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Learning World Languages and Cultures in California: A Stimulus for Academic and Economic Success
California Language Teachers’ Association
California Foreign Language Project
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World Language and Cultural Competencies (WLCC)
• Capitalizing on economic and social opportunities
• Promoting domestic security and international peace
• Acknowledging and responding to a multicultural citizenry
• Reaping academic benefits
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Economy
• International Trade Opportunities• Exports • Foreign markets
• Importance of World Languages and Cultures
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Figure 1: California's Top Export Markets, 2002 - 2006
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5
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EU Mexico Canada Japan China South Korea
Trading Partner
Exp
ort
s (
in U
S$ B
illion
s)
2002
2004
2006
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Economic Benefits
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Domestic Security
Arabic Japanese Serbian/Croatian
Mandarin Korean Spanish
French Kurmanji/Behdini Sorani
German Pashto Tagalog
Hebrew Persian Afghan Thai
Hindi Persian Farsi Turkish
Indonesian Portuguese Urudu
Italian Russian Uzbek
Languages Taught at the Defense Language Institute in Monterey, California
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Domestic Security
United States
According to the Modern Language Association's Foreign Language Enrollment Survey, in 2006, the top three languages studied in the U.S.:– Spanish, French and German– 1.1 million American students
in higher education. Arabic, Armenian and Kurdish
combined was less than 25,000 – – 2% of the number studying
Spanish, French and German.
California
While more than 120,000 college students in California were studying Spanish, French and German in 2006, – only3,556 were studying
Arabic, with fewer than 1,000 studying Armenian, and none studying Kurdish.
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California’s Multicultural Society
• Significant portion (31.3%)* of small business owners in California are non-English native speakers and provide the state with many jobs and revenue
• Need for multilingual and culturally sensitive professionals to better serve California’s diverse citizenry especially in fields such as:– Health care– Legal services– Government services
*2000 U.S. Census
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Top Languages Spoken by Californians Over Age 5 in 2000 and 2005
California’s Multicultural Society
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Academic Benefits of WLCC Study
• Greater cognitive skills
• Improved school performance in other subject areas
• Increased standardized tests scores
• Benefits are especially pronounced when children begin study early
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World Language Education in CA
Enrollments Below National Averages
• 7th and 8th grades– National Average -
14.7%– California - 8.2%
• High School– National Average -
43.8%– California - 40.3%
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Percentage of Students Enrolled in Foreign Languages in 7th-8th Grades and 9th-12th Grades, Selected States, 2004
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Number of Classes Offered in California K-12 by Subject, 1997-1998 to 2007-2008 School Year
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Average Class Size in California, by Subject, 2007-2008
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Ratio of Introductory to Advanced Enrollments in 4-Year Institutions, for Top 12 Languages in California, 2006
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Percentage Increase in Foreign Language Enrollments, 1997-2007
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Proportion of Chinese and Korean Language Students to French, German and Japanese Language Students*
* Note: proportion reads horizontally to vertically, so Chinese-French entry indicates one Chinese language student for every nine French language students
Language (all levels) French German Japanese
Chinese 1 : 9 4 : 5 7 : 8
Korean 1 : 46 1 : 6 1 : 6
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Lack of Effective Educational Policy
•Not included on the California Standards Tests•Not required for graduation from high school•Ineffective policies such as prop 227
Source: Californians Together and CABE. Press Release (2008).
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Competing Priorities For every $100 spent by the
CA Department of Education, only 15 cents goes to foreign language education.
No categorical funding allocated to World Languages Education
$110 Million - Visual and Performing Arts and Music Block Grant
$57 Million - Professional Development for Mathematics and Reading
$0 - World Languages
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Limited Time
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Lack of Qualified Teachers
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Improve Educational Policy and Accountability
• Utilize the content standards to develop a sequential curriculum for world language and cultural competencies (WLCC) education from kindergarten through secondary school
• Make world languages a state requirement for high school graduation separate from visual and performing arts
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A Step in the Right Direction
On January 7, 2009 the State Board of Education Unanimously Adopted World Languages Content Standards for California Public School
A Result of CLTA’s Advocacy, Senator Betty Karnette’s Legislation (SB 5) and State Board Member, Yvonne Chan’s Extraordinary Leadership and Support.
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Harness our Natural Resources
Source: Fry, R. & Gonzales, F. (2008). One and five and growing fast: A profile of Hispanic public school students. Washington D.C.: Pew Hispanic Center.
Projected Enrollment Growth for Hispanic and Non-Hispanic Students, from 2006-2050
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Increase Teacher Recruitment/Preparation
Teacher Preparation for Foreign Language Candidates in California
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Expand Quality Professional Development
Type of Support Foreign Language Teachers Reported Needing the Most: Survey Responses from the American Council on Teaching Foreign Languages, 2008
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Embrace 21st Century Learning
• Provide technological tools and train world languages teachers to integrate them into their classrooms
• Implement distance learning programs in schools and districts that lack resources for comprehensive world languages programs
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Conclusion
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Thank You
• Full report available: www.stanford.edu/group/CFLP
• Co-author and Executive Director of CFLP, Duarte Silva:– [email protected]
• Tracy Steele– [email protected]
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