Regional State Leaders Meeting

Desa Dawson, 2017 ACTFL PresidentKatrina Griffin, National Language

Teacher of the YearMarty Abbott, ACTFL Executive Director

89%

Findings from My College Options®/ACTFL research study (2015): National sample includes 69,870 high school language learning students.

Future Use of Language Learning(69,870 language learning high school students)

Copyright 2017 by the American Council on the Teachings of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

of students believe that they will use the languages

they are learning after high school.

Findings from My College Options®/ACTFL research study (2017): National sample includes 71,060 language learning high school students.

Importance of Language Learning(71,060 language learning high school students)

of students believe that language study is

important to their abilities to get jobs in the future.76%

Copyright 2017 by the American Council on the Teachings of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

Language Learning Lifecycle of 2017 Graduates (8,224 language learning seniors)

Elementary School

K-6th Grade - 26%

High School

9th Grade - 48%

10th Grade - 61%

11th Grade - 72%

Seniors

Findings from My College Options® /ACTFL research study (2017): National sample includes 8,224 language learning high school seniors.

Middle School

7th Grade - 23%

8th Grade - 27%

College Classes

34% are planning to

take courses in college.

Copyright 2017 by the American Council on the Teachings of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

Findings from My College Options®/ACTFL research study (2017): National sample includes 8,224 language learning high school seniors.

.

Early Language Learning When asked if they wished they

could have started to learn a

foreign language earlier in school,

59% of seniors said yes and 22%

said maybe.

Copyright 2017 by the American Council on the Teachings of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

Copyright 2017 by the American Council on the Teachings of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

Early Language Learning Impact on Future Plans

Seniors who study a foreign language for multiple years in middle school

and high school are more likely to report plans to study a foreign language

in college, major in a foreign language and use a

foreign language in their careers.

Findings from My College Options®/ACTFL research study (2017): National sample includes 8,224 language learning high school seniors.

Copyright 2017 by the American Council on the Teachings of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

96%

Top Three Skills Seniors Gained from Their Language Studies (8,224 language learning seniors)

of seniors report gaining various soft skills as a result

of their foreign language studies.

Findings from My College Options®/ACTFL research study (2017): National sample includes 8,224 language learning high school seniors.

ACTFL Statement on Unity and Diversity (Excerpt)

•ACTFL is committed to its core mission: providing vision, leadership, and support for quality teaching and learning of languages. Our members, their students, and the language community at-large remain our top priority. We will continue to support educators and ensure that language learners become linguistically and culturally competent to succeed in the global economy and develop the ability to interact respectfully with others both here in the U.S. and around the world….

ACTFL’S EXECUTIVE COMMITTEE PLEDGES COMMITMENT TO LINGUISTIC, CULTURAL, AND RELIGIOUS DIVERSITY (EXCERPT)

• We oppose any effort to limit the exchange of students and educators to and from U.S. schools and universities; this would inhibit the collaborative sharing of ideas, scholarship and research, and otherwise impede international education and study abroad efforts. We support the safe and respectful learning environments established by our members that welcome all students and treat them fairly and with sensitivity.

• We respect and encourage those who speak up and take a stand against any actions that may jeopardize our liberties, undermine freedom of the press, or minimize the right to speak out and be heard in a civil manner. These have always been the hallmark of a democratic society.

Congressional Study Request:

Diplomatic and National Interests

Productivity of future generations

Ensure excellence in language and international education and research

Influence of language learning on economic growth

CONGRESSIONAL REQUEST- AAAS STUDY

Congress has requested that the American Academy of Arts & Sciences to conduct a report on language learning in the U.S., with a particular focus on the competitiveness of American students.

Congressional Leaders

Senator Brian Schatz

Democrat – HawaiiSenator Mark Kirk

Republican – Illinois

Senator Orrin Hatch

Republican – Utah

Senator Tammy Baldwin

Democrat – Wisconsin

CONGRESSIONAL REQUEST- AAAS STUDY

Next steps for the Commission

1st meeting: December, 15: 2015: Cambridge, MA

2nd Feb. 29 in New York

3rd June 17 in New York

4th November 14 in Boston

FourCommission

Meetings

5 Briefing papers are on the AAAS website.

Public input

Briefing Papers

Report to Congress, Early 2017

2017-18 Dissemination

of Report

Data Report Released

Winter 2016

https://www.amacad.org/Default.aspx

America’s Languages: Challenges and Promise Richard Brecht, American Councils on International Education

