The Next GeNeratioN of World laNGuaGe learNiNG

Contributing authors:

Winifred Kehl Moss Pike Carri SchneiderTom Vander Ark

Produced by: With Support from:

Table of conTenTs

executive Summary ............................................................................................................3

introduction .........................................................................................................................5 DefiningGlobalCompetence ..................................................................................................................................5 AmericaLagginginGlobalCompetency ..........................................................................................................5 ThePurposeofLanguageInstruction ..............................................................................................................6 Context:ShifttoBlendedLearning ........................................................................................................................7 AnywhereAnytimeLearning .............................................................................................................................7 WhatisBlendedLearning? ...............................................................................................................................7 ImplicationsforTeaching&Learning ...............................................................................................................8

Current State of World language learning .................................................................. 9 RealitiesoftheCurrentSystem ..............................................................................................................................9 Strengths&Opportunities ....................................................................................................................................10

Next Generation World language learning .................................................................11 KeyDesignPrinciples ...........................................................................................................................................11

implementation ................................................................................................................ 14 ImplementationDecisions ....................................................................................................................................14 AnImplementationCaseStudy:Harvard-WestlakeSchool ...........................................................................17 ImplementationModels ........................................................................................................................................18 OnlineModel ...................................................................................................................................................18 BlendedLanguageInstructionalModel .........................................................................................................19 SupplementalModel .......................................................................................................................................19

Policy implications .......................................................................................................... 20 Recommendations ................................................................................................................................................20

Conclusion ......................................................................................................................... 21

Contributing author Bios ............................................................................................... 22

appendix: rosetta Stone School Stories ..................................................................... 23

endnotes ........................................................................................................................... 25

table of Contents - 2

A recentreportfromtheCouncilonForeignRelationscallsonstategovernorsto“notonlyadoptthestate-ledCommonCorecurriculum,butalsoexpandthecurriculumto includeskillsetssuchasscience,technologyandforeignlanguagesthatarecriticaltonationalsecurity.”TheCouncilacknowledgesthat,“Thepathforwardshouldbefocusedonbuildingcapacitytoensurehigh-qualityoptionsinallschoolswithinarobustpubliceducationsector,asallhigh-achievingnationshavedone.”

the ChallengesAsof2008,onlyoneinfiveU.S.publicschoolstudentswasstudyingaworldlanguage.Overthelastdecade,accesstoworldlanguageinstructionforelementaryandmiddleschoolstudentshasdecreasedsignificantly,withstudentsinruralandlowersocioeconomicareasfacingdisproportionatelylessaccess.Whileamajorityofhighschoolsofferworldlanguageinstruction,amajorityofelementaryschoolsdon’tdespitewhatweknowabouttheimportanceofearlylanguagelearning.Additionally,thelanguagesidentifiedasstrategicallyimportantbytheCouncil, includingChinese,KoreanandArabicarefarlesscommonthanthemostcommonlyofferedworldlanguageclasses(SpanishandFrench).

Worldlanguageacquisitionisanimportantcomponentofglobalcompetitivenessandbeyondthatglobalcompetency.Thelatterisanecessarycomponentofpreparingstudentstothriveinaninterconnectedworldinwhichcommandofgloballanguagesisafactorincollegeandcareerreadiness.

Althoughspecificdefinitionsofglobalcompetencevaryfromoneorganizationtothenext,thebasicidearemainsthesame:theabilitytounderstandtheworldandactonissuesofglobalsignificance.AccordingtotheGlobalCompetenceTaskForcereport,thespecificskillsnecessaryforglobalcompetencyincludebeingableto“toseeandunderstandtheworldfromaperspectiveotherthanone’sown,andtounderstandandappreciatethediversityofsocietiesandcultures”aswellas“appreciatetheinterdependenceofnationsinaglobaleconomyandtoknowhowtoadapt[one’s]worktoavarietyofcultures.”

Worldlanguageinstructionshouldn’tconsistentirelyofstudentslearninglanguagesofstrategicinteresttotheUnitedStates,becausethetruegoalisglobalawareness.Instructionshouldextendopportunitiesforstudentstolearnworldlanguages,whilealsolearningaboutthecultureofthepeoplewhospeakthem.Othercountriesrecognizetheneedfornon-nativelanguageacquisitionandensurethattheircitizenshaveaccesstoworldlanguagelearningopportunitiesin school.

TheCouncilasserts:

All students should have access to high-quality foreign language programs starting in the earliest grades. If all Americans grew up proficient in at least one language in addition to English, and if instruction about other countries’ histories and culture were built into the standard K-12 curriculum, young people would develop better understandings of world cultures and be better equipped to converse, collaborate and compete with peers worldwide.

America’scommitmenttoequitableaccesstohigh-qualityworldlanguagelearningmustmatchitsgoalsforglobalcompetitivenessandglobalcompetency.

In2010 remarks,EducationSecretaryArneDuncanexplained,“Thisisahigh-stakesissue.Fortoolong,Americanshavereliedonothercountriestospeakourlanguage.Butwewon’tbeabletodothatintheincreasinglycomplexandinterconnectedworld.Toprospereconomicallyandtoimproverelationswithothercountries,Americansneedtoread,speakandunderstandother languages. It’sabsolutelyessential forthecitizensoftheUnitedStatestobecomefluentinotherlanguagesandschools,collegesanduniversitiesmustincludeproducingbilingualstudentsasacentralpartoftheirmission.”

execuTive summary

executive Summary - 3

the GoalThegoalofthispaperistocreateavisionforthenextgenerationofworldlanguagelearningthatacknowledgestheroleworldlanguagesplayinglobalcompetencyandframesthevisioninsidebroadershiftstopersonalizedlearningandblendedinstruction.

ProducedbyGettingSmart,withsupportfromRosettaStone, “TheNextGenerationofWorldLanguageLearning”advocatesforaccessible,high-qualityworldlanguageinstructionforallstudents,fromelementarythroughhighschool.

Theauthors,aresearcher,aworldlanguageteacherandtwoexpertsinthefieldofeducationaltechnology,cometogethertoreviewthecurrentstateofworld languageinstructionandtomakethecasethatworldlanguageinstructiondeservesaplaceintheconversationaroundnewstandards,assessmentsandblendedlearningopportunities.

the PossibilitiesEducatorsseetheopportunitythattheseshiftscreate.Inarecentsurveyofmorethan200K-12andhighereducationleaders,97%ofrespondentsagreedthatworldlanguageacquisitionandmulticulturalismwerenecessaryforstudentstoremaingloballycompetitive.

ThereisnoreasonwhyallAmericanstudentsshouldnothaveaccesstohigh-qualityworldlanguageinstruction.Blendedworldlanguagelearningcouldhelpaddresssuchissuesofinequalityofaccess.Empoweringflexibilityforschoolsaswellasschoolandprogramchoicesforstudentsandtheirfamilieswillincreaseaccesstohigh-qualityworldlanguageprograms.Blendedlearningprogramsthatincorporatetechnology-basededucationalsolutionssuchasthoseprovidedbyRosettaStoneincreaseaccessandalsoaddressissuesofcosteffectivenessinthe“newnormal”economy.

the PrinciplesAfterreviewingthecurrentstateofworldlanguageinstructionandthepossibilitiesthatblendedlearningcreates,thepaper’sauthorsdescribeavisionforthenextgenerationofworldlanguagelearningbydiscussingdesignprinciplesthatinclude:

■ Activeimmersion ■ Mobilelearning ■ Student-centeredcollaboration ■ Interdisciplinarywork

■ Game-basedlearning&augmentedreality ■ Standards-basedgrading ■ Reorganizationofphysicalspace

the PathThenextsectionofthepapermovesfromvisiontorealitybyofferingadviceonthekeyimplementationdecisionsthatwillguidetheshifttothenextgenerationofworldlanguagelearning.Thepaperalsooffersadetailedsectionon implementationmodelsfor languageinstruction includingblended,supplementalandstand-aloneoptions. Toinformimplementationdecisions,thepaperalsooffersahostofsidebarsthat featuresuccessfulschoolimplementationsofblendedworldlanguageinstruction.

Thepaperconcludesbyacknowledgingpolicyimplicationsandofferingrecommendationsandnextstepstoensurethesuccessfulshifttothenextgenerationofworldlanguageinstruction.

the ChargeThegrowingavailabilityofhigh-qualityonlineandblendedlearningresourcesempowerschoolsanddistrictswithanewsetoftoolsandcontentthatcanexpandstudentaccesstoworldlanguageinstructionbycomplementingorsupplementingthecurrentavailableofferings.SchoolanddistrictleaderscanharnessthepowerofthesetoolstocreatethenextgenerationofAmericangraduatesreadytocollaborate,competeandconnectontheglobalstage.

What is Blended learning?BlendedlearningisdefinedbytheClaytonChristensenInstituteforDisruptiveInnovation (formerly Innosight Institute)as“aformaleducationprograminwhichastudentlearnsatleastinpartthroughtheonlinedeliveryofcontentandinstruction,withsomeelementofstudentcontrolovertime,place,pathand/orpace,”and“atleastinpartatasupervisedbrick-and-mortarlocationawayfromhome.”

executive Summary - 4

It is critical that children in the United States be prepared for futures in a globalized world.

The CenterforDigitalEducation(CDE)recentlysurveyedmorethan200leadersinK–12andhighereducationtogaugecurrenteducationalprioritiesandchallengesintoday’sglobaleconomy.197percentoftherespondentsdeterminedthatforeignlanguageacquisitionandmulticulturalismwerenecessaryforstudentstoremaingloballycompetitive.Inreviewingthesurvey’sresults,theCDEdeterminedthatalackofsupportforworldlanguagelearningis“clearlynottheissue.”

Inher remarks, “Broadening theSpirit ofRespectandCooperationfortheGlobalPublicGood,”theU.S.DepartmentofEducation’sMarthaKanterexplains,“AmaingoalofourplanistoincreasetheglobalcompetenciesofallU.S.students…Theneedforthesecompetencies,whichwethinkofas‘21st centuryskillsappliedtotheworld,’isclear—bothforcivilsocietyandforournation’sworkforce.”

Defining Global CompetenceAlthoughspecificdefinitionsofglobalcompetencevaryfromoneorganizationtothenext,thebasicidearemainsthesame:theabilitytounderstandtheworldandactonissuesofglobalsignificance.3Thespecificskillsnecessaryforglobalcompetencyincludebeingableto“toseeandunderstandtheworldfromaperspectiveotherthanone’sown,andtounderstandandappreciatethediversityofsocietiesandcultures”aswellas“appreciatetheinterdependenceofnationsinaglobaleconomyandtoknowhowtoadapt[one’s]worktoavarietyofcultures.”4 Firstandforemost istheabilitytocommunicateeffectively,whichincludesbothlinguisticandculturalunderstandingofworldlanguages.5

“InmostAsiancountries,childrenbeginlearningasecondlanguage,usuallyEnglish, intheprimarygrades,”saidAmySingmasterfromAsiaSociety.6Shequotesarecentstudythatshowsparentsarehighlysupportiveoflearningasecondlanguageandproducinggloballycompetentstudents:“93.6percentofparentswanttheirchildrentohaveaglobalviewpointand83.3percentwanttheirchildrentobegloballycompetitive.”

America Lagging in Global CompetencyArecentCouncilonForeignRelationsreportnotedthatitiscriticalthatchildrenintheUnitedStatesgraduatepreparedforfuturesinaglobalizedworld.7Americanstudents’“globalcompetency”—orlackthereof—willhaveconsequencesforstudents’futurejobopportunities,forAmericaneconomiccompetitivenessandinnovationmoregenerally.“[T]heUnitedStatescannotbetwocountries—oneeducatedandonenot,oneemployableandonenot.”8

GlobalincompetenceisaluxuryAmericanscannolongerafford.Theimportanceofglobalcompetencyskillshasrisenevenasbudgetcutsandemphasisontestingformathandreadinghavereducedstudentaccesstoworldlanguageinstruction.TheimplicationsaremuchmoreseriousthanstudentsmissinghighschoolFrenchlessons:frombrainhealth9 tojobopportunities10tonationalsecurity,11accesstohigh-qualityworldlanguageinstructionisa21stcenturynecessity.

Currently,thenumbersarenotinAmericanstudents’favor.OverfourhundreddifferentlanguagesarespokenbyUS

inTroducTion

TheCouncilonForeignRelationsmakesthefollowingpointsaboutAmerican foreignlanguageinstructionandglobalcompetence:2

■ “Americans’failuretolearnstrategiclanguages,coupledwitha lackofformal instructionaboutthehistoryandculturesoftherestoftheworld,limitsU.S.citizens’globalawareness,cross-culturalcompetenceandabilitytoassesssituationsand respondappropriately in an increasinglyinterconnectedworld.”

