language learning policies in the united states jacque bott van houten
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Intergovernmental Policy Forum Strasbourg, 6-8 2007 The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities. Language Learning Policies in the United States Jacque Bott Van Houten - PowerPoint PPT PresentationTRANSCRIPT
Intergovernmental Policy ForumStrasbourg, 6-8 2007
The Common European Framework of Reference for Languages (CEFR) and the development of language
policies: challenges and responsibilities
Language Learning Policies
in the United States
Jacque Bott Van Houten
National Council of State Supervisors for Languages
U.S. National Education Policies No Child Left Behind Act (NCLB) of 2001
Accountability--adequate yearly progressLocal flexibility in spending and testing
Priority areas of Reading, Math, English
Focus on :STEM (Science, Technology, Engineering, Math)Early Childhood Education, High School Redesign
NCSSFL
The Role of World Languages in U.S. Policy
NCLB core subjects also include: Science, Foreign Languages, Arts, History Geography, Civics/Government NCLB new requirements for teacher qualifications National Security Language Initiative
• Expand critical language mastery• Increase numbers of advanced speakers• Increase number of teachers & resources
New Interest in International Education
NCSSFL
State and Local Language Policies
16 states require 2 years or more language study for graduation or college admission
Most states and/or school districts have:• Foreign Language Frameworks based on
national standards• Benchmarks for achievement
Most school districts have foreign language curricula
Federal grant funding sets priorities
NCSSFL
Support for Language Learning U.S. Department of Education, Office of English
Language Acquisition National Council of State Supervisors for Languages National Association of District Supervisors for Foreign
Languages 15 National Language Resource Centers American Council on the Teaching of Foreign
Languages National Network for Early Language Learning Joint National Committee on Languages Modern Language Association
NCSSFL
Standards for Foreign Language
Learning in the 21st Century ACTFL Proficiency Guidelines ACTFL Performance Guidelines for K-12 Assessment tools, such as the Oral
Proficiency Interviews
NCSSFL
National Tools for Teaching and Learning
Why CEFRL Appeals to Americans
Makes language learning transparentMakes language learning transparent Motivates and empowers the learnerMotivates and empowers the learner Promotes reflective learningPromotes reflective learning Provides a new way of looking at cultureProvides a new way of looking at culture Recognizes and values heritage languages Records individual progressRecords individual progress Facilitates articulation among language
programs Provides a common criteria/scale Provides a common criteria/scale Promotes language learning as a life-long
endeavor
NCSSFL
American Interest in CEFRL
Cornell University German Studies Dept. University of Dayton research Brigham Young University, use of
ELP/CEFR Virginia Commonwealth University Kennesaw University (GA) Others (Missouri State U., University of
Kentucky, Murray State Univ., etc.
NCSSFL
American Interest in the ELP - LinguaFolio 2003 Goethe-Institut sponsored seminar for
NCSSFL members in Düsseldorf 2004 Kentucky Meeting LinguaFolio versions in Kentucky, Nebraska,
Virginia, Indiana,Virginia NCSSFL LinguaFolio Year of Language Project 5-state pilot, NE research Concordia Language Village STARTALK
NCSSFL
Why the interest?
Shared communicative focus Parallels to our ACTFL scales Supports U.S. trends and research Addresses the individual learner
Challenges in the U.S.
Question of ELP/LF validation Alignment of ACTFL scales with Global
Scale
NCSSFL
www.ncssfl.org