The Contribution of Language to Economic Interests of the U.S. William Rivers, Joint National Committee for Languages (JNCL)

Foreign Language, Cultural Diplomacy, and Global Security Gail McGinn, Former Deputy Under Secretary for Defense

Language and Productivity for all Americans Judith Kroll and Paola Dussias, The Pennsylvania State University

Language and the Fulfillment of Potential for all Americans Terry Wiley, Beatriz Arrias, et al., Center for Applied Linguistics

https://www.amacad.org/content/Research/researchproject.aspx?d=21896

Briefing

Papers

“The State of Languages in the U.S.: A Statistical Portrait” is a precursor to another report from the academy

Final report from the academy due Spring 2017: how the U.S. might build language capacity to meet the needs of the increasingly global economy and otherwise “shrinking world.”

https://www.amacad.org/content/publications/publication.aspx?d=22429

By several measures, the United States has neglected languages in its educational curricula, its international strategies, and its domestic policies. According to the U.S. Census Bureau, more than 60 million U.S. residents speak a language other than English at home—a number that has been growing decade by decade since the 1970s. But of the more than 230 million English speakers in the United States, very few develop proficiency in a language other than English in our schools, and the numbers of school language programs and qualified language teachers appear to be decreasing.

30 to 51.2% (9)

21 to 29.9% (7)

17 to 20.9% (15)

13 to 16.9% (12)

Less than 13% (8)

• Language Teacher Recruitment

• Funding for Language Education

• Support for Heritage Learners and

Native American Languages

• Promotion of language learning

experiences in other countries

KEY ISSUES

ACTFL’s 2017 National Language Teacher of the Year

KATRINA GRIFFIN

North County High School | Glen Burnie, MDNortheast Conference on the Teaching of

Foreign Languages (NECTFL)

Addressing Teacher Shortages

“Over 60 percent of teachers teach within 20 miles of where they went to high school. Right

now — today — in every community, the next generation of educators is sitting on the

student side of the desks. We’re all counting on homegrown teachers to be highly skilled,

well-prepared professionals and our existing pipeline isn’t doing the job well enough.”

Dan Brown, Co-Director, Educators Rising

What is ACTFL doing?

• Partnering with Educators Rising

• Piloting a project to engage high school students (Spring 2017)

• Developing a suite of materials to spark students’ interest:

• Online platform to access video testimonials from language educators

• Discussion guides to lead activities with high school students

• Suggested experiences for students (tutoring, mentoring, community service)

• Online submission of teacher and/or student projects

Common Guidelines for State and Local Implementation of

Seal of Biliteracy

https://www.actfl.org/sites/default/files/pdfs/SealofBiliteracyGuidelines_0.pdf

12

4

9

6

1

STA

TES

LEVELS

PROFICIENCY REQUIREMENT COUNT

6

19

State Board ofEducation

Legislation

METHOD OF PASSAGE

TOTAL: 25 States Seals

Proficiency Level State Method of Passage

Advanced-Mid • Wisconsin (Distinguished Seal) • State Board of Ed

Advanced-Low • Kansas (Platinum)• Utah (Platinum) • Minnesota (Platinum)• District of Columbia• Louisiana• Oregon

• State Board of Ed• Legislation• Legislation• State Board of Ed• Legislation• State Board of Ed

Intermediate-High • Wisconsin (Seal)• Minnesota (Gold)• Georgia• Illinois• Texas• Maryland• New Mexico• New York• Virginia

• State Board of Ed• Legislation• Legislation• Legislation• Legislation• Legislation• Legislation• Legislation• Legislation

Intermediate-Mid • Kansas (Gold)• Utah (Gold) • New Jersey• Washington

• State Board of Ed• Legislation• Legislation• Legislation

Intermediate-Low • Minnesota (Certificate)• North Carolina

• Legislation• State Board of Ed

No proficiencyrequirement

• California • Legislation

Proficiency Level State Method of Passage

To Be Determined(7)

• Arizona• Florida – will include Silver and Gold Levels • Hawai’i• Indiana – aiming for Intermediate High• Nevada• Ohio• Rhode Island – aiming for Intermediate Mid

• Legislation • Legislation • State Board of Ed• Legislation• Legislation• Legislation• Legislation

