system approach, connect all sectors

2. Enhance teacher development capacity

3. Take an incubator approach to build programs and infrastructures; simultaneously develop and field test curricula, materials, assessment, and research

4. Build high human capital: identify and develop teams of specialists who know the language, understand cultures, SLA, pedagogy, curriculum, material, assessment, research, and K-16 contexts and heritage communities in the US

Government

Home Government

Private Providers

OnlineMultimedia

NGOs

Formal education system

Learners

Heritage Communities

A System Approach:A System Approach:1.1. Think about supply, demand, & Think about supply, demand, &

infrastructure infrastructure 2.2. Create flywheels that convert Create flywheels that convert

energy into synergy energy into synergy (Wang, 2007)(Wang, 2007)

Questions for Other Language Fields

How does your language learning system look like? What is the macro language environment

like? What is in place for the micro language

learning and teaching environment? What kind of efforts are in place? How has the language field evolved? What resources can be leveraged? What gaps can be bridged or barriers be

removed?

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Big Questions for the US as a Nation

How do we advocate for US students’ How do we advocate for US students’ development of global competence, development of global competence, which includes which includes linguistic and cultural linguistic and cultural capitalcapital? ?

How do we expand our schools’ How do we expand our schools’ offering of world languages? offering of world languages?

What are our goals for language What are our goals for language education for the global age? What education for the global age? What are our goals 5 years and 10 or 20 are our goals 5 years and 10 or 20 years from now? years from now?

Thank you谢谢

Shuhan C. Wang, Ph.D.

shuhanw@asiasoc.org

http://www.asiasociety.org/education