■ “ThelackoflanguageskillsandcivicandglobalawarenessamongAmericancitizensincreasinglyjeopardizestheirabilitytointeractwithlocalandglobalpeersorparticipatemeaningfullyinbusiness,diplomaticandmilitarysituations.TheUnitedStatesisnotproducingenoughforeign-languagespeakerstostaffimportantpostsintheU.S.ForeignService,theintelligencecommunityandAmericancompanies.”

introduction - 5

citizens—butapproximatelyeightintenAmericansspeakonlyEnglish.12MonolingualAmericansareoutnumberedbyandatadisadvantagecomparedtotheworld’smultilingualcitizens.13 “TheglobaleconomyisshiftingawayfromtheEnglish-speakingworld,”notesapolicymemofromtheCouncilonForeignRelations.14Americanjobapplicantsarelesslikelytobehiredfor international jobs15andoneoutofthreeAmericanfirmsreportthattheywill increasethenumberofforeignerstheyhire.16AForbessurveyoflargeAmericanbusinessesfoundthatamajorityfacedlanguagebarriers,whichcontributetomiscommunication,inefficiencyandpoorermanagement.17Inaddition,agovernmentreportfoundthattheUnitedStates“isnotproducingenoughworld-languagespeakers tostaffimportantpostsintheU.S.ForeignService,theintelligencecommunityandAmericancompanies,”andthat increasedglobalcompetencyisnecessaryformilitaryeffectiveness.18

Arecentarticlereviewshowcountries includingAustralia,Scotland,England,Czechoslovakia,JapanandChinaareexamining languagepoliciesasa factor inworkforcedevelopment.19Yet,unlikethesedevelopednations,worldlanguagelearningisneithermandatorynortestednationallyintheUnitedStates.Asof2008,onlyoneinfivepublicschoolstudentswerestudyingaworld language.20Between1997and2008,accesstoworld languageinstructionforelementaryandmiddleschoolstudentsdecreasedsignificantly,withstudents inruralandlowersocioeconomicareasfacingdisproportionatelylessaccess.Additionally,thelanguagesoffered—mostfrequentlySpanish,followedbyGermanandFrench—arenotwell-matchedtothefastestgrowingglobalmarkets.

GeorgiaandDelawareofferexamplesofstatesthatareprovidingleadershipinworldlanguages.Georgia’seducationalmissionmakesglobalcompetenceapriority:21

For our students to succeed in a global economy, they will need to possess a new set of skills that were not required for the success of prior generations of Americans. Regional expertise, cross-cultural competence, and advanced language proficiency are no longer skills reserved only for those who plan for a career overseas—they are skills that will enhance any career field, encourage international investment to our state, and develop a workforce that is successful in working on diverse international teams to collaborate and solve global problems. Developing international perspective and advanced language proficiency, particularly as this relates to college and career readiness, will ensure our nation’s security and will support our statewide and regional economic development goals.

The Purpose of Language InstructionMarthaAbbot,headofthe AmericanCouncilontheTeachingofForeignLanguages (ACTFL),seesashiftinthepurposeoflanguageinstructionthatreflectsthegrowingrecognitionofworldlanguagesasakeycomponentofglobalcompetency.22 Abbotexplainsthehistoryoflanguageeducation,notingthatthefocushastraditionallybeenon“studying”languagesratherthan“focusingonhowtousethemtocommunicate.”Thishasledtostudentsviewinglanguageasagraduationrequirementratherthanapersonalgoalneededtothriveasaglobalcitizeninaninterconnectedworld.AnoptimisticAbbotexplainsthatashiftawayfromthistraditionalviewisunderway:23

[W]ith our changing demographics, our emphasis on global competitiveness and our increased use of the Internet and social media to stay connected—we are beginning to see a shift in attitude mainly among our young people. This shift involves viewing language learning and cultural understanding as a critical necessity

TheAsiaSociety’scriteriaforglobalcompetence includefourglobalcompetencies.Accordingto this framework,agloballycompetentstudentcan:

Investigate the World:Studentsinvestigatetheirworldbeyondtheirimmediateenvironment.

Recognize Perspectives:Studentsrecognizetheirownandothers’perspective.

Communicate Ideas:Studentscommunicatetheirideaseffectivelywithdiverseaudiences.

Take Action:Studentstranslatetheir ideasandfindingsintoappropriateactionstoimproveconditions.

View Video:WorldLanguageValueProposition

introduction - 6

for success in today’s global environment. As young learners interact on a daily basis via the Internet, they are increasingly engaging with those who do not necessarily speak English. While historically American citizens had little need to know other languages, the interconnectivity of today’s society guarantees that most U.S. citizens will encounter someone whose native language is not English—for most on a daily basis. And it is this interconnectivity that is forcing the shift in interest in language learning across the United States.

Languageinstructionmustevolveasthepurposeoflanguageinstructionitselfevolves.TheNationalStandardsforForeignLanguageEducation reflectthisgoal.The“5C’sofForeignLanguageInstruction”include:

1. Communication:CommunicateinlanguagesotherthanEnglish.2. Cultures:Gainknowledgeandunderstandingofothercultures.3. Connections:Connectwithotherdisciplinesandacquireinformation.4. Comparisons:Developinsightintothenatureoflanguageandculture.5. Communities:Participateinmultilingualcommunitiesathomeandaroundtheworld.

Context: Shift to Blended learningThereisnoreasonwhyallstudentsshouldnothaveaccesstohigh-qualityworldlanguageinstruction.Thegrowingavailabilityofhigh-qualityonlineandblendedlearningresourcesempowerschoolsanddistrictswithanewsetoftoolsandcontentthatcanexpandstudentaccesstoworldlanguageinstructionbycomplementingorsupplementingthecurrentavailableofferings.

InAmerica,theshiftstocommoncollege-andcareer-readystandardsandthenextgenerationofstudentassessmentscreateanunprecedentednationalopportunitytomakearenewedcommitmenttoglobalcompetence.InnovativeteacherslikeYanWang,aKentuckyteacherfeaturedinanEducation WeekarticleaboutworldlanguagesandtheCommonCoreStateStandards,arefindingwaystoembedthenewstandardsinsidelanguagecurriculumandinstruction.

Anywhere Anytime LearningTheriseofanywhereanytimelearningwaslaunchedwithWikipediain1994—theyeartheWorldWideWebtookoff.Withgrowingglobalaccesstobroadbandandtheexplosioninaccesstoinexpensivemobiledevices,morethantwobillionpeoplehaveaccesstoanywhereanytimelearningresources,includingmanyopeneducationresources(OER).24 There aresomeOERlanguage-learningresources25andfreeserviceslikeGoogleTranslate.

Facebooklaunchedin2004.Afewyearslater,therewasgreatoptimismabouttheuseofsocialmediainbuildingglobalcompetenceandboostinglanguageacquisition.Byitself,socialmediahasfailedtobeabreakthroughinlanguageacquisition.

Secondaryandpostsecondaryfull-andpart-timeonlinelearninghasgrownsteadilyintheUnitedStates,includingaccesstoworldlanguagecourses.Forexample,MiddleburyInteractivecurrentlyservestheneedsofnearly170,000K–12studentsnationwidein1,200schools,includingthree-dozenvirtualschools.

In2012,massivelyopenonlinecourses(MOOC)extendedaccesstofreecollegecoursestomillionsworldwide.WhiletherearesomelanguagecoursesavailablefromMITOpenCourseware,thereisadistinctlackofworldlanguagecoursesamongtheMOOCcommunity.

What is Blended Learning?Whileinformalandconsumerlanguage-learningopportunitieshaveexpandedsignificantly,thedevelopmentthatholdsthegreatestpromiseforimprovedworldlanguageproficiencyiscombiningtheaccessandflexibilityofonlinelearningwiththesupportandmotivationofon-siteteachers.

BlendedlearningisdefinedbytheClaytonChristensenInstituteforDisruptiveInnovationas“aformaleducationprograminwhichastudentlearnsatleastinpartthroughtheonlinedeliveryofcontentandinstruction,withsomeelementofstudentcontrolovertime,place,pathand/orpace,”and“atleastinpartatasupervisedbrick-and-mortarlocationawayfromhome.”26 AccordingtotheBlendedLearningImplementationGuide,publishedbyexpertsinonlineandblendedlearningfromDigitalLearningNow!,GettingSmart,andTheLearningAccelerator,schoolsthatmakethemosteffectiveuseofnewtechnologywilladoptamodelofblendedlearningthatcombinesthebestofonlinelearningandface-to-faceinstructioninwaysthatimprovestudentlearningandteacherandschoolproductivity.

introduction - 7

introduction - 8

Atitscore,theshifttoblendedlearningisabouttheopportunitytopersonalizeinstructionandexpandstudentlearningexperiences—anddoitatscale.Blendedlearningeliminatesthetraditionalboundariesoftheschoolwallsandexpandsstudentaccesstohigh-qualitylearningoptionsthatexistonline.Blendedlearninggivesstudentsaccesstothebestintechnology—fromdevicesandtoolstoonlineprogramsandapplications.Blendingtraditional learningwithdigitallearningalsoaffordsstudentswithnewmechanismsforcreating,producingandcollaborating.  

Thereisalsoagrowingbodyofevidencethatdigitallearningcontributestodeeperlearningopportunitiesinthreeways:1)newtools,suchasadaptivelearning,customizeindividualskillbuildingandpreparestudentstoengageinhigherlevelthinkingandappliedlearningprojects;2)simulations,sociallearningandglobalconnectionscanbuildstudentawarenessofemergingissuesandglobalcompetence;and3)technologyextendsaccesstoqualitycoursesandteachersonline.27

Implications for Teaching & LearningThebenefitsofblendedlearningextendfromstudentstoteachers.PublicImpact’sOpportunityCultureInitiativeisfocusedonextendingthereachofgreatteachersbycombininghigh-qualitydigitallearningwithhigh-qualityteaching.Specifically,PublicImpactexplains,“Thepotentialofblendedlearningtoimprovestudentachievementarisesfromtwobenefitsofblendedmodelsthatbuildoneachother.Oneisthepowerofdigitalinstructiontopersonalizelearning.Theotheristhecapacityofblendedmodelstoletschoolsreachmorestudentswithexcellentteacherswhoensurethatstudentsachieveambitious,personallyfulfillinggoals.”28

Technologyhelpsteacherstocreatea21stcenturyglobalenvironmentforlanguagestudybydrivingstudentengagement—which,inturn,motivatesstudentstohigherlevelsofsuccesswiththelanguage.Scientific,research-basedevidencesupportsplatformslikeRosettaStoneandothershelptocreate instructionalopportunitiesinmultimodalenvironments(e.g.aural,oralandvisual)forengagingwiththetargetlanguage.Thankstotechnology,thehigherlevelofstudentengagementoftenpromotesagreatinterestandexcitementfortraveltoforeigncountriesandpromotescollaboration,whichisastatedgoalandcriticalcomponentofthe21stcenturyglobalenvironment.

An analysisofProjectTomorrow’s2012SpeakUpSurveyresultsreveals:

■ WorldLanguageteachersarecurrentlyusingtechnologyathigherratesthanthenationalteachingpopulation. ■ WorldLanguageteachersareusingtechnologytoimprovetheirpersonalproductivityandeffectiveness. ■ WorldLanguageteachersareusingtechnologytopersonalizelearningbasedonstudentneed. ■ Policyandinfrastructureconstraintscontinuetolimitfulltechnologyintegrationinschools. ■ WorldLanguageteachersbelievethattechnologyhasafundamentalroleinmaximizingstudentachievementinlanguageacquisitioncoursesfor21stCenturylearners.

Arecentwebinar,CharttheCourseforWorldLanguageBlendedLearning,featuredtheWestLinn-WilsonvilleSchoolDistrict.Thedistrictbelievesinaconstructivistapproachtoeducation,cultivatinggrowthmindsetsintheireffortstoteachcritical-thinkingskillsandglobalcitizenshiptostudents(includingteachingstudentstothinkaboutsocialjustice,empathy,respect,prideinheritageetc.).29Inthiswebinar,Dr.KathyLudwigwalksheraudiencethroughtheirlanguageprogramstructure,particularlydiscussingtheirchoicesbehindthe implementationofanimmersiveblendedlearningmodelforlanguageinstruction,sinceblendedlearningallowsforthedegreeof“anytime,anywhere”personalizationandexpandedlearningopportunitiesthatunderlietheirprogramgoals.Beforethedistrictimplementedaprogram,theadministrationmadeitapointtoreflectonwhyblendedlearningwasimportanttotheminordertofindtherightmodelfor theirowndistrict,whileconsideringtheir readinessforimplementingthatmodel,itsscalabilitywithrespecttobudgetanditsoverallsustainability.

