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World Languages World Languages in Washington Statein Washington State

Preliminary Results from the 2004 World

Languages Survey for Washington State

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What are What are our goals?our goals?

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National Standards

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What role is the state What role is the state currently playing?currently playing?

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What is OSPI currently What is OSPI currently doing?doing?

Partnerships with Germany, Spain, and Mexico (possibly China)

State Transitional Bilingual ProgramOutreach (e.g. Survey, Possible Voluntary

Standards Meeting)Minimal Part of State Educational Reform

Legislation (HEC Board, Certification)

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THE THE SPRING 2004 SPRING 2004

SURVEYSURVEY

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How was the data How was the data gathered?gathered?

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Survey MethodologySurvey MethodologyProcess

– May-June 2004– Notices sent out to every school and district

(via email and letter)– WAFLT Follow-up

Disclaimers– How representative is this sample?– How accurate are the responses?– What is missing? (e.g. trend data)

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What did we learn?What did we learn?- Initial Data- Initial Data

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Rate of ReturnRate of Return431 responses (19.5% of 2,212 schools)

– 205 Elementary (out of 1,142)– 118 Middle Schools/Junior Highs (out of 336)– 180 High Schools (out of 321)(413 other schools: alternative, complete, unclassified)

213 reported NO language programs (42%)– 76% Elementary– 44% Middle School– 16% High School

Note: Some numbers are approximations.

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Missing!Missing!

108 (of 296) districts did not respond at all

Most ESDs missing 10-15 district responses

Low response rate from larger districts (e.g. Seattle, Tacoma, Spokane)

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TrendsTrends High School = 81% of Language Courses Most Popular Language = Spanish

– Spanish in 96% of high schools

– French in 67% of high schools

– German in 42% of high schools

– Japanese in 25% of high schools

– Latin, Chinese, Russian: approx 5%

– Arabic & Native American Languages: <1% 2-year plan: ~90+% offer both 1&2

– 70% have level 3; 50% have level 4 American Sign Language: 28% of high

schools; typically only levels 1&2

Note: We do not yet know how representative this sample is

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2-year Plan?2-year Plan?

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SectionsSections 3,867 sections offered (in approx. 431 schools)

Spanish: 56% of sectionsFrench: 19%German: 11% ASL: 6% Japanese: 5% Chinese: 1% Latin: 1% Russian: 0.6% Arabic: 0.3% Native American Languages: 0.1%

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Types of Language Types of Language ProgramsPrograms

38% = Traditional Classes14% = Advanced Placement/ International

Baccalaureate courses13% = Study or Travel Abroad5% = Before or After-School Programs4% = FLEX1% = Community-Based Language

Learning

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EmploymentEmploymentNumber of World Language Teachers

= 1,106 (in approx. 431 schools)

Number of Teachers with World Language Degree/Endorsement = 1,003

Number of Teachers in First 5 Years of Teaching = 255

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Other InformationOther InformationStandards

– Approximately 40% of respondents said that their school or district had developed world language standards

Technology– The vast majority of world language

classrooms have access to a wide variety of technological tools (e.g. internet, digital cameras, cassette players, CD players, video conferencing [45])

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What were the What were the comments? -comments? -

Issues & PrioritiesIssues & Priorities

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Types of CommentsTypes of CommentsProfessional Development – more and more

specificDiversity of Languages

– Concerns about ASL & Dominance of SpanishRequirements:

– >2 years– K-12 & Earlier– Part of Core Curriculum

StandardsAdvocacy – need for voice in Olympia

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Professional DevelopmentProfessional Development“My personal belief is that OSPI

should promote what is known of language development/brain research and promote early elementary world language instruction, ideally through immersion style approaches”

“Provide more opportunities for world language teachers to study abroad”

“Serve as a clearinghouse for materials and best practices”

“Come to our schools and give us tangible strategies… quick, fun, easy to implement”

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Professional Development, Professional Development, Part II - TopicsPart II - Topics

