Using academic vocabulary IV : evaluative language & reviewing the literature
The Next GeNeratioN of World laNGuaGe learNNGi · the Principles After reviewing the current state...
Transcript of The Next GeNeratioN of World laNGuaGe learNNGi · the Principles After reviewing the current state...
The Next GeNeratioN of World laNGuaGe learNiNG
Contributing authors:
Winifred Kehl Moss Pike Carri SchneiderTom Vander Ark
Produced by: With Support from:
Table of conTenTs
executive Summary ............................................................................................................3
introduction .........................................................................................................................5 DefiningGlobalCompetence ..................................................................................................................................5 AmericaLagginginGlobalCompetency ..........................................................................................................5 ThePurposeofLanguageInstruction ..............................................................................................................6 Context:ShifttoBlendedLearning ........................................................................................................................7 AnywhereAnytimeLearning .............................................................................................................................7 WhatisBlendedLearning? ...............................................................................................................................7 ImplicationsforTeaching&Learning ...............................................................................................................8
Current State of World language learning .................................................................. 9 RealitiesoftheCurrentSystem ..............................................................................................................................9 Strengths&Opportunities ....................................................................................................................................10
Next Generation World language learning .................................................................11 KeyDesignPrinciples ...........................................................................................................................................11
implementation ................................................................................................................ 14 ImplementationDecisions ....................................................................................................................................14 AnImplementationCaseStudy:Harvard-WestlakeSchool ...........................................................................17 ImplementationModels ........................................................................................................................................18 OnlineModel ...................................................................................................................................................18 BlendedLanguageInstructionalModel .........................................................................................................19 SupplementalModel .......................................................................................................................................19
Policy implications .......................................................................................................... 20 Recommendations ................................................................................................................................................20
Conclusion ......................................................................................................................... 21
Contributing author Bios ............................................................................................... 22
appendix: rosetta Stone School Stories ..................................................................... 23
endnotes ........................................................................................................................... 25
table of Contents - 2
A recentreportfromtheCouncilonForeignRelationscallsonstategovernorsto“notonlyadoptthestate-ledCommonCorecurriculum,butalsoexpandthecurriculumto includeskillsetssuchasscience,technologyandforeignlanguagesthatarecriticaltonationalsecurity.”TheCouncilacknowledgesthat,“Thepathforwardshouldbefocusedonbuildingcapacitytoensurehigh-qualityoptionsinallschoolswithinarobustpubliceducationsector,asallhigh-achievingnationshavedone.”
the ChallengesAsof2008,onlyoneinfiveU.S.publicschoolstudentswasstudyingaworldlanguage.Overthelastdecade,accesstoworldlanguageinstructionforelementaryandmiddleschoolstudentshasdecreasedsignificantly,withstudentsinruralandlowersocioeconomicareasfacingdisproportionatelylessaccess.Whileamajorityofhighschoolsofferworldlanguageinstruction,amajorityofelementaryschoolsdon’tdespitewhatweknowabouttheimportanceofearlylanguagelearning.Additionally,thelanguagesidentifiedasstrategicallyimportantbytheCouncil, includingChinese,KoreanandArabicarefarlesscommonthanthemostcommonlyofferedworldlanguageclasses(SpanishandFrench).
Worldlanguageacquisitionisanimportantcomponentofglobalcompetitivenessandbeyondthatglobalcompetency.Thelatterisanecessarycomponentofpreparingstudentstothriveinaninterconnectedworldinwhichcommandofgloballanguagesisafactorincollegeandcareerreadiness.
Althoughspecificdefinitionsofglobalcompetencevaryfromoneorganizationtothenext,thebasicidearemainsthesame:theabilitytounderstandtheworldandactonissuesofglobalsignificance.AccordingtotheGlobalCompetenceTaskForcereport,thespecificskillsnecessaryforglobalcompetencyincludebeingableto“toseeandunderstandtheworldfromaperspectiveotherthanone’sown,andtounderstandandappreciatethediversityofsocietiesandcultures”aswellas“appreciatetheinterdependenceofnationsinaglobaleconomyandtoknowhowtoadapt[one’s]worktoavarietyofcultures.”
Worldlanguageinstructionshouldn’tconsistentirelyofstudentslearninglanguagesofstrategicinteresttotheUnitedStates,becausethetruegoalisglobalawareness.Instructionshouldextendopportunitiesforstudentstolearnworldlanguages,whilealsolearningaboutthecultureofthepeoplewhospeakthem.Othercountriesrecognizetheneedfornon-nativelanguageacquisitionandensurethattheircitizenshaveaccesstoworldlanguagelearningopportunitiesin school.
TheCouncilasserts:
All students should have access to high-quality foreign language programs starting in the earliest grades. If all Americans grew up proficient in at least one language in addition to English, and if instruction about other countries’ histories and culture were built into the standard K-12 curriculum, young people would develop better understandings of world cultures and be better equipped to converse, collaborate and compete with peers worldwide.
America’scommitmenttoequitableaccesstohigh-qualityworldlanguagelearningmustmatchitsgoalsforglobalcompetitivenessandglobalcompetency.
In2010 remarks,EducationSecretaryArneDuncanexplained,“Thisisahigh-stakesissue.Fortoolong,Americanshavereliedonothercountriestospeakourlanguage.Butwewon’tbeabletodothatintheincreasinglycomplexandinterconnectedworld.Toprospereconomicallyandtoimproverelationswithothercountries,Americansneedtoread,speakandunderstandother languages. It’sabsolutelyessential forthecitizensoftheUnitedStatestobecomefluentinotherlanguagesandschools,collegesanduniversitiesmustincludeproducingbilingualstudentsasacentralpartoftheirmission.”
execuTive summary
executive Summary - 3
the GoalThegoalofthispaperistocreateavisionforthenextgenerationofworldlanguagelearningthatacknowledgestheroleworldlanguagesplayinglobalcompetencyandframesthevisioninsidebroadershiftstopersonalizedlearningandblendedinstruction.
ProducedbyGettingSmart,withsupportfromRosettaStone, “TheNextGenerationofWorldLanguageLearning”advocatesforaccessible,high-qualityworldlanguageinstructionforallstudents,fromelementarythroughhighschool.
Theauthors,aresearcher,aworldlanguageteacherandtwoexpertsinthefieldofeducationaltechnology,cometogethertoreviewthecurrentstateofworld languageinstructionandtomakethecasethatworldlanguageinstructiondeservesaplaceintheconversationaroundnewstandards,assessmentsandblendedlearningopportunities.
the PossibilitiesEducatorsseetheopportunitythattheseshiftscreate.Inarecentsurveyofmorethan200K-12andhighereducationleaders,97%ofrespondentsagreedthatworldlanguageacquisitionandmulticulturalismwerenecessaryforstudentstoremaingloballycompetitive.
ThereisnoreasonwhyallAmericanstudentsshouldnothaveaccesstohigh-qualityworldlanguageinstruction.Blendedworldlanguagelearningcouldhelpaddresssuchissuesofinequalityofaccess.Empoweringflexibilityforschoolsaswellasschoolandprogramchoicesforstudentsandtheirfamilieswillincreaseaccesstohigh-qualityworldlanguageprograms.Blendedlearningprogramsthatincorporatetechnology-basededucationalsolutionssuchasthoseprovidedbyRosettaStoneincreaseaccessandalsoaddressissuesofcosteffectivenessinthe“newnormal”economy.
the PrinciplesAfterreviewingthecurrentstateofworldlanguageinstructionandthepossibilitiesthatblendedlearningcreates,thepaper’sauthorsdescribeavisionforthenextgenerationofworldlanguagelearningbydiscussingdesignprinciplesthatinclude:
■ Activeimmersion ■ Mobilelearning ■ Student-centeredcollaboration ■ Interdisciplinarywork
■ Game-basedlearning&augmentedreality ■ Standards-basedgrading ■ Reorganizationofphysicalspace
the PathThenextsectionofthepapermovesfromvisiontorealitybyofferingadviceonthekeyimplementationdecisionsthatwillguidetheshifttothenextgenerationofworldlanguagelearning.Thepaperalsooffersadetailedsectionon implementationmodelsfor languageinstruction includingblended,supplementalandstand-aloneoptions. Toinformimplementationdecisions,thepaperalsooffersahostofsidebarsthat featuresuccessfulschoolimplementationsofblendedworldlanguageinstruction.
Thepaperconcludesbyacknowledgingpolicyimplicationsandofferingrecommendationsandnextstepstoensurethesuccessfulshifttothenextgenerationofworldlanguageinstruction.
the ChargeThegrowingavailabilityofhigh-qualityonlineandblendedlearningresourcesempowerschoolsanddistrictswithanewsetoftoolsandcontentthatcanexpandstudentaccesstoworldlanguageinstructionbycomplementingorsupplementingthecurrentavailableofferings.SchoolanddistrictleaderscanharnessthepowerofthesetoolstocreatethenextgenerationofAmericangraduatesreadytocollaborate,competeandconnectontheglobalstage.
What is Blended learning?BlendedlearningisdefinedbytheClaytonChristensenInstituteforDisruptiveInnovation (formerly Innosight Institute)as“aformaleducationprograminwhichastudentlearnsatleastinpartthroughtheonlinedeliveryofcontentandinstruction,withsomeelementofstudentcontrolovertime,place,pathand/orpace,”and“atleastinpartatasupervisedbrick-and-mortarlocationawayfromhome.”
executive Summary - 4
It is critical that children in the United States be prepared for futures in a globalized world.
The CenterforDigitalEducation(CDE)recentlysurveyedmorethan200leadersinK–12andhighereducationtogaugecurrenteducationalprioritiesandchallengesintoday’sglobaleconomy.197percentoftherespondentsdeterminedthatforeignlanguageacquisitionandmulticulturalismwerenecessaryforstudentstoremaingloballycompetitive.Inreviewingthesurvey’sresults,theCDEdeterminedthatalackofsupportforworldlanguagelearningis“clearlynottheissue.”
Inher remarks, “Broadening theSpirit ofRespectandCooperationfortheGlobalPublicGood,”theU.S.DepartmentofEducation’sMarthaKanterexplains,“AmaingoalofourplanistoincreasetheglobalcompetenciesofallU.S.students…Theneedforthesecompetencies,whichwethinkofas‘21st centuryskillsappliedtotheworld,’isclear—bothforcivilsocietyandforournation’sworkforce.”
Defining Global CompetenceAlthoughspecificdefinitionsofglobalcompetencevaryfromoneorganizationtothenext,thebasicidearemainsthesame:theabilitytounderstandtheworldandactonissuesofglobalsignificance.3Thespecificskillsnecessaryforglobalcompetencyincludebeingableto“toseeandunderstandtheworldfromaperspectiveotherthanone’sown,andtounderstandandappreciatethediversityofsocietiesandcultures”aswellas“appreciatetheinterdependenceofnationsinaglobaleconomyandtoknowhowtoadapt[one’s]worktoavarietyofcultures.”4 Firstandforemost istheabilitytocommunicateeffectively,whichincludesbothlinguisticandculturalunderstandingofworldlanguages.5
“InmostAsiancountries,childrenbeginlearningasecondlanguage,usuallyEnglish, intheprimarygrades,”saidAmySingmasterfromAsiaSociety.6Shequotesarecentstudythatshowsparentsarehighlysupportiveoflearningasecondlanguageandproducinggloballycompetentstudents:“93.6percentofparentswanttheirchildrentohaveaglobalviewpointand83.3percentwanttheirchildrentobegloballycompetitive.”