Preparing Students for the Global ageThe infographic Preparing

Students for theGlobal Age explains thataneducationrich in

opportunitiesto learnglobalcompetencewillensurethatstudentshavetheknowledgeandskillstosucceedinaninterconnectedworldandstates that“Foreign languagemastery isakeytosuccess in theglobalmarketplace.”

realities of the Current SystemThecurrentstateofworldlanguageinstructionfallsshortofthenation’sgoalsforglobalcompetence.NancyRhodesoftheCenterforAppliedLinguisticshassaid,“Thingscannotgetworse.Weareatthebottomofthebarrelnow.”Whilemultipleeducationalandgovernmentalentitieshavebeencallingforincreasedworldlanguageinstructionfordecades,changehasbeenslowandinconsistent.Since1997,thenumberofelementaryandmiddleschoolsofferingworldlanguageshasfallensignificantly,withrural,poorandpublicschoolsaffecteddisproportionatelycomparedtourbanandsuburban,lesspoorandprivateschools.

Worldlanguageinstructioninelementaryandsecondaryschoolsisoftenseenasnonessentialoroverlookedcompletely,eventhougheveryonefromtheCouncilonForeignRelationstotheWhiteHousehasrecognizeditsimportance.Additionally,we’velongknownthatbeginningtolearnaworldlanguageduringchildhoodisbetterforlaterproficiency,butmanystudentsintheUnitedStatesdon’thaveaccesstoworldlanguageclassesuntilhighschool.

Arecentsurveyofworldlanguageinstructioninschoolsfoundthataccessforelementaryandmiddleschoolstudentsdecreasedsignificantlybetween1997to2008,fallingfrom31percentto25percentforelementaryschoolsandfrom75percentto58percentformiddleschools.30Thepercentageofhighschoolsofferingworldlanguageclassesstayedaboutthesameat91percent.31Onlyasmallpercentageofschoolsthatdidnotofferworldlanguagesin2008expressedinterestinofferingworldlanguageinstructioninthenexttwoyears(8percentofelementaryschoolsand17percentofsecondaryschools).32

Thesurveydidn’taskschoolswhytheywerelargelyuninterestedinofferingworldlanguages,butmoneyandtimearelikelycauses.RecentcutsandthefederalNoChildLeftBehindlaw(NCLB)haveputpressureonworldlanguageprograms.ThesurveyfoundthatathirdofschoolsreportedthatNCLB’semphasisonmathandEnglishtestinghasdrawnresourcesawayfromworldlanguages.FundingfortheForeignLanguageAssistanceProgramandtheTitleVIFulbright-Haysprogramwascutfromthefiscalyear2012budgetandhasnotbeenrestored,despitecallsforreturningfullfunding.Thesecutshavebeenveryslightlyoffsetbyprogramsfundedbyothercountries;ChinasubsidizesthesalariesofChineselanguageteachersintheUnitedStates.

Oncestudentsreachhighschool,theyoftenhavefewlanguageoptions.Whilelearninganyworldlanguageisbeneficialforstudents,thelanguagesmostcommonlyoffered—Spanish,followedbyGermanandFrench—arenotwell-matchedtoeconomicallyandstrategicallyimportantworldlanguages,suchasArabic,Korean,BrazilianPortugueseandMandarinChinese.

Moreworrisomethanthelackofoverallstudentaccesstoworldlanguageclassesistheinequalityoftheaccessthatdoesexist.Schoolsinruralorlowersocioeconomicareasarefarlesslikelytoofferstudentsaccesstoworldlanguageclasses.Publicschoolsarealsolesslikelytoofferworldlanguageclassesthanprivateschools;in2008,thepercentageofprivateelementaryschoolsofferingworldlanguageclasseswasmorethanthreetimesthatofpublicschools.33 Inequalitiesinaccesstoworldlanguageclasses—betweenpublicandprivateschools,andruralandlowsocioeconomicschools—translateintoinequalitiesinopportunitiesforstudents.Studentswhomissoutonworldlanguageclassesarenotonlylosingoutonthelesstangiblebenefits,suchasculturalcompetency;ineligibilityformanycompetitivecolleges,whichrequiretwoormoreyearsoflanguagelearning,isaveryrealimpactoflackofaccesstoworldlanguageclasses.Confoundingtheissueofaccessisashortageofcertifiedteachers.ThisshortageisespeciallyacuteforlanguagessuchasArabic,forwhichthereiscurrentlynoteachercertificationsystemoradequatecurriculum.

currenT sTaTe of World lanGuaGe learninG

Current State of World language learning - 9

Current State of World language learning - 10

Thechallengesarenumerous:

■ HigherdemandforELLteachers ■ Nograduationrequirementsforworldlanguages ■ Nofundingstreamdedicatedtolanguage ■ Teachersstrugglewithhowtoimplementtechnologyintoaclassroom ■ Leaderspondertherighttimetoleveragetechnologytoteachlanguage ■ Overemphasisongrammar;unabletofindpracticalbalance ■ DevaluingofworldlanguagecomparedtoSTEMinK12 ■ Closing/consolidationoflanguagedepartmentsatcollegelevel ■ Classtimelosttotechsupport ■ Largeclasses ■ Lackofsufficientinstructionaltime

Strengths & opportunitiesThesituationisn’tcompletelygrim.Somestateshaveseendemandforandenrollmentinworldlanguagecoursesincrease,evenasnationwideaccessforpublicschoolstudentsdecreases.Studentswhodostudyworldlanguagesseebenefits,regardlessofwhichlanguagetheystudy.AstudyofLouisianaelementaryschoolstudentsfoundthatchildrenwhostudiedaworldlanguageperformedbetterontheEnglishsectionofthestateexams.34SurveysfromCollegeBoard—theassociationthatadministerstheSAT—showthatforeachyearofforeignlanguagestudy,averageSATscoresinboththeverbalandmathsectionsincreasedsignificantlyandthatstudentswhotookfouryearsofaforeignlanguagescoredmorethan100pointshigheroneachsectionthanstudentswhotookhalfayearorless.35

Researchonblendedoptionsforworldlanguageinstructionhasshownthatdigitallearningservices(suchastheRosettaStonecombinationofinteractivelessons,onlinegamesandlivetutoring)canbeeffective.AcasestudyoftheRosettaStone® TOTALe®PROforK–12solutionfounditeffectiveforstudentsingrades3through6whospenttwoandahalfhoursperweekstudyingMandarinChinese.After12weeks,94percentofstudentsincreasedtheiroralproficiencybyatleastonelevel.36Twootherstudies,lookingatrandomlyselecteduserswhousedtheRosettaStonesolutiontostudySpanish,foundthey“significantlyimproved”theirlanguageskillsafter55-64.5hoursofuse;56-100percentofparticipantsincreasedtheiroralproficiencybyatleastonelevel.37,38

AcomparisonstudyfoundtheRosettaStoneTOTALePROsolutiontobemoreeffectivethanRosettaStone(Version3)alone.39TOTALePROincludesliveonlinepracticewithnativespeakertutorsandanonlinecommunitythatsupportsreal-worldproficiencyinadditiontoRosettaStoneinteractivelessons.

Accordingtoa2011report,blended-languageenvironmentsoffersuccessfullearningoutcomesbecausestudentsreceivemorepersonalizedattentionwhetherfromtheteacherorfromtheRosettaStoneresources.Ofmostinterest,theRosettaStonesolutionhasenabledteacherstocreatethetypeofenvironmentthatmotivatesstudentstolearnEnglish,asevidencedbystudentsaskingtostaybehindinthecomputerlabtocompletelessonsorevenrequestingtousetheprogramathome.Consequently,thisblendedlearningenvironmenthasprovidedqualitysolutionstowardsolvingthecomplexandimportantproblemsthatELLteachersfaceinteachingstudentspracticallanguageandculturalskills,basedonthedrasticallyimprovedtestscoresintheciteddistricts(e.g.ManorIndependentSchoolDistrictinTexas).

Thebenefitsextendbeyondacademicstocreativethinking,culturalawarenessandglobalcompetency.“Studentswhostudyaforeignlanguagehaveanopennessandacceptancetopeoplewhospeakotherlanguagesandcomefromothercultures,”saidMarthaAbbott.40Sheexplains,“Weneedtobegrowingstudentswhocaninteractaroundtheworld.Ifwecontinuetogrowacitizenrythatisuncomfortableinteractingandcan’tgetoutthereontheglobalstage,thenwe’regoingtofindourselvesinsignificanttroubleintheworldeconomyandthefuture.”

View Video:RosettaStoneTOTALePRO:LanguageLearninginAction

Thenextgenerationofworldlanguagelearningwilltargetseveralgoalsthataddressbothlinguisticandculturalfluency.Traditionallanguageclassroomstendtooveremphasizegrammaranddrillsandoftenunderutilizecommunicativeoralpractice.Inthenextgenerationworldlanguageclassroom,practicallanguagefluencywillbecometheaimforclassroomstudy.Thenewworldlanguageclassroomwillchieflytargetauthentic,pragmaticstudent-centeredcommunicationthroughactiveimmersioninordertoteachimmediatelyuseablecommunicativeskills,centeredaroundcreativethinkingandproblem-solvingskills—whicharetoooftenlackingincurrentlanguageclassrooms.Technologywillchangetherolesofbothstudentsandteachersbyshiftingthefocusfromthetraditionalteacher-centeredmodeltoamoreproductive,student-centeredmodel.Theroleoftheteacher,then,shiftsfromthefocalpointasdisseminatorofinformationtofacilitator.

Currently,classtimelimitationsrestricttheamountoftrueinteractionstudentsreceiveeachday,therebylimitingtheiroverallexposuretothetargetlanguage.Homeworktendstobepassiveanddrill-based,withemphasisongrammarratherthanauthenticcommunication,andtimespentinclassoftentendstoreinforcethiskindoflearning,leavingstudentswithlittlereal-worldexperiencewiththelanguageandquestionsaboutthepurposeoflearninglanguages.

The“mobileclassroom”willreplacethetraditionalmodelandfacilitatemoreactivepracticebeyondtheexperiencesintheclassroom.Studentswillbeabletoexperiencethelanguageanywhereandatanytime,leadingtousethatismoreactive.Mostimportantly,inplaceofwrittenworksheets,studentswillreceiveconsistentoralandauralpracticeoutsideoftheclassroom,withoralfeedbackprovidedbyteachers.

Becausealmosteverydifficultissuewefacetodayisacollective,ratherthanapersonalproblem,globalizationandculturalfluencywillbemoreimportantthaneverinthatdiversityandglobalawarenesswillbecomekeycomponentsinhelpingfutureleadersoftheworldtoworktogethertosolveglobalproblems.41Asaresult,culturalfluencywillbeemphasizedasmuchaslanguagefluencyinthelanguageclassroomintheformofcollaborativeandinterdisciplinaryprojectworks.Insteadofsimplyacquiringgrammaticalfluencywiththetargetlanguage,studentswillbeabletobuildtowardactualculturalfluencybylearningtheskillstheywillnecessarilyrelyon.

Key design PrinciplesThespecificdesignprinciplesthatwilllikelyshapethefutureofworldlanguageclassroomsarerootedinthesameideasthatareimpactingthefulleducationallandscape—personalizedlearningthatharnessesthepoweroftechnologytoempowerteacherswithnewtoolstoengagestudentsinmeaningfullearning.Thesenewmodelsofinstructionfunctiontopromote“growthmindsets,”inwhichstudentsaremotivatedbyintrinsicmeansratherthantheextrinsicmotivatorsthatcharacterizefixed-growthmindsets.42Withinworldlanguagestudy,theseprinciplescanbebroadlycategorizedintothefollowingdesignprinciples:

Active immersionwillbecomethehallmarkofworldlanguagesprograms.Immersionbuildsonthehumanbeing’sinnateabilitytolearnlanguagebybuildingonthewaythatwealllearntospeakournativelanguageasinfantsandapplyingthattolearninganon-nativelanguage.Inanimmersivelearningenvironment,studentsarefullysurroundedbythenewlanguagetheyarelearning—withoutencounteringtheirnativelanguagealongtheway.Languageacquisitionprogramsthatarebuiltupontheprincipleofimmersionoffercareful,systematicpresentationoflanguagethatallowsstudentstolearnlanguageincontextsthatmirrorauthenticcommunication.Studentworkwillemphasizecommunicativeactivities,wherecommunicativeactivitiesinthetargetlanguagearepracticed.Grammaticaldrillsandotherexerciseswithoutcontextwillbereplacedbyreal-timeconversations,bothwitheachotherandalsowithexternalparticipants,includingconversationswithnativespeakersheldinvideoconferencingtoolslikeGoogleHangouts.Highlysuccessfulimmersivelearningenvironmentsarebothmultisensoryandmultimodal—oftenusingacombinationofvisualandauditorytocomplementoralpracticetohelpstudentsdevelopfluidcommunicationofthenewlanguage.

nexT GeneraTion World lanGuaGe learninG

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“Opportunitiestoconverse(speak,listenandrespond),areessentialtolearningaworldlanguage. Todate,educatorshavebeenforcedtodecidewhethertointroduceasynchronousspeakingcomponent,andbyextensionlosetheanytime/anywherepowerofonlinelearning,”saysStevenGuttentag,PresidentofConnectionsLearning.“However,newtechnologiesarenowallowingustoincludetherealconversationsandmaintaintheflexibilityofdelivery.Thisisarealbreakthroughforonlineworldlanguageinstruction.”43

The mobile classroomwillreplacethetraditionallecture-anddrill-centeredclassroom.Currentclasstimelengthsof40-60minuteshaveproveninsufficientforprovidingactivepracticeandeffectivelanguagetraining,especiallyinschoolswithschedulestructuresthatprohibitextended“block”timeinlanguagecourses.Inconjunctionwith“flipped”classroomideas,however,mobiletechnologieswillallowstudentsandteacherstocontinueconversationsbeyondnormalclassroomhours.Teachersarenowabletodesigncustomizableactivitiesthatwillengagestudentsinauralandoralpracticeoutsideoftheclassroom. Forexample,studentscanwatchmediainthetargetlanguageandteacherscanaskstudentstorecordaudioorvideoresponsestoquestionsandeasilycollectresponses,whileeasilyprovidingsimilaraudioand/orvideofeedback.

