Albright Global Beyond World Languages
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Transcript of Albright Global Beyond World Languages
What’s Global Beyond World Languages?
Creating a Global Context for Teaching
and Learning Chinese
Shari Albright
National Chinese Language Conference
May 1, 2009
Microlab Question One
Share a time that happened recently when you had the realization of “how global the world is really becoming”. What did it make you think at the time?
Microlab Question Two
When you hear talk about “internationalizing” or “globalizing” the curriculum, what does that mean to you?
Microlab Question Three
Why do you think it is important for students to learn about the world and for you to engage in this work?
A Changing World Demands Changing Skills
The Next Economy is
A Science and Knowledge Economy- need scientific and technological literacy
A Resource-Challenged Economy- need critical thinking about sustainable economies
A Globally Interdependent Economy- global competence is a core competence
A Demographically Diverse Economy- requires cross-cultural leadership skills
An Innovation-Driven Economy- requires students who can learn how to learn and adapt to rapid change
What is Global Competence?
Knowledge of other world regions, cultures, and global/international issues
Skills in communicating in languages other than English, working in global or cross-cultural environments, and using information from different sources around the world
Values/perspectives of respect and concern for other cultures and peoples
Global Competence is a Core Competence because:
Globalization is driving demand for an internationally competent workforce
One in five jobs is tied to international trade
Most future business growth will be in overseas markets
Global Context / Economic Trends
1945 – 1990: U.S. Dominant World Economy Europe and Japan recovering from World War II
Russia, China, India, Africa – not market economies
1990: End of Cold War Market economies in China, Russia, India World Trade Organization (1995) Three billion people move from closed economies into global
economy
Global Context / Economic Trends
Source: Keystone India
12%20%
2%
4%
34%28%
India
China
Japan
EUUS
Other
7%
21%
5%
15%
25%27%
India
China
Japan
EUUS
Other
4%
10%
17%
28%
15%
26%
India
China
JapanEU
US
Other
2004 2025 2050
Percentage of World GDP
Importance of China:• China, India, Japan move from 18% to 50% of world GDP• 1990’s Chinese economy grew 9% per year• Has overtaken Germany as world’s third largest economy
Global Context / Demographic Trends
If we shrank the earth’s population to only 100 people and kept all existing human ratios:-61 from Asia
-21 from China-17 from India
-13 from Africa-12 from Europe-8 from Latin America-5 from the U.S.-1 from Oceania
Global Context / Technology Trends “The World is Flat” Tom Friedman.
Wiring of world from 1998 on means that much work can be done anywhere. 24/7 global production teams.
77.6% of Americans older than age 12 are on the Internet. Similar Internet usage is found in developed countries such as South Korea, Singapore.
In Japan 67%, in China 11% (143 million people) and in India, 3.5%. However, these percentages are all growing exponentially.
Human Security and Citizenship Our challenges are international challenges – global health,
global warming, energy/water, terrorism Our security is intertwined with our understanding of other
cultures Increasing diversity in our schools and workplaces require a
citizenry with increased understanding of other cultures
Education Growing global talent pool – U.S. now 18th in the world in HS
graduation rates U.S. 15 year olds rank 25th in math performance and 21st in
science compared with other countries Only 50% of U.S. high school students study a foreign
language, and less in lower grades
New Global Trends
In the 21st century students will be: Selling to the world
Buying from the world
Working for international companies
Managing employees from other countries and cultures
Competing with people on the other side of the world for jobs and markets
Working with people all over the world in joint ventures and global work teams
Solving global problems such as AIDS, avian flu, environmental problems, and resolving conflicts
ARE THEY READY?
Our Students Are Not Ready
Levels of Student Knowledge are Weak (Asia Society and National Geographic Society)
Six in 10 cannot find Iraq on a map of the Middle East Over half do not study geography, economics or Non-
Western history More than half significantly over-estimate the population of
the United States Nearly three-quarters incorrectly select English as most
widely spoken native tongue (it’s Mandarin Chinese) Young Americans are next to last in a nine country survey of
knowledge of current events
Students Must Prepare for the Global Age
“To compete successfully in the global marketplace, both
U.S.-based multinational corporations as well as small businesses increasingly need employees with knowledge of
foreign languages and cultures to market products to
customers around the globe and to work effectively with
foreign employees and partners in other countries.”
Committee for Economic Development
Increasing Calls for GlobalKnowledge and Skills
We must better prepare out students to succeed in an increasingly competitive world. This can’t be accomplished with a 20th century education model…we need to educate the whole child for the whole world. Our economic competitiveness depends on it.
- Gene Carter, Executive Director, Association for Supervision and Curriculum Development
Innovations in Schools
Innovations in Schools John Stanford International
School
Public K-5 bilingual immersion school in Seattle
Students spend half day studying math, science, culture and literacy in either Japanese or Spanish; the other half of the day is spent learning reading, writing and social studies in English
Partnerships with local offices of multinational businesses
Offers ESL courses for children and after-school courses for their parents
Seattle now plans 10 internationally focused schools
**Schools identified throughthe Asia Society/Goldman Sachs Foundation Prizes for ExcellenceIn International Education
Innovations in Schools
Walter Payton College Prep High School Diverse school in Chicago Every student takes 4 years of language
(Chinese, Japanese, Latin, French and Spanish)
Partnerships with schools in China, France, North Africa, Japan, Switzerland, Chile, Italy and South Africa. (Videoconferences, homestays, sister schools)
Video from John Stanford and Walter Payton Schools
Innovations in Schools - ISSN Asia Society’s International Studies Schools Network
(ISSN): 12 schools serving low-income students in CA, CO, NY, NC, IL, and TX. Funded by the Bill & Melinda Gates Foundation.
