can you imagine?

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Can you imagine? Can you imagine? What would it take for What would it take for us to prepare our us to prepare our students for the world students for the world they will soon be they will soon be running? running?

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Can you imagine? What would it take for us to prepare our students for the world they will soon be running?. International Education. Prepares students for today’s world—the need for it already exists. Prepares students for the world of tomorrow. - PowerPoint PPT Presentation

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Page 1: Can you imagine?

Can you imagine?Can you imagine?

What would it take for us What would it take for us to prepare our students for to prepare our students for the world they will soon be the world they will soon be

running?running?

Page 2: Can you imagine?

International EducationInternational Education

Prepares students for today’s world—Prepares students for today’s world—the need for it already exists.the need for it already exists.

Prepares students for the world of Prepares students for the world of tomorrow.tomorrow.

Requires deep understanding of Requires deep understanding of other cultures, perspective-taking, other cultures, perspective-taking, and the ability to interact effectively and the ability to interact effectively with people of other cultures.with people of other cultures.

Page 3: Can you imagine?

A Vision of International EducationA Vision of International Education

-Students study literary genres which includes -Students study literary genres which includes reading texts in a foreign languagereading texts in a foreign language

-In a US history course, students read about events -In a US history course, students read about events using authentic sources in other languagesusing authentic sources in other languages

-Students fulfill community service requirements in -Students fulfill community service requirements in ethnic language communities locally or abroadethnic language communities locally or abroad

-Students are actively use their foreign language in -Students are actively use their foreign language in internships in business or government agenciesinternships in business or government agencies

-A course in comparative political and economic -A course in comparative political and economic systems requires readings from authentic systems requires readings from authentic documents. Students who have studied several documents. Students who have studied several different languages ‘jigsaw’ to report their different languages ‘jigsaw’ to report their findings. findings.

Page 4: Can you imagine?

A Vision of International EducationA Vision of International Education

Allows students to gain cultural Allows students to gain cultural understanding and perspective taking understanding and perspective taking through direct access to the culture:through direct access to the culture:

Authentic documentsAuthentic documents Interactions with native speakers/culture Interactions with native speakers/culture

bearersbearers

FOREIGN LANGUAGE PROFICIENCY FOREIGN LANGUAGE PROFICIENCY

IS CRITICAL TO THIS VISIONIS CRITICAL TO THIS VISION

Page 5: Can you imagine?

Exemplary Exemplary International Education Programs: International Education Programs:

The Language ComponentThe Language Component

1.1. International education is incomplete International education is incomplete without a strong without a strong foreign languageforeign language component.component.

2.2. A world class education means providing A world class education means providing our students with an education our students with an education comparable to the best in the rest of the comparable to the best in the rest of the world. That requires world. That requires foreign foreign languageslanguages as part of the core as part of the core curriculum.curriculum.

Page 6: Can you imagine?

Exemplary Exemplary Foreign Language ProgramsForeign Language Programs

Are aligned with National StandardsAre aligned with National Standards Ensure that language learning is Ensure that language learning is

inseparable from cross-cultural inseparable from cross-cultural understandingunderstanding

Address the key elements that Address the key elements that research has shown make a research has shown make a difference in language learningdifference in language learning

Page 7: Can you imagine?

Variables That Matter Variables That Matter in Language Learning in Language Learning

TimeTime Intensity and EngagementIntensity and Engagement Authentic tasks involving meaning Authentic tasks involving meaning

and purposeand purpose InteractionInteraction Cross-cultural experiencesCross-cultural experiences

Page 8: Can you imagine?

Some Approaches Some Approaches to Exemplary Programsto Exemplary Programs

Time:Time: Programs need to start early, Programs need to start early, and meet frequently enough for long and meet frequently enough for long enough to provide sufficient contact enough to provide sufficient contact hours to result in useable proficiencyhours to result in useable proficiency– ImmersionImmersion– Intensive FLESIntensive FLES– Content-based FLESContent-based FLES– FLES programs that increase contact FLES programs that increase contact

time and intensity over the yearstime and intensity over the years

Page 9: Can you imagine?

Contact Hours Contact Hours and Language Learningand Language Learning

DLIDLI

Spanish= Spanish= 240 hours240 hours (8 weeks)(8 weeks)

Chinese= Chinese= 480 hours480 hours (16 weeks)(16 weeks)

High SchoolHigh School

Carnegie UnitCarnegie Unit

150 150 contact hours (180 contact hours (180 days X 50 minutes)days X 50 minutes)

150 days X 50 150 days X 50 minutes= minutes= 125 hours125 hours

Elementary school Elementary school total immersion; dual total immersion; dual languagelanguage

180 days (?) X 5hours=180 days (?) X 5hours=

900 hours900 hours

FLES FLES

60 mins. per week X40 60 mins. per week X40 weeks= weeks= 40 hours40 hours

150 mins. per week X 150 mins. per week X 40 weeks = 40 weeks = 100 100 hourshours

Page 10: Can you imagine?

Variables That Matter Variables That Matter in Language Learning in Language Learning

TimeTime Intensity and EngagementIntensity and Engagement Authentic tasks involving meaning Authentic tasks involving meaning

and purposeand purpose InteractionInteraction Cross-cultural experiencesCross-cultural experiences

Page 11: Can you imagine?