America Lagging in Global CompetencyArecentCouncilonForeignRelationsreportnotedthatitiscriticalthatchildrenintheUnitedStatesgraduatepreparedforfuturesinaglobalizedworld.7Americanstudents’“globalcompetency”—orlackthereof—willhaveconsequencesforstudents’futurejobopportunities,forAmericaneconomiccompetitivenessandinnovationmoregenerally.“[T]heUnitedStatescannotbetwocountries—oneeducatedandonenot,oneemployableandonenot.”8
GlobalincompetenceisaluxuryAmericanscannolongerafford.Theimportanceofglobalcompetencyskillshasrisenevenasbudgetcutsandemphasisontestingformathandreadinghavereducedstudentaccesstoworldlanguageinstruction.TheimplicationsaremuchmoreseriousthanstudentsmissinghighschoolFrenchlessons:frombrainhealth9 tojobopportunities10tonationalsecurity,11accesstohigh-qualityworldlanguageinstructionisa21stcenturynecessity.
Currently,thenumbersarenotinAmericanstudents’favor.OverfourhundreddifferentlanguagesarespokenbyUS
inTroducTion
TheCouncilonForeignRelationsmakesthefollowingpointsaboutAmerican foreignlanguageinstructionandglobalcompetence:2
■ “Americans’failuretolearnstrategiclanguages,coupledwitha lackofformal instructionaboutthehistoryandculturesoftherestoftheworld,limitsU.S.citizens’globalawareness,cross-culturalcompetenceandabilitytoassesssituationsand respondappropriately in an increasinglyinterconnectedworld.”
■ “ThelackoflanguageskillsandcivicandglobalawarenessamongAmericancitizensincreasinglyjeopardizestheirabilitytointeractwithlocalandglobalpeersorparticipatemeaningfullyinbusiness,diplomaticandmilitarysituations.TheUnitedStatesisnotproducingenoughforeign-languagespeakerstostaffimportantpostsintheU.S.ForeignService,theintelligencecommunityandAmericancompanies.”
introduction - 5
citizens—butapproximatelyeightintenAmericansspeakonlyEnglish.12MonolingualAmericansareoutnumberedbyandatadisadvantagecomparedtotheworld’smultilingualcitizens.13 “TheglobaleconomyisshiftingawayfromtheEnglish-speakingworld,”notesapolicymemofromtheCouncilonForeignRelations.14Americanjobapplicantsarelesslikelytobehiredfor international jobs15andoneoutofthreeAmericanfirmsreportthattheywill increasethenumberofforeignerstheyhire.16AForbessurveyoflargeAmericanbusinessesfoundthatamajorityfacedlanguagebarriers,whichcontributetomiscommunication,inefficiencyandpoorermanagement.17Inaddition,agovernmentreportfoundthattheUnitedStates“isnotproducingenoughworld-languagespeakers tostaffimportantpostsintheU.S.ForeignService,theintelligencecommunityandAmericancompanies,”andthat increasedglobalcompetencyisnecessaryformilitaryeffectiveness.18
Arecentarticlereviewshowcountries includingAustralia,Scotland,England,Czechoslovakia,JapanandChinaareexamining languagepoliciesasa factor inworkforcedevelopment.19Yet,unlikethesedevelopednations,worldlanguagelearningisneithermandatorynortestednationallyintheUnitedStates.Asof2008,onlyoneinfivepublicschoolstudentswerestudyingaworld language.20Between1997and2008,accesstoworld languageinstructionforelementaryandmiddleschoolstudentsdecreasedsignificantly,withstudents inruralandlowersocioeconomicareasfacingdisproportionatelylessaccess.Additionally,thelanguagesoffered—mostfrequentlySpanish,followedbyGermanandFrench—arenotwell-matchedtothefastestgrowingglobalmarkets.
GeorgiaandDelawareofferexamplesofstatesthatareprovidingleadershipinworldlanguages.Georgia’seducationalmissionmakesglobalcompetenceapriority:21
For our students to succeed in a global economy, they will need to possess a new set of skills that were not required for the success of prior generations of Americans. Regional expertise, cross-cultural competence, and advanced language proficiency are no longer skills reserved only for those who plan for a career overseas—they are skills that will enhance any career field, encourage international investment to our state, and develop a workforce that is successful in working on diverse international teams to collaborate and solve global problems. Developing international perspective and advanced language proficiency, particularly as this relates to college and career readiness, will ensure our nation’s security and will support our statewide and regional economic development goals.
The Purpose of Language InstructionMarthaAbbot,headofthe AmericanCouncilontheTeachingofForeignLanguages (ACTFL),seesashiftinthepurposeoflanguageinstructionthatreflectsthegrowingrecognitionofworldlanguagesasakeycomponentofglobalcompetency.22 Abbotexplainsthehistoryoflanguageeducation,notingthatthefocushastraditionallybeenon“studying”languagesratherthan“focusingonhowtousethemtocommunicate.”Thishasledtostudentsviewinglanguageasagraduationrequirementratherthanapersonalgoalneededtothriveasaglobalcitizeninaninterconnectedworld.AnoptimisticAbbotexplainsthatashiftawayfromthistraditionalviewisunderway:23
[W]ith our changing demographics, our emphasis on global competitiveness and our increased use of the Internet and social media to stay connected—we are beginning to see a shift in attitude mainly among our young people. This shift involves viewing language learning and cultural understanding as a critical necessity
TheAsiaSociety’scriteriaforglobalcompetence includefourglobalcompetencies.Accordingto this framework,agloballycompetentstudentcan:
Investigate the World:Studentsinvestigatetheirworldbeyondtheirimmediateenvironment.
Recognize Perspectives:Studentsrecognizetheirownandothers’perspective.
Communicate Ideas:Studentscommunicatetheirideaseffectivelywithdiverseaudiences.
Take Action:Studentstranslatetheir ideasandfindingsintoappropriateactionstoimproveconditions.
View Video:WorldLanguageValueProposition
introduction - 6
for success in today’s global environment. As young learners interact on a daily basis via the Internet, they are increasingly engaging with those who do not necessarily speak English. While historically American citizens had little need to know other languages, the interconnectivity of today’s society guarantees that most U.S. citizens will encounter someone whose native language is not English—for most on a daily basis. And it is this interconnectivity that is forcing the shift in interest in language learning across the United States.
Languageinstructionmustevolveasthepurposeoflanguageinstructionitselfevolves.TheNationalStandardsforForeignLanguageEducation reflectthisgoal.The“5C’sofForeignLanguageInstruction”include:
1. Communication:CommunicateinlanguagesotherthanEnglish.2. Cultures:Gainknowledgeandunderstandingofothercultures.3. Connections:Connectwithotherdisciplinesandacquireinformation.4. Comparisons:Developinsightintothenatureoflanguageandculture.5. Communities:Participateinmultilingualcommunitiesathomeandaroundtheworld.
Context: Shift to Blended learningThereisnoreasonwhyallstudentsshouldnothaveaccesstohigh-qualityworldlanguageinstruction.Thegrowingavailabilityofhigh-qualityonlineandblendedlearningresourcesempowerschoolsanddistrictswithanewsetoftoolsandcontentthatcanexpandstudentaccesstoworldlanguageinstructionbycomplementingorsupplementingthecurrentavailableofferings.
InAmerica,theshiftstocommoncollege-andcareer-readystandardsandthenextgenerationofstudentassessmentscreateanunprecedentednationalopportunitytomakearenewedcommitmenttoglobalcompetence.InnovativeteacherslikeYanWang,aKentuckyteacherfeaturedinanEducation WeekarticleaboutworldlanguagesandtheCommonCoreStateStandards,arefindingwaystoembedthenewstandardsinsidelanguagecurriculumandinstruction.
Anywhere Anytime LearningTheriseofanywhereanytimelearningwaslaunchedwithWikipediain1994—theyeartheWorldWideWebtookoff.Withgrowingglobalaccesstobroadbandandtheexplosioninaccesstoinexpensivemobiledevices,morethantwobillionpeoplehaveaccesstoanywhereanytimelearningresources,includingmanyopeneducationresources(OER).24 There aresomeOERlanguage-learningresources25andfreeserviceslikeGoogleTranslate.
Facebooklaunchedin2004.Afewyearslater,therewasgreatoptimismabouttheuseofsocialmediainbuildingglobalcompetenceandboostinglanguageacquisition.Byitself,socialmediahasfailedtobeabreakthroughinlanguageacquisition.
Secondaryandpostsecondaryfull-andpart-timeonlinelearninghasgrownsteadilyintheUnitedStates,includingaccesstoworldlanguagecourses.Forexample,MiddleburyInteractivecurrentlyservestheneedsofnearly170,000K–12studentsnationwidein1,200schools,includingthree-dozenvirtualschools.
In2012,massivelyopenonlinecourses(MOOC)extendedaccesstofreecollegecoursestomillionsworldwide.WhiletherearesomelanguagecoursesavailablefromMITOpenCourseware,thereisadistinctlackofworldlanguagecoursesamongtheMOOCcommunity.
What is Blended Learning?Whileinformalandconsumerlanguage-learningopportunitieshaveexpandedsignificantly,thedevelopmentthatholdsthegreatestpromiseforimprovedworldlanguageproficiencyiscombiningtheaccessandflexibilityofonlinelearningwiththesupportandmotivationofon-siteteachers.
BlendedlearningisdefinedbytheClaytonChristensenInstituteforDisruptiveInnovationas“aformaleducationprograminwhichastudentlearnsatleastinpartthroughtheonlinedeliveryofcontentandinstruction,withsomeelementofstudentcontrolovertime,place,pathand/orpace,”and“atleastinpartatasupervisedbrick-and-mortarlocationawayfromhome.”26 AccordingtotheBlendedLearningImplementationGuide,publishedbyexpertsinonlineandblendedlearningfromDigitalLearningNow!,GettingSmart,andTheLearningAccelerator,schoolsthatmakethemosteffectiveuseofnewtechnologywilladoptamodelofblendedlearningthatcombinesthebestofonlinelearningandface-to-faceinstructioninwaysthatimprovestudentlearningandteacherandschoolproductivity.
introduction - 7
introduction - 8
Atitscore,theshifttoblendedlearningisabouttheopportunitytopersonalizeinstructionandexpandstudentlearningexperiences—anddoitatscale.Blendedlearningeliminatesthetraditionalboundariesoftheschoolwallsandexpandsstudentaccesstohigh-qualitylearningoptionsthatexistonline.Blendedlearninggivesstudentsaccesstothebestintechnology—fromdevicesandtoolstoonlineprogramsandapplications.Blendingtraditional learningwithdigitallearningalsoaffordsstudentswithnewmechanismsforcreating,producingandcollaborating.