Student-centered collaborationwillreplaceworksheetsandtextbookexerciseswiththegoalofactivelyengagingstudentsinimmersiveactivities.Inparticular,“maker”culture,atermfamiliarinSTEMdisciplines,willgrowinimportancewithinlanguagestudy.Studentswillbecomethecreatorsoftheirowncontent,especiallywhenjudiciouslycombinedwith“flipped”classroomtechniques.Blogging,toofferoneexample,inthetargetlanguagecanofferstudentstheopportunitytoself-reflectonlanguageskillswhileincorporatingculturalideas,whichallowsstudentstoreflectontheprocessoflanguagelearningandtracktheirprogress.Additionally,blogsprovideabroaderaudiencethatencouragesactivereadershipandcommentarywiththiscommunity,andresearchshowsthatthequalityofstudentwritingimprovesastheiraudienceexpands.44Overtime,personalized,student-drivencontentwillreplacethetraditionaltextbook.

AsjournalistArthurKoestlerhasargued,“[a]lldecisiveeventsinthehistoryofscientificthoughtcanbedescribedintermsofmentalcross-fertilizationbetweendifferentdisciplines.”45 Thus, more interdisciplinary workisrequiredtoemphasizetheglobalutilityoflanguagestudy,especiallyasSTEMdisciplinesareincreasinglyemphasizedbesidethehumanities.Oftenimpractical,drill-basedactivitiesincurrentlanguageclassroomsleadstudentstobelievethatthereislittleutilityinlearningasecondlanguage.However,giventhegrowingimportanceofglobalizationandworldwidecommunity,thereisampleopportunityforunderscoringtheimportanceofculturalfluencyinrelationtootherareasofstudy.Studentswillbeabletocombineotherinterestsintotheirlanguagestudy;inparticular,passion-basedlearning(e.g.“20percenttime”or“geniushour”andinquiry-basedprojects)willdrivestudentlearning,withafocusoncreativity,criticalthinking,andproblem-solvingskills.Passion-basedlearningcanbemosteffectiveinpracticewhenmentors,inadditiontoteachers,workwithstudentsinareasofspecificinterest.Forexample,pairingaprofessionaljournalistinthetargetculturewithastudentwhohasaninterestinjournalism.Ifyoumeasurenarrowly,youseeresultsjustasnarrowly,andsothereneedstobemoreinquiry-basedopportunitieswithineducationtoday.46

Languagecurriculawillbedesignedaroundgame-based learning and augmented reality.Games“areconcentratedchunksreadyforourbrainstochewon,”andassuch,areperfectforthestudyoflanguagesandthedesignprinciplesofferedhere,sincethey“stokeourappetiteforengagement.”47 As issupportedbyresearchintheemergentfieldofpositivepsychology,gamesofferintrinsicrewards,includingsatisfyingwork,hopeforsuccess,socialconnectionandmeaningfulwork.Justasimportantly,gamesrewardfailureandencouragesubsequentattemptstoattainsuccess.48Inawell-designedgame-basedsystem,failureleadstooptimismandoptimismmakespeoplemorelikelytoseekoutsocialsupportanddevelopstrongrelationships,whichsupportsthegoalofculturalfluency,besidelanguagefluency.49 Thatistosay,perhapsmorethananyotheridea,gamesandgamificationhavethepowertomotivatestudentstolearnbyhavingfun,andasRaphKoster,oneofthemostinfluentialexpertsongamedesign,hasfamouslysaid,“withgames,learningisthedrug.”50Augmentedreality(AR)toolslikeAurasma and GoogleEarththatallowstudentstoexploreforeigncountriesonmobiledeviceswillbecomeimportantasasupplementfortravel.Traveltoforeigncountries,whichiscriticallyimportantforlearningcultural

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fluencyandprovidingalive“classroom”forlanguagepractice,isdifficultandprohibitivelyexpensiveformanystudents.AR,however,canbeaveryeffectivesubstitutefortripsabroad,byallowingstudentstocollectivelyplacethemselvesincontextsthatwillenablethemtoexploreculturallysignificantsitesanddiscussart,architectureetc.,asifpresentatthesite.

Traditionalgradingmeasureswhatyouwantittomeasurebyastandardofexcellencethatyoudetermine inadvance.51 Standards-based grading,ontheotherhand,focusesoncompetencyinthetargetlanguageandwillreplacethetraditionalcumulativesystemsthattoooftenservetopenalizestudentswhoencounterdifficulties.Standards-basedgradingcreatesmeaningfulskillsetsthatstudentsmustacquireinordertoattainmasteryofagivendiscipline,andtheseskillsetsaremeasurablebyperformance-basedassessments.Inworldlanguagestudy,standardsthatcanbemeasuredandassessedincludetarget-languagevocabulary,verbalmorphologyandevenculturalexpectations.

Studentsincompetency-basedsystemswillprogressastheydemonstratemastery.Standards-basedgradingallowsfordifferentiatedandself-pacedlearning,inwhichallstudentsmoveattheirownpaceinpursuitofthesamesetofskills,withoutthefearthattheywillbeleftbehind.Blendedenvironmentsfacilitatestudentslearningdifferentlanguagesandworkingatdifferentratesandlevels.Secondaryandpostsecondarystudentswillearncreditbasedondemonstratedmasteryallowinglearningtooccurinbothformalandinformalsettings.52

Finally,thedesignconceptsthatunderlietherevisedintellectualspaceofthenewworldlanguageclassroomwillalsobereflectedinthereorganization of physical space.Classroomsarealreadymovingawayfromtherigidmodelofcolumnardesks,wherestudentsarefocusedonaclearlyidentifiablefrontoftheroom,withtheteacheroccupyingthefocalpointatthecenter.Giventhat“themostproductivetoolforgeneratinggoodideasremainsacircleofhumansatatable,talkingshop,”tables,couchesandother“social”furniturewillreplacethe“factory”modeldesksthatcurrentlyfillclassrooms,allowingformoreprimaryinteractionandactiveuseofthetargetlanguage.53Additionally,whiteboardsandchalkboardswillbereplacedwithIdeaPaint(velsim.)totransformclassroomwallsintocreativethinkingspace,onwhichstudentsandteacherscanrecordtheirworkandsurroundtheclassroominthetargetculture,creatingatrulyengagingworkspace.Thespacewillbecomemoreinteractiveandcollaborative,facilitatingthedesignprinciplesoutlinedabove,ratherthandrillsandlecture.

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PresenceLearninghasgleanedfivelessonsfromdeliveringover250,000liveonlinespeechtherapysessions:54

1. Anytime/anywhereaccesstodistributedworkforceofhighlyspecializedexpertshasbecomeapracticalalternativetofindingscarcelocalresources.

2. Kidsloveinteractingonlinewithaliveexpertandreallyareengaged—bothindividuallyandingroups.

3. For“digitalnatives,”onlinejustmaybetheirmost“naturalenvironment.”

4. The technology needed for livesessions—webconnections,webcamsandheadsets—hasbecomequiteinexpensiveandubiquitous. 

5. Researchandexperienceindicatesthatliveonlinesessionswithexpertsareaseffectiveormoreeffectivethanface-to-facesessionsforspeech-language therapy, occupationaltherapy,counselingandother liveonlineconsultationandcoachingservices.

Implementationofnewblendedlearningdesignprincipleswillrequireprogramstorethinkgoalsandmakechoicesaboutnewdirectionstotakethatmaybedifficultandtime-consuming.Nevertheless,thesechoicesshouldimprovetheoverallqualityoflanguageinstructionand,mostofall,makelanguagelearningfunandengaging.Whenitcomestodoingactivitiesthatbringhappiness,it’seasiertochangemindsthantochangebehaviors,andsodrivingchangetowardanewdepartmentalphilosophyshouldbeginwithideasdesignedaroundspecificgoalsthatcanproducedemonstrableresults.55Systematicchangemuststartfromthegroundlevelandworkitswayup,andshouldbeactivelysupportedbyschooladministrationandleadership.Theymustplacetheirfulltrustinteachers.Subsequentchangesinthedepartment’sapproachtowardlanguageinstruction,then,willdependlargelyonthegoalsthattheprogramchoosestosetforitself.

implementation decisionsTobegintheprocessofimplementation,thedepartmentmustconsiderhowitpresentsitself,bothinternallytotherestoftheschoolandtothepublicatlarge.Withrespecttodepartmentname,theoutdatedterm“ForeignLanguage”isbeingreplacedby“WorldLanguages” inmanydepartmenttitlesandwillcontinuetospreadtoothers.Thismarkstherecognitionofandparticipationinaglobalcommunityinasimilarwaythatscienceandmathdepartmentsareusingtheterm“STEM”asadesignationfortheircollaborativeworkandcollectivegoals.Languagestudy,bywayofstudyingcultureandlearningtoappreciatedifferences,mustincludeculturalfluencyalongsidelanguagefluency,withemphasisontheincreasingimportanceofglobalizationandthecreationofaconnectedworldwidecommunity.Thechangingofdepartmentnamesto“WorldLanguages”signalstheawarenessofthisfacttotheschool’scommunityandprovidesagreatfirststepforpromotingthephilosophyof languageprogramsdesignedaround theprinciplesoutlinedabove.

Next-generationmodelsofworldlanguageinstructionofferawidevarietyofimplementationoptions,dependingonprogramgoalsandresources.Sinceeachparticularlanguageprogramisunique,withitsownstrengthsandweaknesses,itmaywellbehelpfulforeachlanguageprogramtoconductareviewofitselfanddeterminewhereitcanuseitsstrengthstofacilitatethedepartment’soverallgoals.Buildingonindividualstrengthsandincorporatingpossibleblendedlearningmodelsaroundthesuggesteddesignstrategies,programsshouldhaveabetterideaforaddressingtheirweaknessesandcan,moreover,helpteacheachotherbestpracticesforimplementation.

Itshouldbeclear from thedesignprinciplesabove thattechnologyaloneisnotsufficienttotransformthelanguageclassroomintothetypeoflearningenvironmentoptimalforlanguagestudy.Rather,thechangesincurriculumdesignthatwillallowstudentstobecomemoregrowth-oriented,creativeandcollaborativeinthought,andintrinsicallymotivatedtotackleproblemsaredeeplyrootedintheideasthatunderliethedesignprinciples,ofwhichtechnologyisonlyasmallcomponent.Todesignacomponentmodel,

imPlemenTaTion

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10 Sources for digital World language learning

Verbling:Makinglanguagelearnersfluentfaster.Rosetta Stone:Leaderinlanguagelearning.WeSpeke:Realconversations; IPfromCarnegieMellon.Middlebury Interactive Languages:PowersK12languagecourses.Duolingo:Solid freeresource (mostlyEuropeanlanguages).Voxy:LearnEnglishonthemove.Busuu:Vocabularyandphrasessupportedbydialogues.Foreign Services Institute:Language learningmaterials for freepersonaluse.Florida Virtual School:Fullrangeofonlinelanguagecourses.Pimsleur:Simon&Schuster’scomprehensivelanguagecatalog.

then,alanguageprogramshouldfirstdevelopaclearvisionforthegoalsthatitwantstoaccomplish,basedonthelearninggoalsforstudents.Eachprogramwillhaveitsownstrengthsandweaknessestoconsider.

