Nov 5, 2011 OCAC BostonDr. Yu-Lan Lin

In the 80’s: Chinese programs started by the Geraldine Dodge Foundation’s seed money

In the 90’s: Proficiency movement

In the 2000’s: Standards- based Instruction

Chinese : +194.99% (from 0.23% to 0.67%) Other : +35.01% ( Italian, ASL,, Arabic)

Japanese : +17.53% German : +8.21% Russian : +2.54% Spanish: +1.95% French : -3.24% Latin : -8.97%

Decrease: MT, NM, AR, ALNo change: NH, SC, MS, LA, AZ, ID, WY, ND, SD

Increase: 37 states not mentioned above

Rapid Increase of student number Steady expansion of program offerings

Extended learning sequence Increase in the program type: FLES, FELX, partial immersion; dual-language; and total immersion

Critical demand of highly qualified teachers

Student-centered vs. teacher-centered instruction

Standards-based vs. text book driven instruction

‘Discover’ vs. ‘cover’ the content Spiral format vs. linear Higher vs. lower level thinking skills Contextualized vs. de-contextualized

instruction Skills-using vs. skills-getting Real life situations vs. artificial situations

Teacher QualityStandards-based CurriculumPerformance- based AssessmentProfessional Development

Linguistic knowledge Cultural knowledge Child development Second language acquisition

Classroom Management Instructional Strategies Working with Diverse Learners

Use of TechnologyCommunication Skills

Open-mindednessWilling to collaborate with colleagues

Willing to seek professional growth

Reflective practitioner

Standards for 21st Century Language Learning

ACTFL K-12 Performance Guidelines

State FL FrameworkNAEP WL blueprintAP Course Content

Thematic unitsSpiral formatSet the end-goals firstDetermine acceptable evidence

Design student-centered activities

Formative and summative Process and products Multiple modalities Integration of skills Project and tasks-based Individual or team approach Use of rubrics Teacher consultation and feedback

Individual studentOne time, one seatingEmphasis on factual knowledgeLower thinking skillsDiscrete item with one correct answer

Forming small learning communities Utilizing technology to network: e.g. blog, wiki space, etc.

Sharing and building resources Affiliate to professional organizations

Actively involved in local/national PD activities

Highly qualified Mandarin teachers

Articulated K-16 curriculumMeaningful AssessmentA tight-knit learning community