Thereisalsoagrowingbodyofevidencethatdigitallearningcontributestodeeperlearningopportunitiesinthreeways:1)newtools,suchasadaptivelearning,customizeindividualskillbuildingandpreparestudentstoengageinhigherlevelthinkingandappliedlearningprojects;2)simulations,sociallearningandglobalconnectionscanbuildstudentawarenessofemergingissuesandglobalcompetence;and3)technologyextendsaccesstoqualitycoursesandteachersonline.27
Implications for Teaching & LearningThebenefitsofblendedlearningextendfromstudentstoteachers.PublicImpact’sOpportunityCultureInitiativeisfocusedonextendingthereachofgreatteachersbycombininghigh-qualitydigitallearningwithhigh-qualityteaching.Specifically,PublicImpactexplains,“Thepotentialofblendedlearningtoimprovestudentachievementarisesfromtwobenefitsofblendedmodelsthatbuildoneachother.Oneisthepowerofdigitalinstructiontopersonalizelearning.Theotheristhecapacityofblendedmodelstoletschoolsreachmorestudentswithexcellentteacherswhoensurethatstudentsachieveambitious,personallyfulfillinggoals.”28
Technologyhelpsteacherstocreatea21stcenturyglobalenvironmentforlanguagestudybydrivingstudentengagement—which,inturn,motivatesstudentstohigherlevelsofsuccesswiththelanguage.Scientific,research-basedevidencesupportsplatformslikeRosettaStoneandothershelptocreate instructionalopportunitiesinmultimodalenvironments(e.g.aural,oralandvisual)forengagingwiththetargetlanguage.Thankstotechnology,thehigherlevelofstudentengagementoftenpromotesagreatinterestandexcitementfortraveltoforeigncountriesandpromotescollaboration,whichisastatedgoalandcriticalcomponentofthe21stcenturyglobalenvironment.
An analysisofProjectTomorrow’s2012SpeakUpSurveyresultsreveals:
■ WorldLanguageteachersarecurrentlyusingtechnologyathigherratesthanthenationalteachingpopulation. ■ WorldLanguageteachersareusingtechnologytoimprovetheirpersonalproductivityandeffectiveness. ■ WorldLanguageteachersareusingtechnologytopersonalizelearningbasedonstudentneed. ■ Policyandinfrastructureconstraintscontinuetolimitfulltechnologyintegrationinschools. ■ WorldLanguageteachersbelievethattechnologyhasafundamentalroleinmaximizingstudentachievementinlanguageacquisitioncoursesfor21stCenturylearners.
Arecentwebinar,CharttheCourseforWorldLanguageBlendedLearning,featuredtheWestLinn-WilsonvilleSchoolDistrict.Thedistrictbelievesinaconstructivistapproachtoeducation,cultivatinggrowthmindsetsintheireffortstoteachcritical-thinkingskillsandglobalcitizenshiptostudents(includingteachingstudentstothinkaboutsocialjustice,empathy,respect,prideinheritageetc.).29Inthiswebinar,Dr.KathyLudwigwalksheraudiencethroughtheirlanguageprogramstructure,particularlydiscussingtheirchoicesbehindthe implementationofanimmersiveblendedlearningmodelforlanguageinstruction,sinceblendedlearningallowsforthedegreeof“anytime,anywhere”personalizationandexpandedlearningopportunitiesthatunderlietheirprogramgoals.Beforethedistrictimplementedaprogram,theadministrationmadeitapointtoreflectonwhyblendedlearningwasimportanttotheminordertofindtherightmodelfor theirowndistrict,whileconsideringtheir readinessforimplementingthatmodel,itsscalabilitywithrespecttobudgetanditsoverallsustainability.
Preparing Students for the Global ageThe infographic Preparing
Students for theGlobal Age explains thataneducationrich in
opportunitiesto learnglobalcompetencewillensurethatstudentshavetheknowledgeandskillstosucceedinaninterconnectedworldandstates that“Foreign languagemastery isakeytosuccess in theglobalmarketplace.”
realities of the Current SystemThecurrentstateofworldlanguageinstructionfallsshortofthenation’sgoalsforglobalcompetence.NancyRhodesoftheCenterforAppliedLinguisticshassaid,“Thingscannotgetworse.Weareatthebottomofthebarrelnow.”Whilemultipleeducationalandgovernmentalentitieshavebeencallingforincreasedworldlanguageinstructionfordecades,changehasbeenslowandinconsistent.Since1997,thenumberofelementaryandmiddleschoolsofferingworldlanguageshasfallensignificantly,withrural,poorandpublicschoolsaffecteddisproportionatelycomparedtourbanandsuburban,lesspoorandprivateschools.
Worldlanguageinstructioninelementaryandsecondaryschoolsisoftenseenasnonessentialoroverlookedcompletely,eventhougheveryonefromtheCouncilonForeignRelationstotheWhiteHousehasrecognizeditsimportance.Additionally,we’velongknownthatbeginningtolearnaworldlanguageduringchildhoodisbetterforlaterproficiency,butmanystudentsintheUnitedStatesdon’thaveaccesstoworldlanguageclassesuntilhighschool.
Arecentsurveyofworldlanguageinstructioninschoolsfoundthataccessforelementaryandmiddleschoolstudentsdecreasedsignificantlybetween1997to2008,fallingfrom31percentto25percentforelementaryschoolsandfrom75percentto58percentformiddleschools.30Thepercentageofhighschoolsofferingworldlanguageclassesstayedaboutthesameat91percent.31Onlyasmallpercentageofschoolsthatdidnotofferworldlanguagesin2008expressedinterestinofferingworldlanguageinstructioninthenexttwoyears(8percentofelementaryschoolsand17percentofsecondaryschools).32
Thesurveydidn’taskschoolswhytheywerelargelyuninterestedinofferingworldlanguages,butmoneyandtimearelikelycauses.RecentcutsandthefederalNoChildLeftBehindlaw(NCLB)haveputpressureonworldlanguageprograms.ThesurveyfoundthatathirdofschoolsreportedthatNCLB’semphasisonmathandEnglishtestinghasdrawnresourcesawayfromworldlanguages.FundingfortheForeignLanguageAssistanceProgramandtheTitleVIFulbright-Haysprogramwascutfromthefiscalyear2012budgetandhasnotbeenrestored,despitecallsforreturningfullfunding.Thesecutshavebeenveryslightlyoffsetbyprogramsfundedbyothercountries;ChinasubsidizesthesalariesofChineselanguageteachersintheUnitedStates.
Oncestudentsreachhighschool,theyoftenhavefewlanguageoptions.Whilelearninganyworldlanguageisbeneficialforstudents,thelanguagesmostcommonlyoffered—Spanish,followedbyGermanandFrench—arenotwell-matchedtoeconomicallyandstrategicallyimportantworldlanguages,suchasArabic,Korean,BrazilianPortugueseandMandarinChinese.
Moreworrisomethanthelackofoverallstudentaccesstoworldlanguageclassesistheinequalityoftheaccessthatdoesexist.Schoolsinruralorlowersocioeconomicareasarefarlesslikelytoofferstudentsaccesstoworldlanguageclasses.Publicschoolsarealsolesslikelytoofferworldlanguageclassesthanprivateschools;in2008,thepercentageofprivateelementaryschoolsofferingworldlanguageclasseswasmorethanthreetimesthatofpublicschools.33 Inequalitiesinaccesstoworldlanguageclasses—betweenpublicandprivateschools,andruralandlowsocioeconomicschools—translateintoinequalitiesinopportunitiesforstudents.Studentswhomissoutonworldlanguageclassesarenotonlylosingoutonthelesstangiblebenefits,suchasculturalcompetency;ineligibilityformanycompetitivecolleges,whichrequiretwoormoreyearsoflanguagelearning,isaveryrealimpactoflackofaccesstoworldlanguageclasses.Confoundingtheissueofaccessisashortageofcertifiedteachers.ThisshortageisespeciallyacuteforlanguagessuchasArabic,forwhichthereiscurrentlynoteachercertificationsystemoradequatecurriculum.
currenT sTaTe of World lanGuaGe learninG
Current State of World language learning - 9
Current State of World language learning - 10
Thechallengesarenumerous:
■ HigherdemandforELLteachers ■ Nograduationrequirementsforworldlanguages ■ Nofundingstreamdedicatedtolanguage ■ Teachersstrugglewithhowtoimplementtechnologyintoaclassroom ■ Leaderspondertherighttimetoleveragetechnologytoteachlanguage ■ Overemphasisongrammar;unabletofindpracticalbalance ■ DevaluingofworldlanguagecomparedtoSTEMinK12 ■ Closing/consolidationoflanguagedepartmentsatcollegelevel ■ Classtimelosttotechsupport ■ Largeclasses ■ Lackofsufficientinstructionaltime
Strengths & opportunitiesThesituationisn’tcompletelygrim.Somestateshaveseendemandforandenrollmentinworldlanguagecoursesincrease,evenasnationwideaccessforpublicschoolstudentsdecreases.Studentswhodostudyworldlanguagesseebenefits,regardlessofwhichlanguagetheystudy.AstudyofLouisianaelementaryschoolstudentsfoundthatchildrenwhostudiedaworldlanguageperformedbetterontheEnglishsectionofthestateexams.34SurveysfromCollegeBoard—theassociationthatadministerstheSAT—showthatforeachyearofforeignlanguagestudy,averageSATscoresinboththeverbalandmathsectionsincreasedsignificantlyandthatstudentswhotookfouryearsofaforeignlanguagescoredmorethan100pointshigheroneachsectionthanstudentswhotookhalfayearorless.35
Researchonblendedoptionsforworldlanguageinstructionhasshownthatdigitallearningservices(suchastheRosettaStonecombinationofinteractivelessons,onlinegamesandlivetutoring)canbeeffective.AcasestudyoftheRosettaStone® TOTALe®PROforK–12solutionfounditeffectiveforstudentsingrades3through6whospenttwoandahalfhoursperweekstudyingMandarinChinese.After12weeks,94percentofstudentsincreasedtheiroralproficiencybyatleastonelevel.36Twootherstudies,lookingatrandomlyselecteduserswhousedtheRosettaStonesolutiontostudySpanish,foundthey“significantlyimproved”theirlanguageskillsafter55-64.5hoursofuse;56-100percentofparticipantsincreasedtheiroralproficiencybyatleastonelevel.37,38
AcomparisonstudyfoundtheRosettaStoneTOTALePROsolutiontobemoreeffectivethanRosettaStone(Version3)alone.39TOTALePROincludesliveonlinepracticewithnativespeakertutorsandanonlinecommunitythatsupportsreal-worldproficiencyinadditiontoRosettaStoneinteractivelessons.
Accordingtoa2011report,blended-languageenvironmentsoffersuccessfullearningoutcomesbecausestudentsreceivemorepersonalizedattentionwhetherfromtheteacherorfromtheRosettaStoneresources.Ofmostinterest,theRosettaStonesolutionhasenabledteacherstocreatethetypeofenvironmentthatmotivatesstudentstolearnEnglish,asevidencedbystudentsaskingtostaybehindinthecomputerlabtocompletelessonsorevenrequestingtousetheprogramathome.Consequently,thisblendedlearningenvironmenthasprovidedqualitysolutionstowardsolvingthecomplexandimportantproblemsthatELLteachersfaceinteachingstudentspracticallanguageandculturalskills,basedonthedrasticallyimprovedtestscoresintheciteddistricts(e.g.ManorIndependentSchoolDistrictinTexas).