Curriculum materials – how to choose, what’s available Starting a new language or changing languages offered Brain development / language acquisition research Integrating immigrant communities into the curriculum Proficiency training for teachers and teaching methods to

use with students Culture ‘capsules’ Careers and job opportunities for language students Technology in instruction Trends in state or country regarding world languages Assessment strategies Alignment with university expectations State standards Special problems of small and rural schools Quick, easy-to-use, practical tips

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Professional Development, Professional Development, Part III - FormatPart III - Format

Workshops Series of classes, (e.g. UW Spanish Center) Serving Rural Areas

– Regional Conferences

– Visiting teaching or cultural ‘experts’ and fluent speakers for rural areas

– Traveling culture units or live presentations for remote areas

– Videoconferences for interest groups or same-language rural teachers

Live or internet ‘gathering places’ for K-16 teachers to exchange ideas (e.g. listserv)

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Diversity of LanguagesDiversity of Languages“A variety of languages should be taught –

not just Spanish!!!”“Discourage the false belief that Spanish is

somehow easier than other languages”“Try and convince the HEC Board that

Sign Language should NOT be considered a ‘world language’ because it lacks the cultural piece that is integral to the teaching of world languages”

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RequirementsRequirements“OSPI should support WAFLT’s efforts to

make language instruction an integral part of a high school education and language education should start at the elementary level as part of every student’s basic education.”

“Four-year institutions should require more than 2 years of a world language for admission.”

“I strongly believe in immersion.”

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StandardsStandards

“OSPI should at least adopt the national standards as its own and thereby at least give some lip service to supporting World Language instruction since money is not likely.”

“Create specific standards for the FLEX program.”

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Voice in OlympiaVoice in Olympia “OSPI and WAFLT should play a vital role in

getting Olympia to consider language study a requirement for ALL students. I am not sure how, but advocacy needs to be a constant presence until language is supported as a requirement.”

“Communicate how well foreign language instruction helps those who take the WASL.”

“Please DO NOT advocate mandates that will not be FULLY FUNDED.”

“Do this survey on a regular basis and report the trends”

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What would you like What would you like to know?to know?

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What additional queries What additional queries should we conduct?should we conduct?

Specific Schools– Which are able to maintain strong language

programs and why?Specific Districts

– Which have a disproportionately low level of language programs?

Specific Programs– How are most students receiving world

language instruction?

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What are some next What are some next steps to take?steps to take?

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Follow-up InterviewsFollow-up InterviewsContact Elementary Schools With

Language Programs: How are they making it work?

Contact Schools with Level 4+ Language Programs: How do they maintain consistent enrollment?

Contact Larger Districts with Low Response Rates

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Voluntary Standards?Voluntary Standards?

Nebraska K-12 Frameworks: – “The document offers school boards and

administrators a rationale and guidelines for planning a fully articulated foreign language education program from kindergarten through twelfth grade.”

– Learning Scenarios & Sample AssessmentsNew Jersey K-12 Frameworks: model

language programs, teacher resources,

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Future PartnershipsFuture Partnerships

China & Peninsula School DistrictACE & OSPI – statement on earning

credits for after-school programsAdopting Models from Other States

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What rationale(s) resonate?What rationale(s) resonate? Cultural perspectives, understanding, and respect Appreciation of responsibilities in the world community Contribution to businesses & economy Critical-thinking skills through problem solving,

conceptualizing, and reasoning Connections between the various disciplines by incorporating

other disciplines into the language classroom Skill development essential to the learning process Acquisition of subsequent languages Competitive edge in career choices Enrichment opportunities for students whose heritage language

is not English Personal satisfaction and enjoyment

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Ideas? TIdeas? Thoughts?houghts?

Contact InformationCPerkins@ospi.wednet.edu(360) 725-6351 OSPI website:

www.k12.wa.us/curriculuminstruct/socstudies/WorldLanguages

Washington Association for Language Teaching - waflt.net