A Few Old AdagesA Few Old Adages

We have done so much with so little We have done so much with so little for so long, that we are qualified to for so long, that we are qualified to do anything and everything with do anything and everything with nothing.nothing.

You get what you pay for.You get what you pay for.

If it’s worth doing, it’s worth doing If it’s worth doing, it’s worth doing well.well.

Page 12: Can you imagine?

What does it take to build an What does it take to build an exemplary program? exemplary program?

Pay attention to the critical variables that Pay attention to the critical variables that make a difference.make a difference.

Provide sufficient resources:Provide sufficient resources:– TimeTime– Excellent teachers or alternative instructional Excellent teachers or alternative instructional

delivery systemsdelivery systems– Instructional materialsInstructional materials

Sometimes, these resources require Sometimes, these resources require

$$$$$$$$$$$$$$

Page 13: Can you imagine?

Doing More With LessDoing More With Less

1.Consider program models that increase 1.Consider program models that increase contact time and intensity over the years.contact time and intensity over the years.

2. Integrate language with content 2. Integrate language with content instruction.instruction.

3. Consider highly intensive (and low cost!!) 3. Consider highly intensive (and low cost!!) models for those who might opt for themmodels for those who might opt for them

4. Consider dual language programs for 4. Consider dual language programs for meeting the needs of English language meeting the needs of English language learners while providing foreign language learners while providing foreign language learning for English speakerslearning for English speakers

Page 14: Can you imagine?

Exemplary Programs Recognize Exemplary Programs Recognize One Size Won’t Fit AllOne Size Won’t Fit All

Addressing the preferences of Addressing the preferences of diverse stakeholdersdiverse stakeholders

Addressing the needs of diverse Addressing the needs of diverse learnerslearners

Addressing national, state, and local Addressing national, state, and local needsneeds

Providing cognitive and academic Providing cognitive and academic benefits to allbenefits to all

Page 15: Can you imagine?

Pipelines: Exemplary Programs That Can Pipelines: Exemplary Programs That Can Maximize Your InvestmentMaximize Your Investment

PipelinesPipelines Are selective: Are selective: selectedselected byby parents parents and/or studentsand/or students

Are real-life examples Are real-life examples of what can be of what can be accomplished accomplished

Serve as hothouses for Serve as hothouses for innovationinnovation

Offer diverse Offer diverse languages and serve languages and serve diverse populationsdiverse populations

Are carefully articulated Are carefully articulated to lead to advanced to lead to advanced level proficiencylevel proficiency

Provide significant Provide significant incentives for all incentives for all participants at every participants at every levellevel

Include opportunities for Include opportunities for selected learners to selected learners to enter the pipeline at enter the pipeline at specified pointsspecified points

May include or prepare May include or prepare students for cross-students for cross-training in additional training in additional languageslanguages

Page 16: Can you imagine?

Creating An Exemplary StateCreating An Exemplary State

Education: a state responsibilityEducation: a state responsibility

Exemplary education: a state Exemplary education: a state responsibilityresponsibility

Page 17: Can you imagine?

Steps Toward An Exemplary StateSteps Toward An Exemplary StateThe New Jersey StoryThe New Jersey Story

Moving toward excellence :Moving toward excellence : Foreign language mandateForeign language mandate Interest in international educationInterest in international education Extensive opportunities for high Extensive opportunities for high

quality professional developmentquality professional development

Page 18: Can you imagine?

Where To From Here?Where To From Here?

Ensure resources are aligned with Ensure resources are aligned with goalsgoals

Develop accountability measuresDevelop accountability measures

Page 19: Can you imagine?

Ten Things To Do TomorrowTen Things To Do Tomorrow

1.1. Declare foreign language learning a priority for schools in Declare foreign language learning a priority for schools in your state.your state.

2.2. Require that international education programs include a Require that international education programs include a foreign language component.foreign language component.

3.3. Include quality foreign language programs as a criterion Include quality foreign language programs as a criterion for school report cards.for school report cards.

4.4. Base merit or scholar diplomas on demonstrated Base merit or scholar diplomas on demonstrated proficiency (or, at least 6 years of foreign language proficiency (or, at least 6 years of foreign language study).study).

5.5. Encourage charter or magnet schools with a foreign Encourage charter or magnet schools with a foreign language focus.language focus.

Page 20: Can you imagine?

Ten Things To Do TomorrowTen Things To Do Tomorrow(continued)(continued)

6.6. Make foreign language proficiency an entrance and exit Make foreign language proficiency an entrance and exit requirement from state-supported postsecondary requirement from state-supported postsecondary institutions.institutions.

7.7. Establish a Governor’s Academy (academic year or Establish a Governor’s Academy (academic year or summer). summer).

8.8. Facilitate certification and hiring processes to expand the Facilitate certification and hiring processes to expand the teacher pool.teacher pool.

9.9. Require that teacher preparation institutions include Require that teacher preparation institutions include language proficiency for elementary certification.language proficiency for elementary certification.

10.10. Get the state PTA, school leaders and school boards to Get the state PTA, school leaders and school boards to work toward a national policy that promotes language work toward a national policy that promotes language learning in our schools.learning in our schools.

Page 21: Can you imagine?

The Educator’s 11The Educator’s 11thth Commandment Commandment

THOU SHALT

DO IT WELL