Thebenefitsextendbeyondacademicstocreativethinking,culturalawarenessandglobalcompetency.“Studentswhostudyaforeignlanguagehaveanopennessandacceptancetopeoplewhospeakotherlanguagesandcomefromothercultures,”saidMarthaAbbott.40Sheexplains,“Weneedtobegrowingstudentswhocaninteractaroundtheworld.Ifwecontinuetogrowacitizenrythatisuncomfortableinteractingandcan’tgetoutthereontheglobalstage,thenwe’regoingtofindourselvesinsignificanttroubleintheworldeconomyandthefuture.”
View Video:RosettaStoneTOTALePRO:LanguageLearninginAction
Thenextgenerationofworldlanguagelearningwilltargetseveralgoalsthataddressbothlinguisticandculturalfluency.Traditionallanguageclassroomstendtooveremphasizegrammaranddrillsandoftenunderutilizecommunicativeoralpractice.Inthenextgenerationworldlanguageclassroom,practicallanguagefluencywillbecometheaimforclassroomstudy.Thenewworldlanguageclassroomwillchieflytargetauthentic,pragmaticstudent-centeredcommunicationthroughactiveimmersioninordertoteachimmediatelyuseablecommunicativeskills,centeredaroundcreativethinkingandproblem-solvingskills—whicharetoooftenlackingincurrentlanguageclassrooms.Technologywillchangetherolesofbothstudentsandteachersbyshiftingthefocusfromthetraditionalteacher-centeredmodeltoamoreproductive,student-centeredmodel.Theroleoftheteacher,then,shiftsfromthefocalpointasdisseminatorofinformationtofacilitator.
Currently,classtimelimitationsrestricttheamountoftrueinteractionstudentsreceiveeachday,therebylimitingtheiroverallexposuretothetargetlanguage.Homeworktendstobepassiveanddrill-based,withemphasisongrammarratherthanauthenticcommunication,andtimespentinclassoftentendstoreinforcethiskindoflearning,leavingstudentswithlittlereal-worldexperiencewiththelanguageandquestionsaboutthepurposeoflearninglanguages.
The“mobileclassroom”willreplacethetraditionalmodelandfacilitatemoreactivepracticebeyondtheexperiencesintheclassroom.Studentswillbeabletoexperiencethelanguageanywhereandatanytime,leadingtousethatismoreactive.Mostimportantly,inplaceofwrittenworksheets,studentswillreceiveconsistentoralandauralpracticeoutsideoftheclassroom,withoralfeedbackprovidedbyteachers.
Becausealmosteverydifficultissuewefacetodayisacollective,ratherthanapersonalproblem,globalizationandculturalfluencywillbemoreimportantthaneverinthatdiversityandglobalawarenesswillbecomekeycomponentsinhelpingfutureleadersoftheworldtoworktogethertosolveglobalproblems.41Asaresult,culturalfluencywillbeemphasizedasmuchaslanguagefluencyinthelanguageclassroomintheformofcollaborativeandinterdisciplinaryprojectworks.Insteadofsimplyacquiringgrammaticalfluencywiththetargetlanguage,studentswillbeabletobuildtowardactualculturalfluencybylearningtheskillstheywillnecessarilyrelyon.
Key design PrinciplesThespecificdesignprinciplesthatwilllikelyshapethefutureofworldlanguageclassroomsarerootedinthesameideasthatareimpactingthefulleducationallandscape—personalizedlearningthatharnessesthepoweroftechnologytoempowerteacherswithnewtoolstoengagestudentsinmeaningfullearning.Thesenewmodelsofinstructionfunctiontopromote“growthmindsets,”inwhichstudentsaremotivatedbyintrinsicmeansratherthantheextrinsicmotivatorsthatcharacterizefixed-growthmindsets.42Withinworldlanguagestudy,theseprinciplescanbebroadlycategorizedintothefollowingdesignprinciples:
Active immersionwillbecomethehallmarkofworldlanguagesprograms.Immersionbuildsonthehumanbeing’sinnateabilitytolearnlanguagebybuildingonthewaythatwealllearntospeakournativelanguageasinfantsandapplyingthattolearninganon-nativelanguage.Inanimmersivelearningenvironment,studentsarefullysurroundedbythenewlanguagetheyarelearning—withoutencounteringtheirnativelanguagealongtheway.Languageacquisitionprogramsthatarebuiltupontheprincipleofimmersionoffercareful,systematicpresentationoflanguagethatallowsstudentstolearnlanguageincontextsthatmirrorauthenticcommunication.Studentworkwillemphasizecommunicativeactivities,wherecommunicativeactivitiesinthetargetlanguagearepracticed.Grammaticaldrillsandotherexerciseswithoutcontextwillbereplacedbyreal-timeconversations,bothwitheachotherandalsowithexternalparticipants,includingconversationswithnativespeakersheldinvideoconferencingtoolslikeGoogleHangouts.Highlysuccessfulimmersivelearningenvironmentsarebothmultisensoryandmultimodal—oftenusingacombinationofvisualandauditorytocomplementoralpracticetohelpstudentsdevelopfluidcommunicationofthenewlanguage.
nexT GeneraTion World lanGuaGe learninG
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“Opportunitiestoconverse(speak,listenandrespond),areessentialtolearningaworldlanguage. Todate,educatorshavebeenforcedtodecidewhethertointroduceasynchronousspeakingcomponent,andbyextensionlosetheanytime/anywherepowerofonlinelearning,”saysStevenGuttentag,PresidentofConnectionsLearning.“However,newtechnologiesarenowallowingustoincludetherealconversationsandmaintaintheflexibilityofdelivery.Thisisarealbreakthroughforonlineworldlanguageinstruction.”43
The mobile classroomwillreplacethetraditionallecture-anddrill-centeredclassroom.Currentclasstimelengthsof40-60minuteshaveproveninsufficientforprovidingactivepracticeandeffectivelanguagetraining,especiallyinschoolswithschedulestructuresthatprohibitextended“block”timeinlanguagecourses.Inconjunctionwith“flipped”classroomideas,however,mobiletechnologieswillallowstudentsandteacherstocontinueconversationsbeyondnormalclassroomhours.Teachersarenowabletodesigncustomizableactivitiesthatwillengagestudentsinauralandoralpracticeoutsideoftheclassroom. Forexample,studentscanwatchmediainthetargetlanguageandteacherscanaskstudentstorecordaudioorvideoresponsestoquestionsandeasilycollectresponses,whileeasilyprovidingsimilaraudioand/orvideofeedback.
Student-centered collaborationwillreplaceworksheetsandtextbookexerciseswiththegoalofactivelyengagingstudentsinimmersiveactivities.Inparticular,“maker”culture,atermfamiliarinSTEMdisciplines,willgrowinimportancewithinlanguagestudy.Studentswillbecomethecreatorsoftheirowncontent,especiallywhenjudiciouslycombinedwith“flipped”classroomtechniques.Blogging,toofferoneexample,inthetargetlanguagecanofferstudentstheopportunitytoself-reflectonlanguageskillswhileincorporatingculturalideas,whichallowsstudentstoreflectontheprocessoflanguagelearningandtracktheirprogress.Additionally,blogsprovideabroaderaudiencethatencouragesactivereadershipandcommentarywiththiscommunity,andresearchshowsthatthequalityofstudentwritingimprovesastheiraudienceexpands.44Overtime,personalized,student-drivencontentwillreplacethetraditionaltextbook.
AsjournalistArthurKoestlerhasargued,“[a]lldecisiveeventsinthehistoryofscientificthoughtcanbedescribedintermsofmentalcross-fertilizationbetweendifferentdisciplines.”45 Thus, more interdisciplinary workisrequiredtoemphasizetheglobalutilityoflanguagestudy,especiallyasSTEMdisciplinesareincreasinglyemphasizedbesidethehumanities.Oftenimpractical,drill-basedactivitiesincurrentlanguageclassroomsleadstudentstobelievethatthereislittleutilityinlearningasecondlanguage.However,giventhegrowingimportanceofglobalizationandworldwidecommunity,thereisampleopportunityforunderscoringtheimportanceofculturalfluencyinrelationtootherareasofstudy.Studentswillbeabletocombineotherinterestsintotheirlanguagestudy;inparticular,passion-basedlearning(e.g.“20percenttime”or“geniushour”andinquiry-basedprojects)willdrivestudentlearning,withafocusoncreativity,criticalthinking,andproblem-solvingskills.Passion-basedlearningcanbemosteffectiveinpracticewhenmentors,inadditiontoteachers,workwithstudentsinareasofspecificinterest.Forexample,pairingaprofessionaljournalistinthetargetculturewithastudentwhohasaninterestinjournalism.Ifyoumeasurenarrowly,youseeresultsjustasnarrowly,andsothereneedstobemoreinquiry-basedopportunitieswithineducationtoday.46
Languagecurriculawillbedesignedaroundgame-based learning and augmented reality.Games“areconcentratedchunksreadyforourbrainstochewon,”andassuch,areperfectforthestudyoflanguagesandthedesignprinciplesofferedhere,sincethey“stokeourappetiteforengagement.”47 As issupportedbyresearchintheemergentfieldofpositivepsychology,gamesofferintrinsicrewards,includingsatisfyingwork,hopeforsuccess,socialconnectionandmeaningfulwork.Justasimportantly,gamesrewardfailureandencouragesubsequentattemptstoattainsuccess.48Inawell-designedgame-basedsystem,failureleadstooptimismandoptimismmakespeoplemorelikelytoseekoutsocialsupportanddevelopstrongrelationships,whichsupportsthegoalofculturalfluency,besidelanguagefluency.49 Thatistosay,perhapsmorethananyotheridea,gamesandgamificationhavethepowertomotivatestudentstolearnbyhavingfun,andasRaphKoster,oneofthemostinfluentialexpertsongamedesign,hasfamouslysaid,“withgames,learningisthedrug.”50Augmentedreality(AR)toolslikeAurasma and GoogleEarththatallowstudentstoexploreforeigncountriesonmobiledeviceswillbecomeimportantasasupplementfortravel.Traveltoforeigncountries,whichiscriticallyimportantforlearningcultural
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fluencyandprovidingalive“classroom”forlanguagepractice,isdifficultandprohibitivelyexpensiveformanystudents.AR,however,canbeaveryeffectivesubstitutefortripsabroad,byallowingstudentstocollectivelyplacethemselvesincontextsthatwillenablethemtoexploreculturallysignificantsitesanddiscussart,architectureetc.,asifpresentatthesite.
Traditionalgradingmeasureswhatyouwantittomeasurebyastandardofexcellencethatyoudetermine inadvance.51 Standards-based grading,ontheotherhand,focusesoncompetencyinthetargetlanguageandwillreplacethetraditionalcumulativesystemsthattoooftenservetopenalizestudentswhoencounterdifficulties.Standards-basedgradingcreatesmeaningfulskillsetsthatstudentsmustacquireinordertoattainmasteryofagivendiscipline,andtheseskillsetsaremeasurablebyperformance-basedassessments.Inworldlanguagestudy,standardsthatcanbemeasuredandassessedincludetarget-languagevocabulary,verbalmorphologyandevenculturalexpectations.
