Educating for Global Competence The Value of Multilingualism

Educating for Global Competence: The Value of Multilingualism Presentation for Parents December 2013

Who are we? Introduce yourself to a person near you and discuss the following prompts: 1. Do you speak more than one language? If yes, what are the languages? 2. Do you have family members or friends who speak two or three languages? If yes, what are the languages? 3. How many languages do you estimate are spoken by students in Santa Clara County? Educating for Global Competence: The Value of Multilingualism 2

Goal Acknowledge and discuss the value of multilingualism in the 21 st century Educating for Global Competence: The Value of Multilingualism 3

Why Language? If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. -Nelson Mandela Educating for Global Competence: The Value of Multilingualism 4

Student Voices http: //mes. sccoe. org/bwlct/ Educating for Global Competence: The Value of Multilingualism 5

Role of Language in Global Competence Bilingualism and multilingualism are advantages for students competing to succeed in a 21 st century global society. Educating for Global Competence: The Value of Multilingualism 6

Role of Language in Global Competence Students must develop four competencies and abilities to – investigate the world – recognize perspectives – communicate ideas – take action Educating for Global Competence: The Value of Multilingualism 7

Data Trends in Language Learning Educating for Global Competence: The Value of Multilingualism 8

Citizens Comfortable Conversing in a Second Language 10% 54% 10% native born U. S. citizens feel comfortable conversing in a language other than English 54% of Europeans feel comfortable conversing in a second language Source: 2010 U. S. Census Source: European Commission, 2012 Educating for Global Competence: The Value of Multilingualism 9

Percentage of Schools in the U. S. Offering Foreign Language 100% 90% Percentage of Schools 80% 70% 60% 50% 40% 30% 20% 10% 0% All Elementary Public Elementary All Middle Schools All High Schools 1997 31% 24% 75% 91% 2008 25% 15% 58% 91% Source: America’s Foreign Language Deficit, Forbes, 2012 Educating for Global Competence: The Value of Multilingualism 10

K-12 Foreign Language Learning • 21 countries require their students to study at least one additional language • China – Foreign language study is compulsory starting at ages 8 -9 • Canada – Foreign language study is compulsory starting at age 10 • United States – Foreign language study is not compulsory Educating for Global Competence: The Value of Multilingualism 11

Types of Awards Multilingualism Educating for Global Competence: The Value of Multilingualism 12

Viewing Video: Parents and Students’ Voices • Observe the video clip • Prepare to discuss your reactions and thoughts Educating for Global Competence: The Value of Multilingualism 13

Biliteracy Award Programs Seal of Pathway Biliteracy Awards Educating for Global Competence: The Value of Multilingualism 14

Seal of Biliteracy Recognition by the California State Superintendent of Public Instruction and districts and county offices of education of students who meet the criteria for demonstrating proficiency in one or more languages in addition to English by high school graduation Educating for Global Competence: The Value of Multilingualism 15

Pathway Awards Acknowledgements to encourage students to begin or continue the study of a second or third language • At the end of elementary school students may earn – Bilingual Service and Participation Award or – Biliteracy Attainment Award • At the end of middle school students may earn – Pursuit of Bilingualism Award or – Biliteracy Attainment Award Educating for Global Competence: The Value of Multilingualism 16

Multiple Paths to Multilingualism Opportunities for schools to design language programs in their schools Foreign Language/World Language Study Programs K-6 Two-Way Immersion Programs 6 -12 Bilingual Programs Foreign Language in Elementary School (FLES) Traditional world language classes in middle and high school Spanish for Native Spanish Speakers Foreign Language Experience (FLEX) Vietnamese for Native Vietnamese Speakers After school or weekend language programs Study abroad K-12 Two-Way Immersion Adapted from the World Language Plan, San Diego County Office of Education, 2012 Educating for Global Competence: The Value of Multilingualism 17

Access the Toolkit A complete list of resources is available at: http: //mes. sccoe. org/bwlct/ho me/Pages/default. aspx Educating for Global Competence: The Value of Multilingualism 18

Recognizing Parents’ Actions 1. Encourage native language development and maintenance at home 2. Enroll child in a program to develop native language literacy 3. Promote cultural knowledge 4. Explore child’s interest to learn a third language 5. Your next steps! Educating for Global Competence: The Value of Multilingualism 19

For More Information Yee Wan, Ed. D. , Director, Multilingual Education Services yee_wan@sccoe. org 408 -453 -6825 Melissa Christie, Director, Curriculum and Instruction melissa_christie@sccoe. org 408 -453 -6632 Angelica Ramsey, Ed. D. , Chief Academic Officer Educational Services Branch angelica_ramsey@sccoe. org 408 -453 -6508 Educating for Global Competence: The Value of Multilingualism 20

Questions? Educating for Global Competence: The Value of Multilingualism 21