Before implementinganychanges ina languageprogram, it iscritically importantthatdepartmentscommittopromotingthemselveswidelytotheschoolcommunity,includingstudents,facultyandparents.Eventhoughtherearemanyopportunitiesforpublicartdisplays,performingartsshows,STEMdaysandotheropportunitiesforpromotingstudentworkanddepartmentalactivities,veryfewregulareventsaredevotedsolelytoworldlanguageprogramsforpromotingtheirwork.Promotion,especiallywhentryingnewthings, iscrucial fortheconceptof“informationspillover,”inthat,when“[sharing]acommoncivicculturewiththousandsofotherpeople,goodideashaveatendencytoflowfrommindtomind,evenwhencreatorstrytokeepthemsecret.”56Therefore, languageteachersmusttakechargeoftheirownpromotionandcirculatedepartmentalnewsonsocialmediachannels,includingblogposts,TwitterupdatesandFacebook“fan”pagestohelpbuildcommunity.Departmentsmustsupporttheteacherswhoaredoinginspiringworkwithpridebycreatingthesechannelstogivemoremeaningtostudentwork,notonlybecauseitisimportantfordepartmentalvisibility,butbecauseitisimportantforthesharingofideas.

Becausesomeofthedesignprincipleslistedaboverequirewholesalerethinkingonhowoneapproachesteaching,someaspectsofimplementationwillbeeasierthanothers.First,increasingtheamountofactiveimmersionandthecreationofamobileclassroomshouldbeprimaryavenuesforexploration.Activeimmersioncanbeaccomplishedinanumberofways,includingexclusivelyusingonlythetargetlanguagefromthebeginningoftheyear.Classworkshouldemphasizeinteractiveconversationalpractice,ratherthanpassivemechanicaldrills.

Thecreationofamobileclassroomwillbemorechallenging,owingtotheavailabilityoftechnologyandtheopportunityfortraining.Facultymustdependontechnologytocreatecontentandactivities,andstudentsmusthaveaccesstodevicesathomeandatschool.Oftenoverlooked,arobustInternetinfrastructureisalsocriticalforthesuccessofamobileclassroom:notechnologywillbeeffectivewithoutreliablebroadbandconnectivity,whichshouldbeaprimarygoalforallschools.57

Oncebuttressedwithaccessibledevicesandadependableconnectivity,mobileactivitiescanbegintobeincorporatedintoclassworkthroughavarietyoftools,manyofwhicharewidelyavailableandfreetouse.Voicerecording,forexample,canbeeasilyaccomplishedusingVocaroo,andtherecordingcanthenbesharedwithteachersforevaluation.Importantly,teacherscangiveoralfeedbackinasimilarwayandrequirestudentstoengagetheirauditoryskillswhenreviewingthefeedback.Additionally,YouTubevideosprovidearichresourcefortarget-languageandculturalcontent,anddependingonwhatkindofdevicesstudentshaveaccessto,theYouTubeCaptureapp(amongseveralothers)canbeusedtorecordtheirownvideocontentforsharingwithintheirYouTubeaccounts.Withoutmuchtechnicalskillandeffort,then,audioandoralactivitiescanbedoneinandoutofclassrathereasilyasacomplementtotheusualwrittenactivities.58

Studentcollaboration isanaturalextensionofactive immersionandthemobileclassroom.Onceactive,mobileactivitiesareestablished,theirscopecanbeenlargedtoincludepeer-to-peerwork.Inparticular,studentscanrecordaudio/videotosharewithpeers,whowillthenbeaskedtoprovidetheappropriatefeedbackthemselves.Inthiskindofcollaboration,studentsarecreatingworkforeachother,ratherthanfortheteacher,andthis largeraudiencetypicallyinspiresthemtoputmorecareandeffortintotheirwork.

Studentblogshavealsoproventoberemarkablyeffectivetoolsforseveralreasons,mostofallfortheirdemonstrablypositiveeffectsonstudentwritingonaccountofthewideaudiencethattheyreach.Blogsarefreetocreateandeasytomaintain,withtheabilitytopostavarietyofcontentusinganydevice(laptopandmobiledevices).Teacherscaneasilyreadblogs,especiallyiftakingadvantageofRSSreaderslikeFeedly,andgiveusefulfeedbackthroughblogcomments.Blogscanbeattheirmostusefulwhenstudentsarereadingeachother’spostsandcommentingontheircontent,sincecommentingteachespracticalreadershipskillsandhelpsstudentstoexchangeideas.

Interdisciplinarywork,whichcanbeagreattoolforlearningculture,requiresalargerdegreeofparticipationacrossdisciplines,andassuchmaybemoredifficulttoimplementthanimmersionorcollaboration.Beforeprojectsbetweendisciplinescometogether,itmaybehelpfultogivestudentstimefortheirownpassion-basedprojectsinagivenlanguageclass—inwhichstudentsaregiventheopportunitytoworkonatopicoftheirchoosing.Inquiry-basedlearning(e.g.“20percenttime”or“geniushour”projects)isquicklybecomingoneofthemoreeagerlydiscussedtopicsineducation,buttheideacanbesomewhatvagueandthusdifficulttoimplementwithoutaclearplan.Insteadofallowingstudentstoworkonanyprojectwithoutbounds,somerestrictionsshouldbeplacedontheprojects.

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Forexample,projectsshouldaimtoanswerspecificquestions,withmentoringthroughouttheresearch. Initialstatementssuchas“Iwantto learnmoreaboutLatinmusic”canberephrasedas“WhoaresomeofthemostinfluentialLatinmusiciansandwhatmadethemsofamous?”

Furthermore,emphasisshouldbeplacedontheresearchprocess,nottheresults,andassessmentshouldfocusonthisprocess.Theresultsoftheprojectcanbeformallypresented inavarietyofmedia,includingstudent-producedvideos,blogs,andevenclasspresentations,whichallowstudentstotakeprideintheirwork.Finally,itisessentialtotheprocessthatstudentsbegivenmanyopportunitiestopresenttheirworktotheirpeers.Languagedepartmentsshouldsupportstudentworkbypromotingitaswidelyaspossible(e.g.schoolassemblies,socialmediachannels,etc.).

Throughinquiry-basedprojects,studentswill learn importantreal-worldskills, includinghowtoaskandanswerquestionsthatare importanttothemandhowtopresenttheirworkto largeraudiences.Withtheseskillsmoreinterdisciplinaryworkcanbeundertakenintheformofprojectsspanningmultipledisciplines,withseveralteachersparticipatinginthementorshipprocess.Theseprojectswillteachstudentshowtomakemeaningfulconnectionsbetweensubjects,whichshouldhelptoincreasetheirintrinsicmotivationforstudyingeachone.

Gamification,ortheapplicationofgamemechanics(e.g.rules,scoringsystems,levels,etc.)tonon-game-basedcomponentsofeducation,isbecomingincreasinglyattractiveforcurriculumdesign.Whendonecorrectly,itgivesstudentsasafeplacetolearnwherefailureisactuallyrewardedandconsideredanintegralcomponentinlearning.Gamesandgame-basedlearningareaboutmuchmorethanplay,however,andsothoughtfulgamedesigniscritical.McGonigalhasoutlinedthefourdefiningtraitsofagoodgame:59

■ Goalthatcreatesasenseofpurpose. ■ Rulespromotingcreativityandstrategicthinking. ■ Afeedbacksystemthatcreatesintrinsicmotivation. ■ Voluntaryparticipationasacommonground.

Theseessentialtraitsshouldbeconsideredbeforegamifyinganycomponentofalanguagecurriculum.

Tobeginimplementingsomeformofgamification,teachersmaychoosetogamifybehaviorandmodelcharactereducationusingtoolslikeClassDojo,beforeconsideringgamifyingcoursecontent.Fewdisciplineslendthemselvestothegamificationofcontentbetterthanlanguagestudy,whichisnaturallybasedontrialanderrorandwheremistakesdirectlyhelplearning.Specificgoalsorchallenges,likelearningaverbtenseoragrammaticalfunction,canbeeasilyincorporatedintoagame.Ascanlargergoals,liketheabilitytoobtainandunderstandinformationbasedonaconversationwithsomeone.Notrequiringskillfromaplayershouldbeconsideredacardinalsiningamedesign,andthechallengesshould ideallyrequiretheuseofmultipleabilities.60 In languagestudy,thedifferentmodalities, likeauralcomprehension,oralproficiencyandculturalfluency,areobviouschoicesfortherangeofabilitiesthatcanbetestedinagame.

Therulesofagamecanbebuiltinanyconceivablewaybutmustengagewithfailureinsomewaythatallowsstudentstolearnfrommistakes.61Rulesmustnotbepunitiveinsuchawaythatcandampenintrinsicmotivationandleadtofixedmindsets.62Rather,therulesofagameshouldbeconstructedtopromoteandrewardresilienceatallcosts.

Feedbacksystemswithingamifiedcoursesoftenmakeuseof“badges”fortrackingprogressandaccomplishments(cf.ClassBadges, MozillaOpenBadgesandPurdueUniversity’sPassportformanagingbadges).Abadgecanbeawardedformasteryofvocabulary,grammaticalormorphologicalconceptsorculture,andbadgescanbecombinedwithlevelingtotrackstudentprogress.Forexample,10badgescouldberequiredto“levelup,”whichthengivesstudentscertainprivilegesorelevatedstatus(cf.onstandards-basedgradingbelow).Acommongroundandasharedexperiencenaturallyarisesfromvoluntaryparticipationinthegamethroughintrinsicmotivationtoplay.

Languagestudyandgame-basedlearningalsogiveswaytostandards-basedgrading,basedontheclearlydefinedgoalsofthelanguageclassroom.Thesegoalstobereachedare,essentially,standardstobemastered.Traditionally,studentsarepunishedformistakes,inwhichcaseacumulativegradingsystemcanbepunitive,thuspromotingafixedmindsetandcrushinganyintrinsicmotivationtoactivelytestthelanguage.Standards-basedgrading,especiallywhencombinedwithathoughtfulgame-basedcurriculum,candotheoppositebypromotingintrinsicmotivationin

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rewardingfailureandmultipleattemptsatmasterygoals.Studentsbecomemoreeagertolearnbyhavingfun,insteadoflearningforthesakeofanoften-subjectivegrade.

Atruestandards-basedassessmentsystem,infact,maynotgivegradesatall; instead,feedbacklike“ExceedsStandards,”“AtStandards,”and“BelowStandards”mayreplacethetraditionallettergrades.Regardlessofwhetherstandardsorgradesarereported,a“grade”canbebuiltthroughalevelingsystemdeterminedbythenumberofbadgesawardedwithinagame-basedsystem(e.g.50badgesforan“A”orthedesignation“AboveStandards,”40badgesfora“B”or“AtStandards,”etc.),whichcanalsohelpmotivatestudentstoearnasmanybadgesaspossible,includingculturalbadges.Standards-basedsystemslikethisalsoallowfordifferentiatedlearningwithinaclassroomandcanletstudentsfeelcomfortablemovingattheirownpacethroughthematerial,potentiallyofferingasolutionforlanguageprogramsthatareforcedtooffermixed-levelcourses(e.g.Spanish3/4).Inadifferentiatedsetting,“AboveStandards”studentscouldworkoninquiry-basedprojectsorevenhelptheirpeerswhoarestillworkingonthestandards,motivatedbyanoverallclassbadgeawardedwheneveryonehasattainedormasteredagoalorspecificsetofgoals.

Lastly,redesignofphysicalspacemaybeimpracticalorimpossibleifconfinedbybudgetaryissues,spacelimitationsorresource-sharingconsiderations.Theremaybenomoneyforpurchasingnewfurnitureforaclassroom,orthespacemaynotbeeasilyaccommodatingtochange.Butevenifschoolsareunabletomakelarge-scalechangestoclassroomspace,physicalspacecanoftenbeusedlargelyasanally.Dependingonagivenday’sobjectives,deskscanbemovedaroundtocreatemoreacollaborativeworkspace,especiallywhendoingcollaborativegroupwork.Mostimportantly,teacherscanremovethemselvesfromthefrontoftheclassroom,conductingclassfromdifferentareasinclassorevenfromdifferentspacesontheschoolcampus,tode-emphasizeasmuchaspossiblethetraditionalteacher-centeredmodelofeducationandthenotionthatstudentscanonlybelearningiftheyarelisteningtoateacher.

An Implementation Case Study: Harvard-Westlake SchoolAttheHarvard-WestlakeSchool,thenewlychristenedWorldLanguagesDepartmentisbeginningtoincorporatethesedesignprinciples,movingtowardmoreofa“constructivist”approachtowardteachinglanguage.63Lastyear,thedepartmentwelcomedvisitorstoeachofthefourlanguageprograms,whoreviewedtheprogramsandproducedareportdetailingindividualstrengthsandweaknesses,alongwithanumberofrecommendationsforimprovement.Accordingly,eachprogramhasitsownuniquegoalsthatarebeingaddressedbytheirfacultyandaremovingthroughtheminwaysthatbestsupporteachlanguagecurriculum,focusingfirstonindividualstrengths.InconjunctionwiththeCanvasLearningManagementSystem(LMS)anditsGoogleAppsforEducationaccount,thisyearHarvard-Westlakeisimplementinga1:1laptopprogrambeginningin7thgrade,andthedepartmentwillbeusingtheprogramtoimplementsomeofthesuggestionsbornfromthereviewprocessaroundmanyofthedesignprinciplesoutlinedabove.Allofthelanguageprogramswillthereforeimplementsomekindofculturalinquiry-basedprojectsdesignedaroundtechnologythisyear.