Studentsincompetency-basedsystemswillprogressastheydemonstratemastery.Standards-basedgradingallowsfordifferentiatedandself-pacedlearning,inwhichallstudentsmoveattheirownpaceinpursuitofthesamesetofskills,withoutthefearthattheywillbeleftbehind.Blendedenvironmentsfacilitatestudentslearningdifferentlanguagesandworkingatdifferentratesandlevels.Secondaryandpostsecondarystudentswillearncreditbasedondemonstratedmasteryallowinglearningtooccurinbothformalandinformalsettings.52
Finally,thedesignconceptsthatunderlietherevisedintellectualspaceofthenewworldlanguageclassroomwillalsobereflectedinthereorganization of physical space.Classroomsarealreadymovingawayfromtherigidmodelofcolumnardesks,wherestudentsarefocusedonaclearlyidentifiablefrontoftheroom,withtheteacheroccupyingthefocalpointatthecenter.Giventhat“themostproductivetoolforgeneratinggoodideasremainsacircleofhumansatatable,talkingshop,”tables,couchesandother“social”furniturewillreplacethe“factory”modeldesksthatcurrentlyfillclassrooms,allowingformoreprimaryinteractionandactiveuseofthetargetlanguage.53Additionally,whiteboardsandchalkboardswillbereplacedwithIdeaPaint(velsim.)totransformclassroomwallsintocreativethinkingspace,onwhichstudentsandteacherscanrecordtheirworkandsurroundtheclassroominthetargetculture,creatingatrulyengagingworkspace.Thespacewillbecomemoreinteractiveandcollaborative,facilitatingthedesignprinciplesoutlinedabove,ratherthandrillsandlecture.
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PresenceLearninghasgleanedfivelessonsfromdeliveringover250,000liveonlinespeechtherapysessions:54
1. Anytime/anywhereaccesstodistributedworkforceofhighlyspecializedexpertshasbecomeapracticalalternativetofindingscarcelocalresources.
2. Kidsloveinteractingonlinewithaliveexpertandreallyareengaged—bothindividuallyandingroups.
3. For“digitalnatives,”onlinejustmaybetheirmost“naturalenvironment.”
4. The technology needed for livesessions—webconnections,webcamsandheadsets—hasbecomequiteinexpensiveandubiquitous.
5. Researchandexperienceindicatesthatliveonlinesessionswithexpertsareaseffectiveormoreeffectivethanface-to-facesessionsforspeech-language therapy, occupationaltherapy,counselingandother liveonlineconsultationandcoachingservices.
Implementationofnewblendedlearningdesignprincipleswillrequireprogramstorethinkgoalsandmakechoicesaboutnewdirectionstotakethatmaybedifficultandtime-consuming.Nevertheless,thesechoicesshouldimprovetheoverallqualityoflanguageinstructionand,mostofall,makelanguagelearningfunandengaging.Whenitcomestodoingactivitiesthatbringhappiness,it’seasiertochangemindsthantochangebehaviors,andsodrivingchangetowardanewdepartmentalphilosophyshouldbeginwithideasdesignedaroundspecificgoalsthatcanproducedemonstrableresults.55Systematicchangemuststartfromthegroundlevelandworkitswayup,andshouldbeactivelysupportedbyschooladministrationandleadership.Theymustplacetheirfulltrustinteachers.Subsequentchangesinthedepartment’sapproachtowardlanguageinstruction,then,willdependlargelyonthegoalsthattheprogramchoosestosetforitself.
implementation decisionsTobegintheprocessofimplementation,thedepartmentmustconsiderhowitpresentsitself,bothinternallytotherestoftheschoolandtothepublicatlarge.Withrespecttodepartmentname,theoutdatedterm“ForeignLanguage”isbeingreplacedby“WorldLanguages” inmanydepartmenttitlesandwillcontinuetospreadtoothers.Thismarkstherecognitionofandparticipationinaglobalcommunityinasimilarwaythatscienceandmathdepartmentsareusingtheterm“STEM”asadesignationfortheircollaborativeworkandcollectivegoals.Languagestudy,bywayofstudyingcultureandlearningtoappreciatedifferences,mustincludeculturalfluencyalongsidelanguagefluency,withemphasisontheincreasingimportanceofglobalizationandthecreationofaconnectedworldwidecommunity.Thechangingofdepartmentnamesto“WorldLanguages”signalstheawarenessofthisfacttotheschool’scommunityandprovidesagreatfirststepforpromotingthephilosophyof languageprogramsdesignedaround theprinciplesoutlinedabove.
Next-generationmodelsofworldlanguageinstructionofferawidevarietyofimplementationoptions,dependingonprogramgoalsandresources.Sinceeachparticularlanguageprogramisunique,withitsownstrengthsandweaknesses,itmaywellbehelpfulforeachlanguageprogramtoconductareviewofitselfanddeterminewhereitcanuseitsstrengthstofacilitatethedepartment’soverallgoals.Buildingonindividualstrengthsandincorporatingpossibleblendedlearningmodelsaroundthesuggesteddesignstrategies,programsshouldhaveabetterideaforaddressingtheirweaknessesandcan,moreover,helpteacheachotherbestpracticesforimplementation.
Itshouldbeclear from thedesignprinciplesabove thattechnologyaloneisnotsufficienttotransformthelanguageclassroomintothetypeoflearningenvironmentoptimalforlanguagestudy.Rather,thechangesincurriculumdesignthatwillallowstudentstobecomemoregrowth-oriented,creativeandcollaborativeinthought,andintrinsicallymotivatedtotackleproblemsaredeeplyrootedintheideasthatunderliethedesignprinciples,ofwhichtechnologyisonlyasmallcomponent.Todesignacomponentmodel,
imPlemenTaTion
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10 Sources for digital World language learning
Verbling:Makinglanguagelearnersfluentfaster.Rosetta Stone:Leaderinlanguagelearning.WeSpeke:Realconversations; IPfromCarnegieMellon.Middlebury Interactive Languages:PowersK12languagecourses.Duolingo:Solid freeresource (mostlyEuropeanlanguages).Voxy:LearnEnglishonthemove.Busuu:Vocabularyandphrasessupportedbydialogues.Foreign Services Institute:Language learningmaterials for freepersonaluse.Florida Virtual School:Fullrangeofonlinelanguagecourses.Pimsleur:Simon&Schuster’scomprehensivelanguagecatalog.
then,alanguageprogramshouldfirstdevelopaclearvisionforthegoalsthatitwantstoaccomplish,basedonthelearninggoalsforstudents.Eachprogramwillhaveitsownstrengthsandweaknessestoconsider.
Before implementinganychanges ina languageprogram, it iscritically importantthatdepartmentscommittopromotingthemselveswidelytotheschoolcommunity,includingstudents,facultyandparents.Eventhoughtherearemanyopportunitiesforpublicartdisplays,performingartsshows,STEMdaysandotheropportunitiesforpromotingstudentworkanddepartmentalactivities,veryfewregulareventsaredevotedsolelytoworldlanguageprogramsforpromotingtheirwork.Promotion,especiallywhentryingnewthings, iscrucial fortheconceptof“informationspillover,”inthat,when“[sharing]acommoncivicculturewiththousandsofotherpeople,goodideashaveatendencytoflowfrommindtomind,evenwhencreatorstrytokeepthemsecret.”56Therefore, languageteachersmusttakechargeoftheirownpromotionandcirculatedepartmentalnewsonsocialmediachannels,includingblogposts,TwitterupdatesandFacebook“fan”pagestohelpbuildcommunity.Departmentsmustsupporttheteacherswhoaredoinginspiringworkwithpridebycreatingthesechannelstogivemoremeaningtostudentwork,notonlybecauseitisimportantfordepartmentalvisibility,butbecauseitisimportantforthesharingofideas.
Becausesomeofthedesignprincipleslistedaboverequirewholesalerethinkingonhowoneapproachesteaching,someaspectsofimplementationwillbeeasierthanothers.First,increasingtheamountofactiveimmersionandthecreationofamobileclassroomshouldbeprimaryavenuesforexploration.Activeimmersioncanbeaccomplishedinanumberofways,includingexclusivelyusingonlythetargetlanguagefromthebeginningoftheyear.Classworkshouldemphasizeinteractiveconversationalpractice,ratherthanpassivemechanicaldrills.
Thecreationofamobileclassroomwillbemorechallenging,owingtotheavailabilityoftechnologyandtheopportunityfortraining.Facultymustdependontechnologytocreatecontentandactivities,andstudentsmusthaveaccesstodevicesathomeandatschool.Oftenoverlooked,arobustInternetinfrastructureisalsocriticalforthesuccessofamobileclassroom:notechnologywillbeeffectivewithoutreliablebroadbandconnectivity,whichshouldbeaprimarygoalforallschools.57
Oncebuttressedwithaccessibledevicesandadependableconnectivity,mobileactivitiescanbegintobeincorporatedintoclassworkthroughavarietyoftools,manyofwhicharewidelyavailableandfreetouse.Voicerecording,forexample,canbeeasilyaccomplishedusingVocaroo,andtherecordingcanthenbesharedwithteachersforevaluation.Importantly,teacherscangiveoralfeedbackinasimilarwayandrequirestudentstoengagetheirauditoryskillswhenreviewingthefeedback.Additionally,YouTubevideosprovidearichresourcefortarget-languageandculturalcontent,anddependingonwhatkindofdevicesstudentshaveaccessto,theYouTubeCaptureapp(amongseveralothers)canbeusedtorecordtheirownvideocontentforsharingwithintheirYouTubeaccounts.Withoutmuchtechnicalskillandeffort,then,audioandoralactivitiescanbedoneinandoutofclassrathereasilyasacomplementtotheusualwrittenactivities.58
Studentcollaboration isanaturalextensionofactive immersionandthemobileclassroom.Onceactive,mobileactivitiesareestablished,theirscopecanbeenlargedtoincludepeer-to-peerwork.Inparticular,studentscanrecordaudio/videotosharewithpeers,whowillthenbeaskedtoprovidetheappropriatefeedbackthemselves.Inthiskindofcollaboration,studentsarecreatingworkforeachother,ratherthanfortheteacher,andthis largeraudiencetypicallyinspiresthemtoputmorecareandeffortintotheirwork.
Studentblogshavealsoproventoberemarkablyeffectivetoolsforseveralreasons,mostofallfortheirdemonstrablypositiveeffectsonstudentwritingonaccountofthewideaudiencethattheyreach.Blogsarefreetocreateandeasytomaintain,withtheabilitytopostavarietyofcontentusinganydevice(laptopandmobiledevices).Teacherscaneasilyreadblogs,especiallyiftakingadvantageofRSSreaderslikeFeedly,andgiveusefulfeedbackthroughblogcomments.Blogscanbeattheirmostusefulwhenstudentsarereadingeachother’spostsandcommentingontheircontent,sincecommentingteachespracticalreadershipskillsandhelpsstudentstoexchangeideas.
Interdisciplinarywork,whichcanbeagreattoolforlearningculture,requiresalargerdegreeofparticipationacrossdisciplines,andassuchmaybemoredifficulttoimplementthanimmersionorcollaboration.Beforeprojectsbetweendisciplinescometogether,itmaybehelpfultogivestudentstimefortheirownpassion-basedprojectsinagivenlanguageclass—inwhichstudentsaregiventheopportunitytoworkonatopicoftheirchoosing.Inquiry-basedlearning(e.g.“20percenttime”or“geniushour”projects)isquicklybecomingoneofthemoreeagerlydiscussedtopicsineducation,buttheideacanbesomewhatvagueandthusdifficulttoimplementwithoutaclearplan.Insteadofallowingstudentstoworkonanyprojectwithoutbounds,somerestrictionsshouldbeplacedontheprojects.
