Learning World Languages and Cultures in California A

Learning World Languages and Cultures in California: A Stimulus for Academic and Economic Success California Language Teachers’ Association California Foreign Language Project

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

Economy • International Trade Opportunities • Exports • Foreign markets • Importance of World Languages and Cultures

Economic Benefits

Domestic Security Languages Taught at the Defense Language Institute in Monterey, California 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

Domestic Security United States California 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. While more than 120, 000 college students in California were studying Spanish, French and German in 2006, – only 3, 556 were studying Arabic, with fewer than 1, 000 studying Armenian, and none studying Kurdish.

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

California’s Multicultural Society Top Languages Spoken by Californians Over Age 5 in 2000 and 2005

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

World Language Education in CA Enrollments Below National Averages • 7 th and 8 th grades – National Average 14. 7% – California - 8. 2% • High School – National Average 43. 8% – California - 40. 3%

Percentage of Students Enrolled in Foreign Languages in 7 th-8 th Grades and 9 th 12 th Grades, Selected States, 2004

Number of Classes Offered in California K-12 by Subject, 1997 -1998 to 2007 -2008 School Year

Average Class Size in California, by Subject, 2007 -2008

Ratio of Introductory to Advanced Enrollments in 4 -Year Institutions, for Top 12 Languages in California, 2006

Percentage Increase in Foreign Language Enrollments, 1997 -2007

Proportion of Chinese and Korean Language Students to French, German and Japanese Language Students* Language (all levels) Chinese Korean French German Japanese 1: 9 4: 5 7: 8 1 : 46 1: 6 * Note: proportion reads horizontally to vertically, so Chinese-French entry indicates one Chinese language student for every nine French language students

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).

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

Limited Time

Lack of Qualified Teachers

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

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.

Harness our Natural Resources Projected Enrollment Growth for Hispanic and Non-Hispanic Students, from 2006 -2050 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.

Increase Teacher Recruitment/Preparation Teacher Preparation for Foreign Language Candidates in California

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

Embrace 21 st 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

Conclusion

Thank You • Full report available: www. stanford. edu/group/CF LP • Co-author and Executive Director of CFLP, Duarte Silva: – dsilva@stanford. edu • Tracy Steele – tmsteele@stanfordalumni. org