The mission of each ISSN school is to prepare students to be college ready and globally competent.
Across grade levels and core subject areas, ISSN schools achieved at higher levels in the vast majority of comparisons to schools with similar demographic profiles.
What are the Elements of a
Globally-Oriented School or Classroom? Creating a Global Vision and Culture
Recruiting and Preparing Internationally-oriented Teachers
Transforming Curriculum and Instruction by Integrating International Content
Emphasizing Language Proficiency
Expanding Student Experiences - through harnessing technology, international travel and partnerships, international service learning and internships
Creating a Global Vision and Culture
Do your school mission statement, graduate profile, and graduation requirements focus on preparing students for the 21st century?
Example: The mission of Washington International School is to provide a demanding international education that will challenge students to become responsible and effective world citizens.
Example: In appreciation of our diverse community, the mission of Riverwood High School is to educate and challenge students to become respectful and responsible citizens equipped with knowledge and skills necessary to successfully communicate, solve problems, and use technology in the 21st century as a part of an ever-changing global society.
ISSN’s Graduate Profile (Handout)
25
Recruiting and Preparing Internationally-Oriented Teachers
Recruitment: Look for teachers with international experience and dispositions essential to effective teaching
Professional Development: At Evanston Township High School, teachers use Northwestern’s African history resources. ISA Teacher’s Book Studies create shared experiences and increased dialogue on international issues.
Travel – Teacher Melissa Wafer-Cross: “When we travel, we make ourselves vulnerable, and we learn in ways that surprise and delight us. These experiences both energize and inform our teaching because the culture and the people have dimension.”
Transforming Curriculum and Instruction by Integrating International Content
English Language Arts: Read world literature Create student international newspapers that utilize the web
to collaborate on stories with international peers.
Science: Study global issues relevant to science, e.g. global warming,
biodiversity, geo-genomics, disease and pandemics Academy of Science students partner with students in
Singapore on research projects throughout the year.
Transforming Curriculum and Instruction by Integrating International Content (cont.)
Math: Growth and decay as part of linear functions are essential to understanding the world, as are statistics and analysis.
Arts: Bushwick High School students studied cultures and lives of indigenous peoples of the Americas and created a mural depicting their culture and accomplishments while also creating indigenously inspired pottery.
Social Studies: World History as well as U.S., World Geography, Comparative Government and International Economics
Interdisciplinary and Simulations Simulations
Model UN, Capitol Forum, World Affairs Challenge, Institute of Peace
Interdisciplinary Evanston Township High School requires an area studies
course combining study of a world region, its history, culture, language, religion, arts, and language
International School of the Americas created a 9th grade Global Environmental Problems unit team-taught by biology, world geography, mathematics, and world literature
Many elementary schools organize their grade levels or yearly themes based on regions of the world or significant global issues
Emphasize Language Proficiency
Growth of Interest in Languages and Cultures:
A new PDK/Gallup poll states that 85% of Americans believe it is important for students to learn a second language and 70% believe it should begin in elementary school.
263
779
0
100
200
300
400
500
600
700
800
2004* 2008
Number ofSchools/ Districts
Data Source: The College Board internal study, April 2008
Growth of Interest in Chinese Language Programs
30
Harness Technology
Tap global information sources – universities, news organizations, companies and think tank websites
Online courses can offer students content they don’t usually have access to – Florida and Michigan Virtual Schools both offer international content and world languages
Create classroom-to-classroom collaborations through iEARN, GLOBE, or videoconferencing
International Travel and Partnerships
Walter Payton College Prep High School Creates ongoing partnerships with schools in other countries
through Sister City relationships Students prepare by studying the language and culture in
special seminars throughout the year ALL students fundraise for their trips Handbook for teachers assists in process - from advising
students on how to behave on exchange to what follow-up activities to conduct
John Stanford Elementary Sponsors a school in Mexico and makes annual visits there Utilizes virtual field trips to other Latin American and Asian
countries
Universities and colleges offer international specialists, Title VI Centers, and courses for teachers
Businesses offer student internships, donations, executive for a day
Cultural groups from local heritage organizations to museums to World Affairs Councils to embassies, offer activities, and materials
Resources and Community Partnerships
Addressing Student Challenges
Engagement
Hope
Understanding
Involvement
Apathy
Access
From “Students in Today’s Schools” (U.S. Dept. of Ed. 2007)
So, how are you helping your students to…
Collaborate Effectively Develop Multiple
Perspectives Understand
Interdependence of Systems
Make Ethical Decisions Think Critically and
Creatively
Become Literate for the 21st Century
Understand Complexity Manage Learning Communicate Effectively Achieve Expertise Make Healthy Decisions
Resources for Schools: www.AsiaSociety.org/Education
- Going Global: Preparing U.S. Students for an Interconnected World- Putting the World Into World-Class Education DVD
Join us in Washington, D.C. on July 9-11, 2009
for the PGL Forum!
Final Thoughts
To the extent that it is possible,You must live in the world todayAs you wish everyone to liveIn the world to come.
That can be your contribution.Otherwise, the world you wantWill never be formed. Why?
Because you’re waiting for others to doWhat you’re not doing;And they are waiting for you,And so on. - Alice Walker