The John Stanford International School PTA took the lead in submitting a legislative issue to the Washington State PTA: World Language and International Competencies for All Children.

Update June, 2008: John Stanford International School PTA has resubmitted the issue for the 2008 PTA Legislative Assembly. You can download the 2008 Issue (Word).

The Coalition is providing this informational web page as a clearinghouse for information about the issue and identification of groups that are endorsing it.

If you have questions or information to share, please contact action@internationaledwa.org.

Jump to:

• What should we be asking?
• What is our vision for World Languages?
• What about the Achievement Gap?
• What are others saying?
• What are some specific Action Steps?
• Who has endorsed the Issue?

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What should we be asking?

Here are some basic questions we should be answering as we consider the future of world languages in our educational system in Washington State:

1. What are our state’s goals in the teaching of world languages? What should they be? Does our state have a plan to develop an effective K-16 curriculum in major world languages, including non-European ones?
2. Do all students have the opportunity to learn a second language? What proportion of students takes a world language in school? How many complete a four-year sequence and/or attain proficiency?
3. Are there programs for “heritage” language speakers that could be built upon, or technology-assisted programs that could be utilized?

From Shaping the Future.

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What is our vision for World Languages?

We need to bring together stakeholders to define that vision. Currently, our efforts in this state to prepare students for the Global Age of the 21st Century are piecemeal and random acts of excellence. Here are some ideas that Dr. Michele Anciaux Aoki presented in a briefing to a co-chair of Washington Learns

View Washington Learns Languages  (PPT)

We’ll know the system’s working when…

• Every school offers students the opportunity to learn English and at least one other language
• By high school graduation, all students become literate in English and at least one other language
• By college, freshmen can place into 2nd year language classes or begin a new language (i.e. no remediation)

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What about the Achievement Gap?

Patricia McLean and Laura Boss of the Alki Elementary School Foreign Language Task Force in Seattle have prepared a paper documenting how early foreign language learning can actually help students overcome the achievement gap.

Read Strategy for Closing the Achievement Gap (Word) or PDF

Specifically, they document studies that say that early language learning...

• Improves performance in basic skills
• Levels the playing field
• Promotes cultural competency
• Enriches and enhances cognitive development
• Enhances self-concept and sense of achievement in school

In addition, offering foreign language study demonstrates to ELL [English Language Learner] students and their families that languages other than English -- and by extension cultures other than the mainstream -- are valued.

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What are others saying?

• Michael Levine from Asia Society, addressing the Steering Committee of Washington Learns on May 15, ended his presentation with the comment that "the stars are aligned in Washington."

Read Preparing American Students for the Interconnected World of the 21st Century (Levine) (PDF) presented at May 15 Washington Learns meeting

(For more thoughts on the Washington Learns meeting, see Michele Anciaux Aoki's contribution at Bill Center's blog: http://blog.seattlepi.nwsource.com/globalism/archives/103656.asp.)

• In the May 26, 2006 Seattle Times, Senator Pam Roach had an op-ed, entitled "Bridging the foreign-language gap." She states, "We need to place greater emphasis on foreign-language instruction in our schools, starting at the elementary level. We need to make foreign language as high a priority as reading, math, and science." (Seattle Times 5/26/2006 p. B7)

Read Senator Pam Roach's Op Ed

• The May, 2006 Education Update from ASCD (Association of Supervision and Curriculum Development) featured articles on:
  - Social Studies Jockeys for Position in a Narrowing Curriculum NCLB a “Thief of Time” by Kathy Checkley
  - Foreign Language Learning Gap Concerns U.S. Leaders by John Wilcox
  - What Makes a Foreign Language Program Effective? by John Wilcox

View Online Resources on Foreign Language Learning

• The May/June 2006 issue of "Foreign Policy" highlights "Lost in America" by Douglas McGray "Can Americans open the classroom door, or will today's youth be unprepared to lead tomorrow's world?"
   
• Research from the American School Board Journal: Our Tongue-Tied Students
  The U.S. Department of State says “deficits in foreign language learning and teaching” hamper security, diplomacy, law enforcement, intelligence, and cultural understanding. And the Committee for Economic Development, a policy group of business leaders and university presidents, warns that “strong foreign language programs at the elementary, high school, and college levels” are necessary to maintain competitiveness in global markets.

Read the full article: http://www.asbj.com/current/research.html

• A recent article by the Superintendent at the US Naval Academy in Annapolis indicates that along with outstanding academics, physical fitness, commitment to service, and moral character, the Academy is looking for more:
  Finally, we’re looking for students who can speak another language or who have experienced different cultures overseas.

Read the full article:
http://usna.com/News_Pubs/Publications/Shipmate/2006/08/Supe.pdf

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What are some specific Action Steps?

The following specific Action Steps were published in the 2006 Summit Report (PDF) from the International Education Leadership Summit on "Expanding Chinese Language Capacity in Washington State." While these recommendations specifically mention Chinese language, you can easily substitute any other World Language (including Native American languages).

1. Develop a cross-disciplinary M.A. in the Teaching of Chinese at the University of Washington.
    
2. Offer summer institutes to prepare teachers of Chinese (from the U.S. and China) through a collaboration between China and our state colleges and universities.
    
3. Create a new Certificate in Early Language Teaching and Learning to be offered through state community colleges.
    
4. Align recommended high school graduation requirements to college admissions standards.
    
5. Fund a full-time position at the Office of Superintendent of Public Instruction to support World Languages/International Education. Some specific responsibilities would include:

• collecting and disseminating information about best practices in language learning, teaching, and assessment, including experiences in the award-winning language immersion programs in our region
• working with the state-funded Digital Learning Commons to provide a technology-based portal to resources on learning Chinese (and other languages and cultures)
• offering training in high-quality language proficiency assessment to teachers and schools
• helping language teachers align their curriculum and assessments to the voluntary World Language Standards adopted by Washington state, based on the National Standards for Foreign Language
• assisting teachers and schools in developing strong virtual exchanges with China through programs like iEARN (International Education and Resource Network)

(Download the World Language Coordinator Fact Sheet (PDF).)

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Who has endorsed the Issue?

The following organizations and individuals have endorsed the World Language and International Competencies Legislative Issue:

Individuals

• Dr. Bridget Yaden, Professor at Pacific Lutheran University and
  President of the Washington Association for Language Teaching and local unit PTA VP
• Isabel D'Ambrosia, PTA Legislative Chair, John Stanford International School PTA
• Dr. Michele Anciaux Aoki, Co-founder of the Washington State Coalition for International Education

Organizations

• John Stanford International School PTA
• Washington Association for Language Teaching
• Washington Council on International Trade
• Washington State Coalition for International Education

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