Under Considerationor Early Stages

(15)

• Alabama• Alaska• Arkansas • Colorado• Connecticut • Delaware• Iowa• Kentucky• Massachusetts• Michigan• Missouri• New Hampshire • Oklahoma• Pennsylvania• Tennessee

No Seal of Biliteracy yet

(11)

• Idaho• Maine• Mississippi• Montana• Nebraska• North Dakota• South Carolina• South Dakota• Vermont• West Virginia• Wyoming

Support for Illinois Students’ Language Proficiency

Recently enacted state legislation:

• AP tests must be given credit at the university level

• Seal of Biliteracy (Intermediate High for Illinois) must be given 2 years equivalent credit at the university level whether in formal language studies or a language acquired by other means

• Proficiency is translated into course equivalencies at the college level

New York students receive Seals of Biliteracy in Spanish, French, Italian, Chinese, Bangla, Turkish, Polish and Swahili

Office of Bilingual Education and World Languages

New York Seal of Biliteracy Recognition

June 2016: Several schools award the very first New York State Seals of Biliteracy

Position Statement: What is a World Language?

A world language is a form of communication, essential to the culture of a community, with a system of sounds, letters, symbols, and/or signs recognized and utilized by humans.

A world language fulfills all of the following criteria, distinguishing it from other forms of communication:

• A form of human communication …

• A means of human communication …• A vehicle of human communication …

Position Statement: What is a World Language?

A world language is...

• a form of human communication used to interact and negotiate meaning with other people, to understand and analyze oral or written texts, and to create culturally-appropriate oral or written products and presentations for a specific audience and task

• a form of human communication that allows the user to investigate, explain, and reflect on the relationship between the products, practices, and perspectives of a particular culture through the language. When speaking a world language, people use intercultural skills, insight, and perspectives to decide how and when to express what to whom.

• a form of human communication that allows people to exchange information about past, present, and future shared experiences, make arguments, empathize with other people, and creatively express themselves orally, visually, and in writing on a variety of topics.

• a means of human communication through which people can share stories relevant to the culture and community, whether ancient or modern.

• a vehicle of human communication through which people may be immersed in a specific language community, whether ancient or modern.

Supporting the Study of World Languages

and Computer Science

ACTFL advocates the study of both world languages and computer science. Both are essential skills in a world connected across borders and through technology. Both provide specific skills and a way of thinking; however, the perspectives and skills gained are not equivalent.

Supporting the Study of World Languages and Computer ScienceA computer coding course is not equivalent to a world language course for the following reasons:

• The study of computer coding does not allow students to gain the intercultural skills, insight, and perspectives to know how, when, and why to express what to whom. In other words, computer coding does not meet the standards outlined in the World-Readiness Standards for Learning Languages (National Standards Collaborative Board, 2015).

• Computer coding cannot be used by people to interact and negotiate meaning with other people.

• Computer coding cannot be used to investigate, explain, and reflect on the relationship between the products, practices, and perspectives of a particular culture through the language. Languages provide an historical connection to society and culture and have been around for centuries, gathering the elements of culture, preserving stories, and being used for human communication.

Coding Bills in Four States

• Allows Computer Science courses to count as World Language credits

• An “either/or approach”

• Replaces one skill for the other

ACTFL Guiding Principles for Language Learning

The principles that are the underpinnings of our core practices

High Leverage Teaching PracticesEileen Glisan and Richard Donato

Ready for Departments to collaboratively explore effective planning for learning, assessing of performance, and developing key communication strategies

EXPLORING TEACHER

PRACTICEPEER-REVIEWED CORE PRACTICES

EDUCATOR-

DRIVENSHAREABLE

http://languageleadership.org

Every educator is a leader

All state, regional, and national language organizations invited to name an Emerging Leader (by March 1):

• New second cohort of Emerging Leaders (up to 50)

• Summer Leadership Institute: June 27-29 (Chicago)

• Support your Emerging Leader with cost of institute, lodging, and/or travel

• Create a plan of action with your Emerging Leader

• LILL Organizing Partners and first cohort of Emerging Leaders provide yearlong mentoring

WHAT ARE THE OBJECTIVES OF LEAD WITH LANGUAGES?

Increase enrollment and language options in world language programs at all grade levels

Strengthen and expand language programs and their funding

Engage leaders from business, education, government and other stakeholders

Build awareness among heritage populations