Washington Learns Languages

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Washington LearnsLanguages

• Notes for Washington Learns
• By Michele Anciaux Aoki, Ph.D.
• April 25, 2006

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The Word Is Out About What Students Need

• Global Knowledge
• Including world history, geography, and
  international economics
• Languages
• Acquiring key cognitive and academic skills, as
  well as insight into another culture
• Global Perspectives
• Underlying respect for and interest in different
  perspectives
• Educating Leaders for a Global Society
• http//internationaled.org

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Vision for Language Learning in Washington State

• Well know the systems 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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Whats Needed to Achieve the Vision?

• Schools and districts need help and guidance to
  implement effective early language programs
• Bilingual programs need to take the bilingual
  mission seriously
• High school students need a seamless transition
  into college language courses
• Colleges need to take a leadership role in
  helping students demonstrate language
  proficiency, not just seat time for credits

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What Will Help Us Get There

• Shared Vision for World Languages
• Voluntary Standards now adopted
• Inclusion of World Languages in the Education
  Reform Agenda
• Assessments
• Rigorous High School Curriculum
• Commitment to Prepare Teachers

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World Language Standards

• Voluntary World Language Standards adopted Dec,
  2005 by Supt. Terry Bergeson
• The 5 Cs of the National Standards for Foreign
  Language
• http//www.k12.wa.us/curriculuminstruct/socstudies
  /WorldLanguages/voluntarystandards.aspx

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Standards Answer Questions

• Content Standards
• What do we want students to learn?
• Performance Standards
• How will we know theyve learned it?
• Proficiency Standards
• How well do they need to know it?
• Program Standards
• How should programs be designed?
• What practices yield results?

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Assessments

• How do we know how well students are learning
  languages?
• How can we use assessment to help us articulate
  P-16?
• Does learning a language help students prepare
  for the WASL?
• Should we try Classroom-Based Assessments (like
  Social Studies)?

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Models for Assessment

• We have models for Performance Assessments for
  Language Learners
• Specifications for NAEP for Foreign Language
• AP Language exams
• SOPA (Student Oral Proficiency Assessment) for
  early language learners developed by Center for
  Applied Linguistics (CAL)
• We have ACTFL Proficiency Guidelines and the SOPA
  Rating Profile for junior levels

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Rigorous High School Curriculum

• HB 2706 introduced this session
• Establishes recommended graduation
  requirements
• 4 years of Math, 3 years of Science, etc. etc.
• Intention to align graduation requirements to
  college admissions
• World Languages NOT MENTIONED
• Lets get them added

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Commitment to Prepare Teachers

• MA in Teaching of Languages
• Including Early Language Learning theory and
  practical experience
• Certificate in Early Language Teaching and
  Learning (Community College level)
• Help prepare Instructional Assistants and
  heritage speakers (who might become teachers)
• Professional Development for current teachers
  (perhaps through ESDs)

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What Might It Look Like?

• A world-class system includes
• Starting early in elementary
• Building in the middle years
• Finishing strong in high school
• Capitalizing on Heritage Languages

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Starting Early in Elementary

• Schools select a model
• (1) Language Culture Awareness
• Focus on culture and novice-level language at
  least once/quarter
• (2) Language Classes
• Learn target language 1-5 hours/week
• During or before/after school day
• (3) Language Immersion
• Learn academic content in the target language at
  least 12-15 hours/week

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Building in the Middle Years

• With students language ready
• (1) Formal language classes begin
• By 6th or 7th grade, if possible
• By 8th grade, at least
• (2) Language becomes core subject
• (3) Language Immersion continues
• Academic content in target language
• Language Arts in target language

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Finishing Strong in High School

• With 1-8 years behind them
• (1) College admissions requirements can be met by
  most students
• 2 years (credits) required
• 3 credits 3 quarters college level
• (2) AP or IB Exams an option
• (3) Language Immersion continues
• Advanced academic content
• Or, start a new language, perhaps

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Capitalizing on Heritage Languages

• Heritage language learners (including
  immigrants learning English)
• May have strong oral skills
• Need to become literate
• Need to develop academic language proficiency
• Their families need to know that its important
  for their children to maintain and develop their
  native or heritage language