TheSpanishprogramisfocusingonactiveimmersionandcollaborationbycreatingmoreopportunitiesforstudentstocommunicatewitheachotherinthetargetlanguage.Teachersarenowregularlyassigninghomeworkthatrequiresstudentstorespondorally,whichcanberecordedeasilyandquicklyusingtheLMS,andtheythenprovidestudentswithsimilaroralfeedback.Someofthemediaprojectsthatthedepartmentoffersincludecreatingstudents’ownversionofpublicserviceannouncementsthataresimilartothosecurrentlybeingairedinMexico,therebyengagingwithcontemporaryMexicanculture.SpotifyisusedtoshareSpanish-languagemusicthatstudentslistentoinclassandevenemulateinvideoprojects.TheprogramisalsobeginningtouseblogstofosterstudentwritinginSpanishandculturalliteracy,alongwithencouragingreadershipandcollaborationskills.StudentscanevenusemobiledevicestocreateblogpostsaroundtheSpanish-languageculturetheyfindinthegreaterLosAngelesarea.

Withoutextensiveworriesaboutactiveimmersion,the7th-gradeLatinIAcourseattheHarvard-WestlakeSchoolthisyearhasbeenredesignedaroundgame-basedmodules.Eachmoduleiscomposedofnecessaryvocabularyandgrammaticalcontent,alongwithculturalcomponents(e.g.Romangeography,mythology,politics,literature,etc.)thatwillbeexploredthroughinquiry-basedprojectwork,includingusingGoogleMapsEngineLite and Earth for geography,augmentedrealityforarchitectureanddigitalstorytellingtechniquesformythology,amongothers.Studentswillearnbadgesastheyacquireproficiencywithspecificgrammaticalcontent(e.g.the“LatinFUNology”badge,“FirstDeclension”badge,“PresentTense”badge,etc.),andtheywillalsohavetheopportunitytoearntheirownuniquebadgesforculturalcontent(e.g.the“RomanSenator”badge,the“JupiterOptimusMaximus”badge,the“RomanGraffiti”badge,etc.),basedontheirprojectwork.

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Writingand,mostimportantly,speakingarethemainconcernsoftheChineseprogram,whichisusingtechnologytoteachpropertechniquesforwritingcharactersandunderstandingtones.TheiPad®hasbeenparticularlyusefulinthisregard,inthathandwrittenworkandmediarecordingareveryeasilydonewiththedevice.TheprogramhasalsomadeheavyuseofmediatoolsforgivingstudentspracticespeakinginChineseandiscontinuingtoinvestigateothermediatools,inadditiontotestingtheuseofStudentResponseSystemslikeSocrative.

TheFrenchhavealwaysconsideredcultureasoneoftheirstrengths,andtheymakeeffectiveuseofitintheirclassesbybringinginFrenchartandmusictoshowstudents.DigitaltoolslikeGoogleArtProject and GoogleEarthhaveallowedthemtowidentheirclassroomexplorationofFrancophoneartandarchitecturefromallovertheworld.

Inordertoeffectivelyincorporateeffectivedesignprinciples,bothteachersandstudentsmustworktowardtechnologicalfluency,whichcanbeverydifficult.IttakestimeanddedicationtolearnhowtousetheCanvasLSMandGoogletools,whichcanoftenbeintimidatingtouse.Moreover,thepayofffromusingtechnologydoesnotalwayscomequickly.FortunatelyattheHarvard-WestlakeSchool,asupportsystemhasbeenputinplacewithoneteacherfromeachdepartment,whohasbeengivenreleasetimetoserveastheTechnologyIntegrationSpecialist(TIS).TISsworkwithfaculty,includingfacultyfromotherdepartments,tohelpteachersintegratenewdesignprinciplesintotheircoursesandgiveperiodicworkshopsonspecifictoolsorpedagogicalideas.Theschoolalsoopenlyencouragesprofessionaldevelopmentinanyformusefultoteachers,includingfundingconferenceworkandschoolvisits,whilealsogivingreleasetimefortheseopportunities.Todate,afewweeksintothe1:1program,teachersfromeverysubjectareahavealreadybeguntousetechnologyinnewandexcitingwayswiththeirstudents,alongwithhigherlevelsofoverallengagement,andteachersareexcitedtocontinueexploringtechnology.

Tohelpthedepartmentincorporatethesedesignprinciplesintoitslanguagecurricula,theclassroomswillbethebeneficiariesofathoroughremodelingthiscomingsummerthatwillaimtoshiftfocusawayfromtheteacherandontostudents,creatingmorecollaborativespace.Insomeclassrooms,deskswillbereplacedwithtablesandcouches,andwallspacewillbeutilizedtoahigherefficiency,includingwallsconvertedintodesignspaceusingIdeaPaint.Thedepartmentisevenconsideringaddingasmallkitchenspacetohelpitteachculturalfluencythroughculinaryprojects.64

Finally,eventhemostelaboratecollaborativespaceswillbeineffectiveandgounusedifthereisinsufficientclasstimeinwhichtousethespace.MiddleSchoolclassesatHarvard-Westlakeareonly40minuteslong,andsotheschoolisbeginningdiscussionsaroundthepotentialuseofablockschedulethat,whencombinedwithblendedlearningtechniqueswithina1:1program,mayhelpteacherstocreatemoreeffectiveclassroomexperienceswithstudents.

implementation ModelsWhilesomeschoolswithenterprisingteacherswillchoosetodesigntheirowncomponentmodelsusingexistingschoolresourcesanddrawingonOpenEducationalResources,othersare interestedinpurchasingafull-scalesolutionthatoffersacomprehensiveandcustomizableworldlanguageinstructionpackage,suchastheRosettaStonesolution,and/orworkwithanonlinelearningprovider.

Therearethreeprimarywaysinwhichnextgenerationworldlanguageprogramscanbeimplemented.Choicesaboutwhichmodelisbestsuitedtoeachschool’sneedsmustbedrivenbyadecision-makingprocessthatbeginswithanevaluationofacademicgoalsandincludesadiscussionofkeyfactorsrelatedtodesiredlanguageoptions,timeline,funding, technology,staffingandprofessionaldevelopment.Thesekeydecisionsechothosethatdrivetheimplementationofblendedlearninginanyacademiccontentarea.65

World languagesystemscanbedeployedonline, inablended learningenvironment,orasasupplement inacomponentmodel.

Online ModelLearnersaccessresourcesonlineathomeorinschool.Thishasalsobeencalledanalacarteorself-blendmodel,andmayinvolvesynchronousandasynchronousinstruction.66Asthenameimplies,afullyonlinemodeldoesnotofferstudentsaccesstotraditionalin-classinstruction.However,dependingontheprogram,studentsmayworkwithonlineinstructors.Studentsoftenchoosetheonlinemodeltoaccesscoursesnotofferedbytheirschoolordistrict.

implementation - 18

Blended Language Instructional ModelBlendedinstructioninvolvesusingaworldlanguageinstructionprogramtosupportcoreinstructioninaclassroomsetting.Inthismodel,thekeytosuccessisthoughtfulapplicationofcontentfromthedigitallearningenvironmentbackintothetraditionalclassroomsetting.High-qualityblendedworld languageprogramsoffercomprehensiveteachertoolsandcoordinatedprofessionaldevelopmenttohelpeducatorsidentifyopportunitiesforbringingtheselearningenvironmentstogether.

Oneofthekeystrengthsofablendedlearningmodelistheabilitytocustomizethemodeltomeettheindividualneedsofaschool.Becauseimplementationchoicesmustbedrivenbytheuniquelearningoutcomegoalsofeachschoolordistrict,itisdifficulttorecommendone“best”modelforimplementation.Additionalfactorsthatinfluencethisdecisionincludestaffing,availabletechnology,schedulingandfunding.

Figure1showsthefullrangeofpossibleblendedlearningmodels:

implementation - 19

implementing online language-learning Programs

TheinfographicImplementingOn l i ne L a nguage - Le a r n i n g

Programs shows cur rent t rends inlanguage-learningprogramsandshowshowschoolscan leverage technologytoboostworldlanguageacquisition.

Blended Learning

Blended Learning

Fully online curriculum with options for face-

to-face instructions

Curriculum primarily online with some class and/or lab time

Curriculum primarily online

with regular class and/or lab time

Classroom instruction with required

online components outside class

Classroom instruction with

optional resources

Classroom Instruction

Online Learning

1. Fullyonlinecurriculumwithoptionsforface-to-faceinstruction.

2. Curriculumprimarilyonlinewithsomeclassand/orlabtime.

3. Curriculumprimarilyonlinewith regularlyscheduledclassand/orlabtime.

4. Classroominstructionwithrequiredonlinecomponentsoutsideofclasstime.

5. Classroominstructionwithoptionalonlineresources.

Supplemental ModelComprehensiveprogramsliketheRosettaStonesolutioncanalsobeusedasasupplementtotraditionalorblendedclassroom.Inasupplementalmodel,studentsmayspendastandardamountoftimeinthedigitallearningprogram,withnoformalintroductionofthelearningbackintothetraditionallanguageclassroom.

Figure 1

Policyplaysan importantrole ineliminatingbarriersandcreatingspacefortheshifttonextgenerationworldlanguageinstruction.Thefollowingrecommendationsofferexamplesofthewaysinwhichstates,districtsandthephilanthropiccommunitycansupporttheshift.

recommendationsStatesshould:

1. Incorporateagoal forglobal competenceandproficiencyinmorethanonelanguage(includingbilingualschools).

2. Addlanguageproficiencytograduationrequirements.3. Provideondemand(orfrequentlyscheduled)end-of-

courseexamsintopsixlanguages(grade6-12).4. Authorize/approvemultiplestatewideonlineworld

languageproviders.5. Providefree/discountedelementaryaccesstoonline

worldlanguageresources.6. Provideportablecourse-basedfunding(grade6-12).

Districts,networksandschoolsshould:

1. Incorporateagoal forglobal competenceandproficiencyinmorethanonelanguage.

2. Addlanguageproficiencytograduationrequirements.3. Supportdevelopmentofaglobalcompetenceportfolio

includingvideoandwrittenartifacts.4. Startweeklyexposuretoleadingworldlanguagesin

primarygrades.5. Offeratleastthetopsixworldlanguagestoallstudents

(grades6-12)onlineand/orblended.

Philanthropyshould:

1. Providefinancialsupporttoencouragestateanddistrictleaderstosetworldlanguagegoalsandrequirements.

2. Supportpublic/privateinnovationpartnershipsbetweendistricts/networksandproviders topilot next-generationlanguage-learningenvironments(e.g.similartorecentWashington,DCnewschoolgrantprogrambutfocusedonworldlanguages67).

3. Investininnovativelanguage-learningproviders.

Policy imPlicaTions

Policy implications - 20

delaware’s Support for Next Gen World language instructionUnder the leadershipofGovernorJackMarkell,thestateofDelawareoffersagreatexampleoftheimportantroleofstatepolicy.Noting thatDelaware’sstudents laggedconsiderablybehindAsianandEuropeanstudentswhobeginlanguageinstructioninthe early elementary levels, the statelaunched TheGovernor’sWorldLanguageExpansionInitiativeinanefforttoimproveglobalcompetencythroughworldlanguageinstruction.Theprogram, implemented infivedistrictslastyearandeightdistrictsthisyear, brings immersive,blendedworldlanguageinstructioninMandarinChineseorSpanishtoelementaryandmiddleschoolstudents.ThegoalisforstudentstobeabletoachieveAdvancedPlacement(AP)creditby ninth grade, in order to create theopportunitytoacquireanadditionalworldlanguageAPcreditinanotherlanguagebygraduation.Therearealsoopportunitiesforstudentstoparticipate indual-enrollmentoptionswithpost-secondaryinstitutionstocount towardaminorormajor focus.Performance-based assessments areanotherhallmarkof theprogram.Thetargetedoutcome:“TheGovernor’sWorldLanguage Expansion Initiative is anaggressiveworldlanguageplantopreparegenerationsofDelawarestudentswiththelanguageskills tocompete inanever-changingglobaleconomyathomeandaroundtheworld.Inessence,Delawarewillbegin tograduateglobally competitivestudentswithadvanced-levelproficiencyinlanguages,givingthemaneconomicedgeinthemultilingualandmulticulturalworkforceofthe21stcentury.”68

“Toprospereconomicallyandtoimproverelationswithothercountries,”USSecretaryofEducationArneDuncandeclaredin2010,“Americansneedtoread,speakandunderstandotherlanguages.”AlessutilitarianbutequallyimportantviewisthatofNelsonMandela,whosaid,“Ifyoutalktoamaninalanguageheunderstands,thatgoestohishead.Ifyoutalktohiminhisownlanguage,thatgoestohisheart.”