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Forexample,projectsshouldaimtoanswerspecificquestions,withmentoringthroughouttheresearch. Initialstatementssuchas“Iwantto learnmoreaboutLatinmusic”canberephrasedas“WhoaresomeofthemostinfluentialLatinmusiciansandwhatmadethemsofamous?”
Furthermore,emphasisshouldbeplacedontheresearchprocess,nottheresults,andassessmentshouldfocusonthisprocess.Theresultsoftheprojectcanbeformallypresented inavarietyofmedia,includingstudent-producedvideos,blogs,andevenclasspresentations,whichallowstudentstotakeprideintheirwork.Finally,itisessentialtotheprocessthatstudentsbegivenmanyopportunitiestopresenttheirworktotheirpeers.Languagedepartmentsshouldsupportstudentworkbypromotingitaswidelyaspossible(e.g.schoolassemblies,socialmediachannels,etc.).
Throughinquiry-basedprojects,studentswill learn importantreal-worldskills, includinghowtoaskandanswerquestionsthatare importanttothemandhowtopresenttheirworkto largeraudiences.Withtheseskillsmoreinterdisciplinaryworkcanbeundertakenintheformofprojectsspanningmultipledisciplines,withseveralteachersparticipatinginthementorshipprocess.Theseprojectswillteachstudentshowtomakemeaningfulconnectionsbetweensubjects,whichshouldhelptoincreasetheirintrinsicmotivationforstudyingeachone.
Gamification,ortheapplicationofgamemechanics(e.g.rules,scoringsystems,levels,etc.)tonon-game-basedcomponentsofeducation,isbecomingincreasinglyattractiveforcurriculumdesign.Whendonecorrectly,itgivesstudentsasafeplacetolearnwherefailureisactuallyrewardedandconsideredanintegralcomponentinlearning.Gamesandgame-basedlearningareaboutmuchmorethanplay,however,andsothoughtfulgamedesigniscritical.McGonigalhasoutlinedthefourdefiningtraitsofagoodgame:59
■ Goalthatcreatesasenseofpurpose. ■ Rulespromotingcreativityandstrategicthinking. ■ Afeedbacksystemthatcreatesintrinsicmotivation. ■ Voluntaryparticipationasacommonground.
Theseessentialtraitsshouldbeconsideredbeforegamifyinganycomponentofalanguagecurriculum.
Tobeginimplementingsomeformofgamification,teachersmaychoosetogamifybehaviorandmodelcharactereducationusingtoolslikeClassDojo,beforeconsideringgamifyingcoursecontent.Fewdisciplineslendthemselvestothegamificationofcontentbetterthanlanguagestudy,whichisnaturallybasedontrialanderrorandwheremistakesdirectlyhelplearning.Specificgoalsorchallenges,likelearningaverbtenseoragrammaticalfunction,canbeeasilyincorporatedintoagame.Ascanlargergoals,liketheabilitytoobtainandunderstandinformationbasedonaconversationwithsomeone.Notrequiringskillfromaplayershouldbeconsideredacardinalsiningamedesign,andthechallengesshould ideallyrequiretheuseofmultipleabilities.60 In languagestudy,thedifferentmodalities, likeauralcomprehension,oralproficiencyandculturalfluency,areobviouschoicesfortherangeofabilitiesthatcanbetestedinagame.
Therulesofagamecanbebuiltinanyconceivablewaybutmustengagewithfailureinsomewaythatallowsstudentstolearnfrommistakes.61Rulesmustnotbepunitiveinsuchawaythatcandampenintrinsicmotivationandleadtofixedmindsets.62Rather,therulesofagameshouldbeconstructedtopromoteandrewardresilienceatallcosts.
Feedbacksystemswithingamifiedcoursesoftenmakeuseof“badges”fortrackingprogressandaccomplishments(cf.ClassBadges, MozillaOpenBadgesandPurdueUniversity’sPassportformanagingbadges).Abadgecanbeawardedformasteryofvocabulary,grammaticalormorphologicalconceptsorculture,andbadgescanbecombinedwithlevelingtotrackstudentprogress.Forexample,10badgescouldberequiredto“levelup,”whichthengivesstudentscertainprivilegesorelevatedstatus(cf.onstandards-basedgradingbelow).Acommongroundandasharedexperiencenaturallyarisesfromvoluntaryparticipationinthegamethroughintrinsicmotivationtoplay.
Languagestudyandgame-basedlearningalsogiveswaytostandards-basedgrading,basedontheclearlydefinedgoalsofthelanguageclassroom.Thesegoalstobereachedare,essentially,standardstobemastered.Traditionally,studentsarepunishedformistakes,inwhichcaseacumulativegradingsystemcanbepunitive,thuspromotingafixedmindsetandcrushinganyintrinsicmotivationtoactivelytestthelanguage.Standards-basedgrading,especiallywhencombinedwithathoughtfulgame-basedcurriculum,candotheoppositebypromotingintrinsicmotivationin
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rewardingfailureandmultipleattemptsatmasterygoals.Studentsbecomemoreeagertolearnbyhavingfun,insteadoflearningforthesakeofanoften-subjectivegrade.
Atruestandards-basedassessmentsystem,infact,maynotgivegradesatall; instead,feedbacklike“ExceedsStandards,”“AtStandards,”and“BelowStandards”mayreplacethetraditionallettergrades.Regardlessofwhetherstandardsorgradesarereported,a“grade”canbebuiltthroughalevelingsystemdeterminedbythenumberofbadgesawardedwithinagame-basedsystem(e.g.50badgesforan“A”orthedesignation“AboveStandards,”40badgesfora“B”or“AtStandards,”etc.),whichcanalsohelpmotivatestudentstoearnasmanybadgesaspossible,includingculturalbadges.Standards-basedsystemslikethisalsoallowfordifferentiatedlearningwithinaclassroomandcanletstudentsfeelcomfortablemovingattheirownpacethroughthematerial,potentiallyofferingasolutionforlanguageprogramsthatareforcedtooffermixed-levelcourses(e.g.Spanish3/4).Inadifferentiatedsetting,“AboveStandards”studentscouldworkoninquiry-basedprojectsorevenhelptheirpeerswhoarestillworkingonthestandards,motivatedbyanoverallclassbadgeawardedwheneveryonehasattainedormasteredagoalorspecificsetofgoals.
Lastly,redesignofphysicalspacemaybeimpracticalorimpossibleifconfinedbybudgetaryissues,spacelimitationsorresource-sharingconsiderations.Theremaybenomoneyforpurchasingnewfurnitureforaclassroom,orthespacemaynotbeeasilyaccommodatingtochange.Butevenifschoolsareunabletomakelarge-scalechangestoclassroomspace,physicalspacecanoftenbeusedlargelyasanally.Dependingonagivenday’sobjectives,deskscanbemovedaroundtocreatemoreacollaborativeworkspace,especiallywhendoingcollaborativegroupwork.Mostimportantly,teacherscanremovethemselvesfromthefrontoftheclassroom,conductingclassfromdifferentareasinclassorevenfromdifferentspacesontheschoolcampus,tode-emphasizeasmuchaspossiblethetraditionalteacher-centeredmodelofeducationandthenotionthatstudentscanonlybelearningiftheyarelisteningtoateacher.
An Implementation Case Study: Harvard-Westlake SchoolAttheHarvard-WestlakeSchool,thenewlychristenedWorldLanguagesDepartmentisbeginningtoincorporatethesedesignprinciples,movingtowardmoreofa“constructivist”approachtowardteachinglanguage.63Lastyear,thedepartmentwelcomedvisitorstoeachofthefourlanguageprograms,whoreviewedtheprogramsandproducedareportdetailingindividualstrengthsandweaknesses,alongwithanumberofrecommendationsforimprovement.Accordingly,eachprogramhasitsownuniquegoalsthatarebeingaddressedbytheirfacultyandaremovingthroughtheminwaysthatbestsupporteachlanguagecurriculum,focusingfirstonindividualstrengths.InconjunctionwiththeCanvasLearningManagementSystem(LMS)anditsGoogleAppsforEducationaccount,thisyearHarvard-Westlakeisimplementinga1:1laptopprogrambeginningin7thgrade,andthedepartmentwillbeusingtheprogramtoimplementsomeofthesuggestionsbornfromthereviewprocessaroundmanyofthedesignprinciplesoutlinedabove.Allofthelanguageprogramswillthereforeimplementsomekindofculturalinquiry-basedprojectsdesignedaroundtechnologythisyear.
TheSpanishprogramisfocusingonactiveimmersionandcollaborationbycreatingmoreopportunitiesforstudentstocommunicatewitheachotherinthetargetlanguage.Teachersarenowregularlyassigninghomeworkthatrequiresstudentstorespondorally,whichcanberecordedeasilyandquicklyusingtheLMS,andtheythenprovidestudentswithsimilaroralfeedback.Someofthemediaprojectsthatthedepartmentoffersincludecreatingstudents’ownversionofpublicserviceannouncementsthataresimilartothosecurrentlybeingairedinMexico,therebyengagingwithcontemporaryMexicanculture.SpotifyisusedtoshareSpanish-languagemusicthatstudentslistentoinclassandevenemulateinvideoprojects.TheprogramisalsobeginningtouseblogstofosterstudentwritinginSpanishandculturalliteracy,alongwithencouragingreadershipandcollaborationskills.StudentscanevenusemobiledevicestocreateblogpostsaroundtheSpanish-languageculturetheyfindinthegreaterLosAngelesarea.
Withoutextensiveworriesaboutactiveimmersion,the7th-gradeLatinIAcourseattheHarvard-WestlakeSchoolthisyearhasbeenredesignedaroundgame-basedmodules.Eachmoduleiscomposedofnecessaryvocabularyandgrammaticalcontent,alongwithculturalcomponents(e.g.Romangeography,mythology,politics,literature,etc.)thatwillbeexploredthroughinquiry-basedprojectwork,includingusingGoogleMapsEngineLite and Earth for geography,augmentedrealityforarchitectureanddigitalstorytellingtechniquesformythology,amongothers.Studentswillearnbadgesastheyacquireproficiencywithspecificgrammaticalcontent(e.g.the“LatinFUNology”badge,“FirstDeclension”badge,“PresentTense”badge,etc.),andtheywillalsohavetheopportunitytoearntheirownuniquebadgesforculturalcontent(e.g.the“RomanSenator”badge,the“JupiterOptimusMaximus”badge,the“RomanGraffiti”badge,etc.),basedontheirprojectwork.
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Writingand,mostimportantly,speakingarethemainconcernsoftheChineseprogram,whichisusingtechnologytoteachpropertechniquesforwritingcharactersandunderstandingtones.TheiPad®hasbeenparticularlyusefulinthisregard,inthathandwrittenworkandmediarecordingareveryeasilydonewiththedevice.TheprogramhasalsomadeheavyuseofmediatoolsforgivingstudentspracticespeakinginChineseandiscontinuingtoinvestigateothermediatools,inadditiontotestingtheuseofStudentResponseSystemslikeSocrative.
TheFrenchhavealwaysconsideredcultureasoneoftheirstrengths,andtheymakeeffectiveuseofitintheirclassesbybringinginFrenchartandmusictoshowstudents.DigitaltoolslikeGoogleArtProject and GoogleEarthhaveallowedthemtowidentheirclassroomexplorationofFrancophoneartandarchitecturefromallovertheworld.
