Educating for Global Competence: The Value of Multilingualism Accountability Leadership Institute December 10, 2013 Angelica Ramsey, Ed.D Yee Wan, Ed.D Goal Acknowledge and discuss the value of multilingualism in the 21st century Why the Toolkit…? • Promotes and supports equitable access to high quality education for all students • Values proficiency in multiple languages as asset for developing global competence K-12 Foreign Language Learning Compulsory Starting at ages 8-9 K-12 Foreign Language Learning Compulsory Starting at age 10 K-12 Foreign Language Learning NOT COMPULSORY K-12 Foreign Language Learning How many of the 24 industrialized countries that participated in the survey of language study require their students to study at least one additional language? Sweden Iceland Norway Canada Finland Russia United Netherland Ireland Kingdon Germany Belgium Austria France Switzerland Italy China Japan India Singapore Brazil Citizens Comfortable Conversing in a Second Language 10% 10% native born U.S citizens feel comfortable conversing in a language other than English Source: 2010 U.S Census 54% 54% of Europeans feel comfortable conversing in a second language Source: European Commission, 2012 Percentage of Schools in the U.S Offering Foreign Language 100% 90% 80% Percent age of Schools 70% 60% 50% 40% 30% 20% 10% 0% 1997 2008 Source: America’s Foreign Language Deficit, Forbes, 2012 Multiple Perspectives •2 Voices from Stakeholders Shaping Our Global Future: The Value of Multilingualism •2 Video debrief… •2 Reflection… What systems you have in place in your district to encourage maintenance of all students’ home languages and/or to motivate the study of additional languages? Opportunities Benefits of Second Language Learning Native English Speakers Non-native English Speakers Learn a second or third language Maintain and continue developing their primary language Strengthen academic literacy in English Learn English or a third language Multiple Paths to Multilingualism Opportunities for schools to design language programs in their schools Foreign Language/World Language Study Programs TK–6 Bilingual Programs (Pre-K–6) Foreign Language in Elementary School (FLES) Foreign Language Experience (FLEX) After school or weekend language programs 6–12 Traditional world language classes in middle and high school Two-Way Immersion Programs K–12 Two-Way Immersion Spanish for Native Spanish Speakers Vietnamese for Native Vietnamese Speakers Study abroad Adapted from the World Language Plan, San Diego County Office of Education, 2012 27 Seal of Biliteracy Recognition by the California State Superintendent of Public Instruction, county offices of education, and districts for students who fulfill the criteria for proficiency in one or more languages in addition to English by high school graduation 28 Pathway Awards: Elementary School Students may earn Bilingual Service and Participation Award or Biliteracy Attainment Award 29 Pathway Awards: Middle School Students may earn Pursuit of Bilingualism Award or Biliteracy Attainment Award 30 Access the Toolkit A complete list of resources is available at: http:// mes.sccoe.org/bwlct/home/Pa ges/default.aspx 31 A Reflection… From a personal perspective… What are your reflections about the urgency to build biliterate and multilingual programs as part of global competence? •3 A Final Reflection From a district/school perspective… How biliteracy and multilingualism impact the current reality in your school system for all students? •3 Questions For More Information Yee Wan, Ed.D., Director, Multilingual Education Services yee_wan@sccoe.org 408-453-6825 Angelica Ramsey, Ed.D., Chief Academic Officer Educational Services Branch angelica_ramsey@sccoe.org 408-453-6508 35 [...]... part of global competence? •3 A Final Reflection From a district/school perspective… How do biliteracy and multilingualism impact the current reality in your school system for all students? •3 Questions For More Information Yee Wan, Ed.D., Director, Multilingual Education Services yee _wan@ sccoe.org 408-453-6825 Angelica Ramsey, Ed.D., Chief Academic Officer Educational Services Branch angelica _ramsey@ sccoe.org... countries for students to learn at least one other language U.S Secretary of Education, Arne Duncan May 29, 2013 What is global competence? 12 21st Century Student Outcomes and Support Systems 13 Global Competence The capacity and dispositions to understand and act on issues of global significance 14 Investigate the World Recognize Perspectives Global Competencies Communicate Ideas 15 Role of Language in Global. .. Opportunities for schools to design language programs in their schools Foreign Language/World Language Study Programs TK–6 Bilingual Programs (Pre-K–6) Foreign Language in Elementary School (FLES) Foreign Language Experience (FLEX) After school or weekend language programs 6–12 Traditional world language classes in middle and high school Two-Way Immersion Programs K–12 Two-Way Immersion Spanish for Native... Immersion Spanish for Native Spanish Speakers Vietnamese for Native Vietnamese Speakers Study abroad Adapted from the World Language Plan, San Diego County Office of Education, 2012 27 Seal of Biliteracy Recognition by the California State Superintendent of Public Instruction, county offices of education, and districts for students who fulfill the criteria for proficiency in one or more languages in addition... Recognize Perspectives Global Competencies Communicate Ideas 15 Role of Language in Global Competence 16 Benefits of Second Language Learning What comes to your mind? •1 Academic Achievement •1 Cognitive Flexibility •1 Language and Cultural Understanding •2 Multiple Perspectives •2 Voices from Stakeholders Shaping Our Global Future: The Value of Multilingualism •2 Video debrief… •2 Reflection… What systems