Globalization and Implications for K-12 World Languages and Global Education

April 12, 2014

Anthony Jackson, Vice President, Education

Asia Society at a Glance

Arts & Culture

Museum Exhibitions

Performances

Cross-Cultural Dialogue

Network of Museums

Education & Leadership

Global Leadership Initiatives

Partnership for Global Learning

Chinese Language Initiatives

Global Cities Network

Policy

& Business

Asia Society Policy Institute

Center on U.S.-China Relations

Track II Dialogues

CONVEN

ERCONNECTO

R

CATALYST

DEMOGRAPHIC INDICATORS

ECONOMIC INDICATORS

EDUCATION INDICATORS

Task Force on Global Competence

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Definition of Global Competence

Global competence is the capacity and disposition to understand and act on issues of global significance.

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Investigate the WorldGlobally competent students are able to investigate the world in the following ways:• Identify an issue, generate a question, and explain the

significance of locally, regionally, and globally focused researchable questions.

• Use a variety of languages and domestic and international sourcesto identify and weigh relevant evidence in addressing a globally significant researchable question.

• Analyze, integrate, and synthesize evidence to construct coherent responses to globally significant, researchable questions.

• Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.

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Recognize Perspectives Globally competent students are able to recognize perspectives in the following ways:• Recognize and express their own perspective on situations,

events, issues, or phenomena and identify the influences on that perspective.

• Examine perspectives of other people, groups, or schools of thought and identify the influences on those perspectives.

• Explain how cultural interactions influence situations, events, issues, or phenomena, including the development of knowledge.

• Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives.

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Communicate IdeasGlobally competent students are able to communicate ideas in the following ways: • Recognize and express how diverse audiences may perceive

different meanings from the same information and how that impacts communication.

• Listen to and communicate effectively with diverse people, using appropriate verbal and nonverbal behavior, languages, and strategies.

• Select and use appropriate technology and media to communicate with diverse audiences.

• Reflect on how effective communication impacts understanding and collaboration in an interdependent world.

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Take ActionGlobally competent students are able to take action in the following ways: • Identify and create opportunities for personal or collaborative

action to address situations, events, issues, or phenomena in ways that improve conditions.

• Assess options and plan actions based on evidence and the potential for impact, taking into account previous approaches, varied perspectives, and potential consequences.

• Act, personally or collaboratively, in creative and ethical ways to contribute to improvement locally, regionally, or globally and assess the impact of the actions taken.

• Reflect on their capacity to advocate for and contribute to improvement locally, regionally, or globally.

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Global Competence

International Studies Schools Network Since 2003, the ISSN has expanded significantly and demonstrated the success of its model:

• A network of 35 urban, suburban, and rural schools in eight states across the US that serve over 16,000 students.

• 78% of ISSN students served are minority students.

• 65% are students from low-income families.• The average graduation rate is 88%.• ISSN schools outperform demographically

similar schools on state assessments in about 61% of comparisons across tested grade levels and subject areas.1

1 Source: Blazevski, Juliane. “Student Achievement in the International Studies Schools Network: 2011-12 Academic Year Update,” Hypothesi Educational Research, Evaluation and Consulting, LLC, June 14, 2013

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Vision, Mission,

and School Culture

Curriculum, Assessment, & Instruction

Professional Learning Communities

School Organization and GovernancePartnerships

Successful ISSN School

International Studies Schools Network Design Model

ISSN School Performance VersusComparison School Performance

0

10

20

30

40

50

60

70

80

90

ISSN SchoolsOutperformed 83 of 119times

Comparison SchoolsOutperformed 36 of 119times

Vision, Mission, Culture

• Shared definition of success: globally competent, college ready graduates

• High expectations for all students to gain the knowledge, skills, and dispositions of a college ready, globally competent citizen

Curriculum, Assessment & InstructionWhat would globally focused curriculum and instruction “look like” in ….

• Science?

• English Language Arts?

• Social Studies?

• World Language?

• Interdisciplinary Coursework?

Only half of all U.S. high school students take even one year of a world language and those enrollments are almost entirely in Spanish.

SpanishOnly 25% of elementary schools in the United States offered any world languages.

United States China Japan Germany Norway, Malta, Luxembourg

Belgium0

3

5

8

10

13

The age of students start learning second language

MOE requires to start from G3

Top-down policy: compulsory from G5/6

Encourage to start at 8-year-old, mandate from 10-year-old

From 6-year-old

From 3-year-old

No requirement. Only several states out of 50 (LA, ME, NC, NJ, OK, TN, TX) have suggestions /Encouragements.

Building Capacity for Chinese Language Learning

More US students need to learn to speak Chinese and to know about Chinese culture. Asia Society’s Chinese Language Initiative provides teachers and schools models, materials and opportunities for professional learning to dramatically scale up the number and quality of Chinese language programs:

• Confucius Classroom Network• Professional Development• National Chinese Language Conference

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Family and Community Partnerships• Family involvement that

engages families as partners and calls on their diverse assets as sources of international learning at the school

• Community partnerships that foster and extend the school’s international mission and students’ learning opportunities

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The Graduation Performance System (GPS) is a school based performance assessment system designed to transform curriculum, instruction and assessment in schools.

The Graduation Performance System

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A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in:

Common Core/State Standards

ISSN Graduate Profile

District/School Curriculum

ELA MathScienceHistory/SSArtsWorld

Languages Investigate the WorldRecognize PerspectivesCommunicate IdeasTake Action

6 Core Subject Disciplines 4 Domains of Global Leadership

These criteria are derived from, and aligned with:

GPS Performance Outcomes

How the GPS Works

National Chinese Language ConferenceBuilding Capacity, Coast to Coast

The largest convening of Chinese language educators in North America

Best Practices & Model Programs

Thought Leadership

Networking

sites.asiasociety.org/pgl2014