Inordertoeffectivelyincorporateeffectivedesignprinciples,bothteachersandstudentsmustworktowardtechnologicalfluency,whichcanbeverydifficult.IttakestimeanddedicationtolearnhowtousetheCanvasLSMandGoogletools,whichcanoftenbeintimidatingtouse.Moreover,thepayofffromusingtechnologydoesnotalwayscomequickly.FortunatelyattheHarvard-WestlakeSchool,asupportsystemhasbeenputinplacewithoneteacherfromeachdepartment,whohasbeengivenreleasetimetoserveastheTechnologyIntegrationSpecialist(TIS).TISsworkwithfaculty,includingfacultyfromotherdepartments,tohelpteachersintegratenewdesignprinciplesintotheircoursesandgiveperiodicworkshopsonspecifictoolsorpedagogicalideas.Theschoolalsoopenlyencouragesprofessionaldevelopmentinanyformusefultoteachers,includingfundingconferenceworkandschoolvisits,whilealsogivingreleasetimefortheseopportunities.Todate,afewweeksintothe1:1program,teachersfromeverysubjectareahavealreadybeguntousetechnologyinnewandexcitingwayswiththeirstudents,alongwithhigherlevelsofoverallengagement,andteachersareexcitedtocontinueexploringtechnology.
Tohelpthedepartmentincorporatethesedesignprinciplesintoitslanguagecurricula,theclassroomswillbethebeneficiariesofathoroughremodelingthiscomingsummerthatwillaimtoshiftfocusawayfromtheteacherandontostudents,creatingmorecollaborativespace.Insomeclassrooms,deskswillbereplacedwithtablesandcouches,andwallspacewillbeutilizedtoahigherefficiency,includingwallsconvertedintodesignspaceusingIdeaPaint.Thedepartmentisevenconsideringaddingasmallkitchenspacetohelpitteachculturalfluencythroughculinaryprojects.64
Finally,eventhemostelaboratecollaborativespaceswillbeineffectiveandgounusedifthereisinsufficientclasstimeinwhichtousethespace.MiddleSchoolclassesatHarvard-Westlakeareonly40minuteslong,andsotheschoolisbeginningdiscussionsaroundthepotentialuseofablockschedulethat,whencombinedwithblendedlearningtechniqueswithina1:1program,mayhelpteacherstocreatemoreeffectiveclassroomexperienceswithstudents.
implementation ModelsWhilesomeschoolswithenterprisingteacherswillchoosetodesigntheirowncomponentmodelsusingexistingschoolresourcesanddrawingonOpenEducationalResources,othersare interestedinpurchasingafull-scalesolutionthatoffersacomprehensiveandcustomizableworldlanguageinstructionpackage,suchastheRosettaStonesolution,and/orworkwithanonlinelearningprovider.
Therearethreeprimarywaysinwhichnextgenerationworldlanguageprogramscanbeimplemented.Choicesaboutwhichmodelisbestsuitedtoeachschool’sneedsmustbedrivenbyadecision-makingprocessthatbeginswithanevaluationofacademicgoalsandincludesadiscussionofkeyfactorsrelatedtodesiredlanguageoptions,timeline,funding, technology,staffingandprofessionaldevelopment.Thesekeydecisionsechothosethatdrivetheimplementationofblendedlearninginanyacademiccontentarea.65
World languagesystemscanbedeployedonline, inablended learningenvironment,orasasupplement inacomponentmodel.
Online ModelLearnersaccessresourcesonlineathomeorinschool.Thishasalsobeencalledanalacarteorself-blendmodel,andmayinvolvesynchronousandasynchronousinstruction.66Asthenameimplies,afullyonlinemodeldoesnotofferstudentsaccesstotraditionalin-classinstruction.However,dependingontheprogram,studentsmayworkwithonlineinstructors.Studentsoftenchoosetheonlinemodeltoaccesscoursesnotofferedbytheirschoolordistrict.
implementation - 18
Blended Language Instructional ModelBlendedinstructioninvolvesusingaworldlanguageinstructionprogramtosupportcoreinstructioninaclassroomsetting.Inthismodel,thekeytosuccessisthoughtfulapplicationofcontentfromthedigitallearningenvironmentbackintothetraditionalclassroomsetting.High-qualityblendedworld languageprogramsoffercomprehensiveteachertoolsandcoordinatedprofessionaldevelopmenttohelpeducatorsidentifyopportunitiesforbringingtheselearningenvironmentstogether.
Oneofthekeystrengthsofablendedlearningmodelistheabilitytocustomizethemodeltomeettheindividualneedsofaschool.Becauseimplementationchoicesmustbedrivenbytheuniquelearningoutcomegoalsofeachschoolordistrict,itisdifficulttorecommendone“best”modelforimplementation.Additionalfactorsthatinfluencethisdecisionincludestaffing,availabletechnology,schedulingandfunding.
Figure1showsthefullrangeofpossibleblendedlearningmodels:
implementation - 19
implementing online language-learning Programs
TheinfographicImplementingOn l i ne L a nguage - Le a r n i n g
Programs shows cur rent t rends inlanguage-learningprogramsandshowshowschoolscan leverage technologytoboostworldlanguageacquisition.
Blended Learning
Blended Learning
Fully online curriculum with options for face-
to-face instructions
Curriculum primarily online with some class and/or lab time
Curriculum primarily online
with regular class and/or lab time
Classroom instruction with required
online components outside class
Classroom instruction with
optional resources
Classroom Instruction
Online Learning
1. Fullyonlinecurriculumwithoptionsforface-to-faceinstruction.
2. Curriculumprimarilyonlinewithsomeclassand/orlabtime.
3. Curriculumprimarilyonlinewith regularlyscheduledclassand/orlabtime.
4. Classroominstructionwithrequiredonlinecomponentsoutsideofclasstime.
5. Classroominstructionwithoptionalonlineresources.
Supplemental ModelComprehensiveprogramsliketheRosettaStonesolutioncanalsobeusedasasupplementtotraditionalorblendedclassroom.Inasupplementalmodel,studentsmayspendastandardamountoftimeinthedigitallearningprogram,withnoformalintroductionofthelearningbackintothetraditionallanguageclassroom.
Figure 1
Policyplaysan importantrole ineliminatingbarriersandcreatingspacefortheshifttonextgenerationworldlanguageinstruction.Thefollowingrecommendationsofferexamplesofthewaysinwhichstates,districtsandthephilanthropiccommunitycansupporttheshift.
recommendationsStatesshould:
1. Incorporateagoal forglobal competenceandproficiencyinmorethanonelanguage(includingbilingualschools).
2. Addlanguageproficiencytograduationrequirements.3. Provideondemand(orfrequentlyscheduled)end-of-
courseexamsintopsixlanguages(grade6-12).4. Authorize/approvemultiplestatewideonlineworld
languageproviders.5. Providefree/discountedelementaryaccesstoonline
worldlanguageresources.6. Provideportablecourse-basedfunding(grade6-12).
Districts,networksandschoolsshould:
1. Incorporateagoal forglobal competenceandproficiencyinmorethanonelanguage.
2. Addlanguageproficiencytograduationrequirements.3. Supportdevelopmentofaglobalcompetenceportfolio
includingvideoandwrittenartifacts.4. Startweeklyexposuretoleadingworldlanguagesin
primarygrades.5. Offeratleastthetopsixworldlanguagestoallstudents
(grades6-12)onlineand/orblended.
Philanthropyshould:
1. Providefinancialsupporttoencouragestateanddistrictleaderstosetworldlanguagegoalsandrequirements.
2. Supportpublic/privateinnovationpartnershipsbetweendistricts/networksandproviders topilot next-generationlanguage-learningenvironments(e.g.similartorecentWashington,DCnewschoolgrantprogrambutfocusedonworldlanguages67).
3. Investininnovativelanguage-learningproviders.
Policy imPlicaTions
Policy implications - 20
delaware’s Support for Next Gen World language instructionUnder the leadershipofGovernorJackMarkell,thestateofDelawareoffersagreatexampleoftheimportantroleofstatepolicy.Noting thatDelaware’sstudents laggedconsiderablybehindAsianandEuropeanstudentswhobeginlanguageinstructioninthe early elementary levels, the statelaunched TheGovernor’sWorldLanguageExpansionInitiativeinanefforttoimproveglobalcompetencythroughworldlanguageinstruction.Theprogram, implemented infivedistrictslastyearandeightdistrictsthisyear, brings immersive,blendedworldlanguageinstructioninMandarinChineseorSpanishtoelementaryandmiddleschoolstudents.ThegoalisforstudentstobeabletoachieveAdvancedPlacement(AP)creditby ninth grade, in order to create theopportunitytoacquireanadditionalworldlanguageAPcreditinanotherlanguagebygraduation.Therearealsoopportunitiesforstudentstoparticipate indual-enrollmentoptionswithpost-secondaryinstitutionstocount towardaminorormajor focus.Performance-based assessments areanotherhallmarkof theprogram.Thetargetedoutcome:“TheGovernor’sWorldLanguage Expansion Initiative is anaggressiveworldlanguageplantopreparegenerationsofDelawarestudentswiththelanguageskills tocompete inanever-changingglobaleconomyathomeandaroundtheworld.Inessence,Delawarewillbegin tograduateglobally competitivestudentswithadvanced-levelproficiencyinlanguages,givingthemaneconomicedgeinthemultilingualandmulticulturalworkforceofthe21stcentury.”68
“Toprospereconomicallyandtoimproverelationswithothercountries,”USSecretaryofEducationArneDuncandeclaredin2010,“Americansneedtoread,speakandunderstandotherlanguages.”AlessutilitarianbutequallyimportantviewisthatofNelsonMandela,whosaid,“Ifyoutalktoamaninalanguageheunderstands,thatgoestohishead.Ifyoutalktohiminhisownlanguage,thatgoestohisheart.”
Increasingstudents’worldlanguageskillsandcultural/globalcompetencyisnolongeraluxury—itisa21stcenturynecessity.Americanstudents,bothelementaryandsecondary,needaccesstohigh-qualityworldlanguageandculturecurriculum;specialattentionneedstobepaidtostudentswho’vehadlessaccesstolanguagesaswellasaccesstolanguagesthatarenotcurrentlycommonlyavailable(suchasChineseandArabic).Supportforworld languagecoursesmustcomefromstateandfederalgovernments,whichprovidefunding,butalsofromparentsandstudents,whoshouldbemadeawareofthebenefitsofstudyingworldlanguages.Finally,teachersneedaccesstocertificationcoursesandqualitycurriculumsothattheycanbecomegreatteachersofworldlanguages,especiallythoseforwhichcertificationdoesn’tcurrentlyexist.
conclusion
Conclusion - 21
Next-Gen World language learning
Worldlanguageacquisitionisanimportantcomponentofglobal
competitivenessand,beyondthat,globalcompetency.Thelatterisnecessaryforstudentsiftheyaregoingtothriveinaninterconnectedworldinwhichcollegeandcareer readiness increasinglydemandsculturalfluencyandworldlanguagefluency.Thegrowingavailabilityofhigh-qualityonlineandblendedlearningresourcesempowerschoolswithanewsetof toolsthatcanexpandstudentaccesstoworld languageinstructionandimproveglobalcompetency.