Increasingstudents’worldlanguageskillsandcultural/globalcompetencyisnolongeraluxury—itisa21stcenturynecessity.Americanstudents,bothelementaryandsecondary,needaccesstohigh-qualityworldlanguageandculturecurriculum;specialattentionneedstobepaidtostudentswho’vehadlessaccesstolanguagesaswellasaccesstolanguagesthatarenotcurrentlycommonlyavailable(suchasChineseandArabic).Supportforworld languagecoursesmustcomefromstateandfederalgovernments,whichprovidefunding,butalsofromparentsandstudents,whoshouldbemadeawareofthebenefitsofstudyingworldlanguages.Finally,teachersneedaccesstocertificationcoursesandqualitycurriculumsothattheycanbecomegreatteachersofworldlanguages,especiallythoseforwhichcertificationdoesn’tcurrentlyexist.

conclusion

Conclusion - 21

Next-Gen World language learning

Worldlanguageacquisitionisanimportantcomponentofglobal

competitivenessand,beyondthat,globalcompetency.Thelatterisnecessaryforstudentsiftheyaregoingtothriveinaninterconnectedworldinwhichcollegeandcareer readiness increasinglydemandsculturalfluencyandworldlanguagefluency.Thegrowingavailabilityofhigh-qualityonlineandblendedlearningresourcesempowerschoolswithanewsetof toolsthatcanexpandstudentaccesstoworld languageinstructionandimproveglobalcompetency.

Active immersion

Mobile learning

Student-centered collaboration

Interdisciplinary work

Competency-based learning

Reorganization of physical space

Game-based learning & augmented reality

Standards-based grading

NEXT-GEN WORLD LANGUAGE LEARNINGWorld language acquisition is an important component of global competitiveness and, beyond that, global competency. The latter is necessary for students if they are going to thrive in an interconnected world in which college and career readiness increasingly demands cultural fluency and world language fluency. The growing availability of high-quality online and blended learning resources empower schools with a new set of tools that can expand student access to world language instruction and improve global competency.

ability to understand the

world, appreciate

interdependence and act on

issues of global significance

aprenderimparare

learn apprendreöğrenmek

discerelernen

=GLOBAL COMPETENCE

BLENDED-LANGUAGE MODELS

DESIGN PRINCIPLES FOR NEXT-GEN WORLD LANGUAGE INSTRUCTION

http://images.institutional.rosettastone.com/Web/RosettaStone/2012-K-12-ELL_Incorporating-Technology-into-the-Academic-Achievement-Strategy.pdfAccording to a 2011 report, blended language environments offer successful learning outcomes because students receive more personalized attention whether from the teacher or from the Rosetta Stone resources.

Increasing students’ world language skills and cultural/global competency is no longer a luxury; it is a 21st-century necessity. American students, both elementary and secondary, need access to high-quality world language instruction. School and district leaders can harness the power of blended learning language tools to create the next generation of American graduates ready to collaborate, compete, and connect on the global stage.

Fully online with options for

face-to-face instruction

Curriculum primarily online

with some class/lab time

Curriculum primarily online with regularly-

scheduled class/lab time

Classroom instruction with required online components outside

of class

Classroom instruction with

optional online resources

All students should have access to high-quality foreign language programs starting in the earliest grades. If all Americans grew up proficient in at least one language in addition to English, and if instruction about other countries’ histories and culture were built into the standard K-12 curriculum, young people would develop better understandings of world cultures and be better equipped to converse, collaborate and compete with peers worldwide. COUNCIL

ON FOREIGN RELATIONS

“

”

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart. NELSON MANDELA

“”

YES

YES

97%Is training in a second language and multiculturalism needed to remain globally competitive?

100 K-12 leader respondents

96%100 Higher Education leader respondents

69%What is the biggest barrier to implementing a language program?

100 K-12 leader respondents

75%

53%Who can converse in a 2nd language other than their official native tongue? Europeans

say limited funding

say limited funding

18%Americans

(Source: 2010 speech by US Secretary of Education Arne Duncan)

(Source: Center for Digital Education Research Survey, October 2012)

(Source: Center for Digital Education Research Survey, October 2012)

100 Higher Ed leader respondents

http://k12.rosettastone.com/content/GettingSmartWP Download the full version of “The Next Generation of World Language Learning” White Paper (available 10/15/2013)

In America, developments in technology coupled with the shift to common college- and career-ready standards and the next generation of student assessments create an unprecedented national opportunity to make a renewed commitment to global competence. The development that holds the greatest promise for improved world language proficiency is combining the access and flexibility of online learning with the support and motivation of on-site teachers. Technology can help teachers to create a 21st century global environment for language study by driving student engagement -- which, in turn, motivates students to higher levels of success with the language.

SCHOOL

www.facebook.com/RosettaStoneEducationtwitter.com/RosettaStoneEd@RosettaStoneEd

https://www.facebook.com/GettingSmarthttps://twitter.com/Getting_Smart@Getting_Smart

“To prosper economically and to improve relations with other countries, Americans need to read, speak and understand other languages. It’s absolutely essential for the citizens of the United States to become fluent in other languages and schools, colleges and universities must include producing bilingual students as a central part of their mission. U.S. SECRETARY OF EDUCATION ARNE DUNCAN

“

”

Winifred KehlResearcher, ConsultantWinifredKehlisaneducationresearcher,sciencewriterandmuseumexhibitdeveloperwhospecializesininformal(outsidetheclassroom)scienceeducation.Herpastprojectsincluderesearch,writinganddevelopmentforexhibitsattheMuseumofFlight,thePacificScienceCenterandtheBrukeMuseumofNaturalHistoryandCulture;researchandwritingforMuseummagazine;andoutreachmaterialsfortheNationalOceanicandAtmosphericAdministration(NOAA).Shehasabackgroundinbiology,geologyandlinguisticsandreceivedherMasterofArtsinmuseologyfromtheUniversityofWashington.

Moss PikeWorld Language Dept./Middle School Dean of Faculty, Harvard-Westlake Middle SchoolMossPikegraduatedfromCornellUniversitywithadegreeinAppliedandEngineeringPhysicsbutlaterdecidedtoshifthiscareerfocustoteachingandtheancientworld,aftertakingcoursesinLatinliteratureandRomanhistory.WhileworkingonanMAinClassicsatUCLA,hediscoveredhistoricallinguistics,whichfurtherpropelledhimtoaPhDPrograminIndo-EuropeanStudiestostudytheGreekandLatinlanguages.HenowteachesLatinattheHarvard-WestlakeSchool,whereheisexperimentingwithgamificationandotherblendedlearningideasintheirnew1:1laptopenvironment.HeisalsotheMiddleSchoolDeanofFacultyandaGoogleCertifiedTeacher,workingcloselywithfacultyonprofessionaldevelopmentandtechnologyintegration.

Carri SchneiderDirector of Policy and Research, Getting SmartCarriistheDirectorofPolicyandResearchatGettingSmart.Withabackgroundinbothpolicyandpractice,shehastaughtinclassroomsfromelementaryschoolstocollegecampuses.Carriservedasanonlineeducatorfrom2005–2012inafullyonlinemaster’sprogramineducationalleadershipandhasauthoredseveralpiecesonthefutureofeducation.Sheco-editedthebookBuilding a 21st Century U.S. Education SystemwithBobWehling,publishedbyNCTAF.Carrihasbeenactivelyinvolvedinsupportingeducationpolicyeffortstoadvancedigitalandblendedlearningopportunitiesasaconsultanttostateandnationalorganizations.SheholdsanEdMineducationaladministrationandanEdDinurbaneducationalleadership.

tom Vander arkAuthor and CEO, Getting SmartTomVanderArkisauthorofGetting Smart: How Digital Learning is Changing the WorldandfounderofGettingSmart,aneducationadvocacyfirm.Tomadvocatesforinnovationsthatcustomizeandmotivatelearningandextendaccess.TomisalsoapartnerinLearnCapital,aneducationventurecapitalfirminvestinginedtechstart-ups.PreviouslyheservedaspresidentoftheXPRIZEFoundationandwasthefirstexecutivedirectorofeducationfortheBill&MelindaGatesFoundation.TomservedasapublicschoolsuperintendentinWashingtonStateandhasextensiveprivatesectorexperience.Aprolificwriterandspeaker,Tomhaspublishedthousandsofarticles.HewritesadailyEdWeekblog,Vander Ark on Innovation,andmakesregularcontributionstoGettingSmart.com.TomisadirectoroftheInternationalAssociationforK–12OnlineLearning(iNACOL)andseveralothernonprofits.TomreceivedtheDistinguishedAchievementMedalandgraduatedfromtheColoradoSchoolofMines.HereceivedhisMBAinfinancefromtheUniversityofDenver.

conTribuTinG auThor bios

Contributing author Bios - 22

Disclosures:DigitalLearningNow!,FloridaVirtualSchool(FLVS)andPresenceLearningareGettingSmartAdvocacyPartners.

Bullitt County Public Schools BullittCountyPublicSchools(BCPS)istheseventh-largestschooldistrictinKentucky,with23schools.ThedistricthasseentremendousgrowthintheEnglishlanguagelearner(ELL)populationbut,withfewstudentsperschoolspreadoutovera largegeographicarea,hiringfull-timeEnglish languageinstructorsforeachschool isn’tcosteffective.Thedistrictwasnotmeetingthefederaladequateyearlyprogress(AYP)requirementandneededtoimproveEnglishlanguageproficiency.

BCPSusedanindependentstudymodelwhereELLstudentsspent30-40minutesaday,fivedaysaweek,usingRosettaStone®softwareinlabswithstaffassistants.ThedistrictbenchmarkedtwocompletedlevelsoftheRosettaStonesolutionperacademicyear.AnadministrativeassistantmonitoredstudentprogressusingRosettaStoneManager™,whichgeneratesreportsandhelpsadministratorstakeactionwhenneededtokeeplearnersontrack.Theresults includedamorethan50percent increase instudenttestscoresontheWIDAACCESSforELLS®

(composite).

Guthrie Common School district GuthrieCommonSchoolDistrict(GCSD)isinthethirdleast-populatedcountyintheUnitedStates,butstillneededtofulfillthestateofTexas’srequirementtoofferstudentscreditsfortwo-orthree-yearlanguagecourses.With100studentsintheentiredistrict,GCSDdidn’twanttohireadditionalfull-timestaff.Instead,thedistricthiredaleadSpanishteachertocreatevirtualSpanish1and2coursesforgrades8-12,usingtheRosettaStonesolutionforcoreinstruction.CoursesweredesignedtomeetTexasstatestandardsandwereapprovedbytheTexasVirtualSchoolNetwork,andachieveda94.6percentstudentcoursepassrate.

Barack obama Male leadership academyBarackObamaMaleLeadershipAcademy(BOMLA),partoftheDallasIndependentSchoolDistrict,wantedtoprovideLatin,ChineseandSpanishlanguagecoursesforgrades6-12.ThemissionoftheAcademyisto“developyoungmenintoimpactfulleaders...fortheglobalsocietyoftomorrow.”Withaneyetowardsglobalcompetency,theydevelopedaproject-based,blended-classroomapproachusingtheRosettaStonesolution,extendingclassroominstructionbeyondtheschooldaywithanytimeaccesstotheprogram.Studentsspent1.5hoursperweeklearningaworldlanguageandpresentedprojectdeliverablesinthatlanguage.Inadditiontoincreasedstudentconfidenceintheirnewlanguageskills, thissuccessfulprogramsawa67percent increaseinenrollment inworld languagecourses.

Colvin run elementary School ColvinRunElementarySchoolwantedtohelptheirK-6thgradestudentsbemorecompetitiveintheglobalcommunityandbroadentheirworldviews.TheschoolusedtheRosettaCourse®platformtosupportandexpandtheirexistingSpanishcurriculuminblendedclassrooms.TheyusedtheRosettaStoneTOTALe®PROforK-12solutiontocreateanindependentstudyprogramforlanguageslikeChinese,whichtheschoolhadnoexpertteacherfor.StudentsalsohadaccesstoadditionallanguagepracticethroughRosettaStudio®sessionsandRosettaWorld®activities-anonlinelearning“world”whereschoolscancreatelearningvillagesfortheirstudents.Additionally,theColvinRunParentTeacherOrganizationsuppliednetbooksforstudentstouseinaworldlanguagelab.After13weeks,oralproficiencyimprovedbyatleastonelevelin90percentofthestudentsandlisteningproficiencyimprovedbyatleastonelevelinover60percentofthestudents.

appendix: rosetta Stone School Stories - 23

aPPendix: roseTTa sTone school sTories

West linn-Wilsonville School districtWestLinn-WilsonvilleSchoolDistrictinthesouthmetropolitanareaofPortland,Oregonhasapproximately8,400students.Thedistrictwantedtocomplementandexpandlanguageinstructionfor itsstudentsandofferaccessoutsidetheclassroomaswellasdifferentiatedinstructionsuitedtoindividualstudents’levelandpaceoflearning.SixschoolsinthedistrictusedRosettaCourse®lessonstooffercorelanguageskillstwiceaweekinSpanishforK–5students;threeschoolsofferedChinese.Thiswascombinedwithliveclassroominteractionwithfluentinstructors.BecausetheschoolswereabletosupplystudentswithaccesstoRosettaCourse®lessonsforlessthanthecostofoneteacher,theywereabletoprovidestudentswithadditionalclassroominstruction.

little rock School district LittleRockSchoolDistrictcreatedasummerprogramtobuildlanguageproficiencyandliteracyskillsforEnglishLearners(ELs)withthegoalofbridginglanguagelearningfromoneacademicyeartoanother.Thesummercamp“CampCanDo!”isafull-day,four-weekprogramthatincorporatesRosettaCourse®lessonsforkindergartenthroughfifth-gradelearners.Thedistricthasseena75percentincreaseinstudentscoresbetweenpre-andpost-tests.

Wade King elementary SchoolWadeKingElementarySchoolservesapproximately450students,ofwhichabout3%areEnglishLanguageLearners,18%areeligibleforfreeorreducedlunchand100%arecurrentlylearningaworldlanguage.AllstudentsingradesonethroughfivehaveusedtheRosettaStoneChineselanguageprogramforthepastfiveyearsaspartoftheschool’sefforttomeetrequirementsforbecominganauthorizedInternationalBaccalaureateschool.Studentsareabletoworkattheirownpace,andbenefitfromindividualizedinstructionandaccessfromhome.TheRosettaStonesolutionsupportsvisualandauditorylearners,andsupplementsChineseinstructiontaughtbyanativespeaker.Additionally,ELLstudentscanusetheRosettaStoneplatformtolearnEnglish.

KM Global School for Global leadership & innovation AtKMGlobal–acharterschoolforhighschoolstudentsinterestedininternationalaffairsandleadership–all43studentsarelearningaworldlanguage.ThankstoablendedlearningenvironmentthatmakesuseoftheRosettaStonesolution,studentscanchoosefromFrench,Spanish,GermanandMandarin–andsomestudentsarelearningmorethanone.StudentsuseRosettaStonesoftware100minutesperweek.Studentscanalsoaccessthesoftwarefromhome,andfrommultipledevices.KMGlobal’sdirector,MicheleKoper,explainswhytheschoolchoseRosettaStone:“Weareaschoolthatfocusesonglobalstudies,andfouryearsofworldlanguageisarequirement.Whenstartingourschool,weknewwewantedstudentstohaveconstantaccesstoworldlanguages,aswellasmultiplechoices.RosettaStonegivesusaccesstomultiplelanguages,allowsstudentstoworkattheirownpace,andtheabilitytopracticetheirspeakinginaself-pace,non-traditionalsetting.”Students’teachershelpthemadjusttotheRosettaStoneteachingformat,andhelpthemmakeconnectionsbetweendigitalandclassroomlearningenvironments.“Grammar isn’texplicitlytaught,sostudentsmaynotunderstandtheconstructionthattheymayneedtouseincertaincircumstances.Thisissomethingthatwegivedirectinstructionon.”Theschoolishappywiththeresults:RosettaStonesoftwarehasallowedstudentstoacceleratefasterthantheytypicallywould.“We’veseenanincreaseinconversationalcompetence.”Additionally,thesoftwaregivesstudentsopportunitiesthatthesmallschooldoesn’thaveinstructorsfor.“InadditiontotheinstructorledFrench,Spanish,andMandarinthatwehaveoffered,studentshavebeenabletouseRosettaStonetolearnthebasicsoflanguagessuchasRussianandArabic.Italsogivesstudentsoptionstotakemorethanonelanguage,notworryingaboutscheduling.Parentshavebeenthankfulthattheirchildrenhavethisuniqueopportunity.”KMGlobal’sworldlanguageteacherMichelleWeberisimpressedwithwhatshehasseen.“Itgivesmetheopportunitytodifferentiatemysmall-grouplessonsbasedonwhatmystudentsneedatthetime.”

appendix: rosetta Stone School Stories - 24

1 Center for Digital Education.“GraduatingGloballyCompetitiveWorkers.”2013.CouncilonForeignRelations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf

2 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf

3 Remarks of Dr. Martha Kanter,UnderSecretaryofEducation,2012InternationalEducationSummitontheOccasionoftheG8.“BroadeningtheSpiritofRespectandCooperationfortheGlobalPublicGood.”May3,2012. http://www.ed.gov/news/speeches/broadening-spirit-respect-and-cooperation-global-public-good

4 Global Competence Task Force.“GlobalCompetenceTaskForceReport.”August2008. http://international.wisc.edu/Publications/docs/6203902-Global-Competence-Task-Force-Report.pdf?access_key=key-1356q43wwdi1eunevn9i

5 Joint National Committee for Languages and the National Council for Languages and International Studies. “JNCL-NCLISResponsetoUSDepartmentofEducationInternationalStrategy2012-2016.”February4,2013. http://www.languagepolicy.org/documents/JNCL%20NCLIS%20response%20to%20the%20USED%20International%20Strategy%2004%20FEB%2013%20(3).pdf

6 Jackson, A.“ForeignLanguagePoliciesAroundtheWorld.”EducationWeek.March2013. http://blogs.edweek.org/edweek/global_learning/2013/03/foreign_language_policies_around_the_world.html

7 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf

8 Ibid.9 Porter, Catherine.“EnglishIsNotEnough.”TheChronicleofHigherEducation.April18,2010. http://jobs.chronicle.com/article/English-Is-Not-Enough/65136/

10 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396

11 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf

12 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf

13 Tucker, G.R.“AGlobalPerspectiveonBilingualismandBilingualEducation.”August1999. http://www.cal.org/resources/Digest/digestglobal.html

14 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396

15 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396

16 Forbes Insight and Rosetta Stone.“ReducingtheImpactofLanguageBarriers.”September2011. http://resources.rosettastone.com/CDN/us/pdfs/Forbes_Insights-Reducing_the_Impact_of_Language_Barriers.pdf

endnotes - 25

endnoTes

17 Forbes Insight and Rosetta Stone.“ReducingtheImpactofLanguageBarriers.”September2011. http://resources.rosettastone.com/CDN/us/pdfs/Forbes_Insights-Reducing_the_Impact_of_Language_Barriers.pdf

18 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf

19 Jackson, A.“ForeignLanguagePoliciesAroundtheWorld.”EducationWeek.March2013. http://blogs.edweek.org/edweek/global_learning/2013/03/foreign_language_policies_around_the_world.html

20 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396

21 Georgia Department of Education.“WorldLanguagesandGlobalInitiatives.” http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/World-Languages-and-International-Education.aspx

22 Jackson, A.“TheLanguageShift.”September2013. http://blogs.edweek.org/edweek/global_learning/2013/09/the_language_shift.html

23 Ibid.24 Getting Smart.“SmartList:30WaystoLearnAlmostAnything.”August2013. http://gettingsmart.com/2013/08/smart-list-30-ways-to-learn-almost-anything/

25 UniversityofTexasatAustin,CenterforOpenEducationalResourcesandLanguageLearning. http://coerll.utexas.edu/coerll/

26 Clayton Christensen Institute Website.BlendedLearningDefinitionsWebpage. http://www.christenseninstitute.org/blended-learning-model-definitions/

27 Vander Ark, T., and Schneider, C.“HowDigitalLearningContributestoDeeperLearning.”2012. http://gettingsmart.com/wp-content/uploads/2012/12/Digital-Learning-Deeper-Learning-Full-White-Paper.pdf

28 Public Impact.“ABetterBlend:AVisionforBoostingStudentOutcomeswithDigitalLearning.”2013. http://opportunityculture.org/wp-content/uploads/2013/04/A_Better_Blend_A_Vision_for_Boosting_Stud

29 Dweck, C. Mindset: The New Psychology of Success. 2008.30 Rhodes, N. and Pufahl, I.“ForeignLanguageTeachinginU.S.Schools:ResultsofaNationalSurvey.”2008.http://www.cal.org/projects/Exec%20Summary_111009.pdf

31 Ibid.32 Ibid.33 Ibid.34 Koebler, J.“EducationFundingforForeignLanguagesCut.”U.S.News&WorldReport.January16,2012. http://www.usnews.com/education/blogs/high-school-notes/2012/01/16/education-funding-for-foreign-languages-cut

35See,forexample:http://www.umaine.edu/flame/BenefitsofSecondLanguage.pdf36 Rosetta Stone.“RosettaStoneTOTALe®:ProvenMoreEffectivethanVersion3.”2011. http://img.en25.com/Web/RosettaStone/Rosetta%20Stone%20TOTALe%20Effectivness%20Summary.pdf

37 Vesselinov, R.“MeasuringtheEffectivenessofRosettaStone®.”January2009. http://resources.rosettastone.com/CDN/us/pdfs/Measuring_the_Effectiveness_RS-5.pdf

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38 Rockman et al.“RosettaStoneEvaluationReport.”July2009. http://img.en25.com/Web/RosettaStone/ROCKMAN%20ET%20AL.pdf

39 Rosetta Stone.“RosettaStoneTOTALe®:ProvenMoreEffectivethanVersion3.”2011. http://img.en25.com/Web/RosettaStone/Rosetta%20Stone%20TOTALe%20Effectivness%20Summary.pdf

40 Koebler, J.“EducationFundingforForeignLanguagesCut.”January2012. http://www.usnews.com/education/blogs/high-school-notes/2012/01/16/education-funding-for-foreign-languages-cut

41 Thomas, D. and Brown, J. S. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. 2011.

42 Dweck, C. Mindset: The New Psychology of Success. 2008.43Emailcommunication.44See,forexample,Davidson, C. Now You See It: How Technology and Brain Science Will Transform Schools and

Business for the 21st Century. 2011.45 Koestler, A. The Act of Creation. 1964.46 Davidson, C. Now You See It: How Technology and Brain Science Will Transform Schools and Business for the

21st Century. 2011.47 Koster, R. A Theory of Fun for Game Design. 2004.48 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.49 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.50 Koster, R. A Theory of Fun for Game Design. 2004.51 Davidson, C. Now You See It: How Technology and Brain Science Will Transform Schools and Business for the

21st Century. 201152 Bailey, J., Schneider, C., Sturgis, C., and Vander Ark, T.“TheShiftfromCohortstoCompetency.”January2013.http://www.digitallearningnow.com/wp-content/uploads/2013/01/CB-Paper-Final.pdf

53 Johnson, S. Where Good Ideas Come From. 2010.54Emailcommunication.55 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.56 Johnson, S. Where Good Ideas Come From. 2010.57 State Educational Technology Directors Association.“TheBroadbandImperative:RecommendationstoAddressK-12EducationalInfrastructureNeeds.” http://www.setda.org/web/guest/broadbandimperative

58 Vander Ark, T.“FlippedForeignLanguage.”2013. http://gettingsmart.com/2013/02/flipped-foreign-language/

59 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.60 Koster, R. A Theory of Fun for Game Design. 2004.61 Koster, R. A Theory of Fun for Game Design. 2004.

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62 Dweck, C.Mindset:TheNewPsychologyofSuccess.2008.63Wikipediaentryon“Constructivism.” http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)

64 Broyles, A.“Classesteachstudentsthelanguagewhiletheylearntocook.”2011. http://www.austin360.com/news/lifestyles/food-cooking/classes-teach-students-the-language-while-they-l-2/nRWdq/

65 Bailey, J., Ellis, S., Schneider, C., and Vander Ark, T.“BlendedLearningImplementationGuide.”February2013.http://www.digitallearningnow.com/wp-content/uploads/2013/02/DLNSmartSeries-BL-paper_2012-02-05a.pdf

66 Clayton Christensen Institute for Disruptive Innovation.“BlendedLearning.” http://www.christenseninstitute.org/blended-learning-3/

67 Vander Ark, T.“NGLCGrantsSponsorInnovativeNewSchoolsinDC&Chicago.”September2013. http://gettingsmart.com/2013/09/nglc-grants-sponsor-innovative-new-schools-in-dc-chicago/

68 Delaware Department of Education.“Governor’sWorldLanguageExpansionInitiative.February2012. http://www.doe.k12.de.us/rttt/files/initiatives/worldlangv2.pdf

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