Active immersion
Mobile learning
Student-centered collaboration
Interdisciplinary work
Competency-based learning
Reorganization of physical space
Game-based learning & augmented reality
Standards-based grading
NEXT-GEN WORLD LANGUAGE LEARNINGWorld language acquisition is an important component of global competitiveness and, beyond that, global competency. The latter is necessary for students if they are going to thrive in an interconnected world in which college and career readiness increasingly demands cultural fluency and world language fluency. The growing availability of high-quality online and blended learning resources empower schools with a new set of tools that can expand student access to world language instruction and improve global competency.
ability to understand the
world, appreciate
interdependence and act on
issues of global significance
aprenderimparare
learn apprendreöğrenmek
discerelernen
=GLOBAL COMPETENCE
BLENDED-LANGUAGE MODELS
DESIGN PRINCIPLES FOR NEXT-GEN WORLD LANGUAGE INSTRUCTION
http://images.institutional.rosettastone.com/Web/RosettaStone/2012-K-12-ELL_Incorporating-Technology-into-the-Academic-Achievement-Strategy.pdfAccording to a 2011 report, blended language environments offer successful learning outcomes because students receive more personalized attention whether from the teacher or from the Rosetta Stone resources.
Increasing students’ world language skills and cultural/global competency is no longer a luxury; it is a 21st-century necessity. American students, both elementary and secondary, need access to high-quality world language instruction. School and district leaders can harness the power of blended learning language tools to create the next generation of American graduates ready to collaborate, compete, and connect on the global stage.
Fully online with options for
face-to-face instruction
Curriculum primarily online
with some class/lab time
Curriculum primarily online with regularly-
scheduled class/lab time
Classroom instruction with required online components outside
of class
Classroom instruction with
optional online resources
All students should have access to high-quality foreign language programs starting in the earliest grades. If all Americans grew up proficient in at least one language in addition to English, and if instruction about other countries’ histories and culture were built into the standard K-12 curriculum, young people would develop better understandings of world cultures and be better equipped to converse, collaborate and compete with peers worldwide. COUNCIL
ON FOREIGN RELATIONS
“
”
If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart. NELSON MANDELA
“”
YES
YES
97%Is training in a second language and multiculturalism needed to remain globally competitive?
100 K-12 leader respondents
96%100 Higher Education leader respondents
69%What is the biggest barrier to implementing a language program?
100 K-12 leader respondents
75%
53%Who can converse in a 2nd language other than their official native tongue? Europeans
say limited funding
say limited funding
18%Americans
(Source: 2010 speech by US Secretary of Education Arne Duncan)
(Source: Center for Digital Education Research Survey, October 2012)
(Source: Center for Digital Education Research Survey, October 2012)
100 Higher Ed leader respondents
http://k12.rosettastone.com/content/GettingSmartWP Download the full version of “The Next Generation of World Language Learning” White Paper (available 10/15/2013)
In America, developments in technology coupled with the shift to common college- and career-ready standards and the next generation of student assessments create an unprecedented national opportunity to make a renewed commitment to global competence. The development that holds the greatest promise for improved world language proficiency is combining the access and flexibility of online learning with the support and motivation of on-site teachers. Technology can help teachers to create a 21st century global environment for language study by driving student engagement -- which, in turn, motivates students to higher levels of success with the language.
SCHOOL
www.facebook.com/RosettaStoneEducationtwitter.com/RosettaStoneEd@RosettaStoneEd
https://www.facebook.com/GettingSmarthttps://twitter.com/Getting_Smart@Getting_Smart
“To prosper economically and to improve relations with other countries, Americans need to read, speak and understand other languages. It’s absolutely essential for the citizens of the United States to become fluent in other languages and schools, colleges and universities must include producing bilingual students as a central part of their mission. U.S. SECRETARY OF EDUCATION ARNE DUNCAN
“
”
Winifred KehlResearcher, ConsultantWinifredKehlisaneducationresearcher,sciencewriterandmuseumexhibitdeveloperwhospecializesininformal(outsidetheclassroom)scienceeducation.Herpastprojectsincluderesearch,writinganddevelopmentforexhibitsattheMuseumofFlight,thePacificScienceCenterandtheBrukeMuseumofNaturalHistoryandCulture;researchandwritingforMuseummagazine;andoutreachmaterialsfortheNationalOceanicandAtmosphericAdministration(NOAA).Shehasabackgroundinbiology,geologyandlinguisticsandreceivedherMasterofArtsinmuseologyfromtheUniversityofWashington.
Moss PikeWorld Language Dept./Middle School Dean of Faculty, Harvard-Westlake Middle SchoolMossPikegraduatedfromCornellUniversitywithadegreeinAppliedandEngineeringPhysicsbutlaterdecidedtoshifthiscareerfocustoteachingandtheancientworld,aftertakingcoursesinLatinliteratureandRomanhistory.WhileworkingonanMAinClassicsatUCLA,hediscoveredhistoricallinguistics,whichfurtherpropelledhimtoaPhDPrograminIndo-EuropeanStudiestostudytheGreekandLatinlanguages.HenowteachesLatinattheHarvard-WestlakeSchool,whereheisexperimentingwithgamificationandotherblendedlearningideasintheirnew1:1laptopenvironment.HeisalsotheMiddleSchoolDeanofFacultyandaGoogleCertifiedTeacher,workingcloselywithfacultyonprofessionaldevelopmentandtechnologyintegration.
Carri SchneiderDirector of Policy and Research, Getting SmartCarriistheDirectorofPolicyandResearchatGettingSmart.Withabackgroundinbothpolicyandpractice,shehastaughtinclassroomsfromelementaryschoolstocollegecampuses.Carriservedasanonlineeducatorfrom2005–2012inafullyonlinemaster’sprogramineducationalleadershipandhasauthoredseveralpiecesonthefutureofeducation.Sheco-editedthebookBuilding a 21st Century U.S. Education SystemwithBobWehling,publishedbyNCTAF.Carrihasbeenactivelyinvolvedinsupportingeducationpolicyeffortstoadvancedigitalandblendedlearningopportunitiesasaconsultanttostateandnationalorganizations.SheholdsanEdMineducationaladministrationandanEdDinurbaneducationalleadership.
tom Vander arkAuthor and CEO, Getting SmartTomVanderArkisauthorofGetting Smart: How Digital Learning is Changing the WorldandfounderofGettingSmart,aneducationadvocacyfirm.Tomadvocatesforinnovationsthatcustomizeandmotivatelearningandextendaccess.TomisalsoapartnerinLearnCapital,aneducationventurecapitalfirminvestinginedtechstart-ups.PreviouslyheservedaspresidentoftheXPRIZEFoundationandwasthefirstexecutivedirectorofeducationfortheBill&MelindaGatesFoundation.TomservedasapublicschoolsuperintendentinWashingtonStateandhasextensiveprivatesectorexperience.Aprolificwriterandspeaker,Tomhaspublishedthousandsofarticles.HewritesadailyEdWeekblog,Vander Ark on Innovation,andmakesregularcontributionstoGettingSmart.com.TomisadirectoroftheInternationalAssociationforK–12OnlineLearning(iNACOL)andseveralothernonprofits.TomreceivedtheDistinguishedAchievementMedalandgraduatedfromtheColoradoSchoolofMines.HereceivedhisMBAinfinancefromtheUniversityofDenver.
conTribuTinG auThor bios
Contributing author Bios - 22
Disclosures:DigitalLearningNow!,FloridaVirtualSchool(FLVS)andPresenceLearningareGettingSmartAdvocacyPartners.
Bullitt County Public Schools BullittCountyPublicSchools(BCPS)istheseventh-largestschooldistrictinKentucky,with23schools.ThedistricthasseentremendousgrowthintheEnglishlanguagelearner(ELL)populationbut,withfewstudentsperschoolspreadoutovera largegeographicarea,hiringfull-timeEnglish languageinstructorsforeachschool isn’tcosteffective.Thedistrictwasnotmeetingthefederaladequateyearlyprogress(AYP)requirementandneededtoimproveEnglishlanguageproficiency.
BCPSusedanindependentstudymodelwhereELLstudentsspent30-40minutesaday,fivedaysaweek,usingRosettaStone®softwareinlabswithstaffassistants.ThedistrictbenchmarkedtwocompletedlevelsoftheRosettaStonesolutionperacademicyear.AnadministrativeassistantmonitoredstudentprogressusingRosettaStoneManager™,whichgeneratesreportsandhelpsadministratorstakeactionwhenneededtokeeplearnersontrack.Theresults includedamorethan50percent increase instudenttestscoresontheWIDAACCESSforELLS®
(composite).
Guthrie Common School district GuthrieCommonSchoolDistrict(GCSD)isinthethirdleast-populatedcountyintheUnitedStates,butstillneededtofulfillthestateofTexas’srequirementtoofferstudentscreditsfortwo-orthree-yearlanguagecourses.With100studentsintheentiredistrict,GCSDdidn’twanttohireadditionalfull-timestaff.Instead,thedistricthiredaleadSpanishteachertocreatevirtualSpanish1and2coursesforgrades8-12,usingtheRosettaStonesolutionforcoreinstruction.CoursesweredesignedtomeetTexasstatestandardsandwereapprovedbytheTexasVirtualSchoolNetwork,andachieveda94.6percentstudentcoursepassrate.
Barack obama Male leadership academyBarackObamaMaleLeadershipAcademy(BOMLA),partoftheDallasIndependentSchoolDistrict,wantedtoprovideLatin,ChineseandSpanishlanguagecoursesforgrades6-12.ThemissionoftheAcademyisto“developyoungmenintoimpactfulleaders...fortheglobalsocietyoftomorrow.”Withaneyetowardsglobalcompetency,theydevelopedaproject-based,blended-classroomapproachusingtheRosettaStonesolution,extendingclassroominstructionbeyondtheschooldaywithanytimeaccesstotheprogram.Studentsspent1.5hoursperweeklearningaworldlanguageandpresentedprojectdeliverablesinthatlanguage.Inadditiontoincreasedstudentconfidenceintheirnewlanguageskills, thissuccessfulprogramsawa67percent increaseinenrollment inworld languagecourses.
Colvin run elementary School ColvinRunElementarySchoolwantedtohelptheirK-6thgradestudentsbemorecompetitiveintheglobalcommunityandbroadentheirworldviews.TheschoolusedtheRosettaCourse®platformtosupportandexpandtheirexistingSpanishcurriculuminblendedclassrooms.TheyusedtheRosettaStoneTOTALe®PROforK-12solutiontocreateanindependentstudyprogramforlanguageslikeChinese,whichtheschoolhadnoexpertteacherfor.StudentsalsohadaccesstoadditionallanguagepracticethroughRosettaStudio®sessionsandRosettaWorld®activities-anonlinelearning“world”whereschoolscancreatelearningvillagesfortheirstudents.Additionally,theColvinRunParentTeacherOrganizationsuppliednetbooksforstudentstouseinaworldlanguagelab.After13weeks,oralproficiencyimprovedbyatleastonelevelin90percentofthestudentsandlisteningproficiencyimprovedbyatleastonelevelinover60percentofthestudents.
appendix: rosetta Stone School Stories - 23
aPPendix: roseTTa sTone school sTories
West linn-Wilsonville School districtWestLinn-WilsonvilleSchoolDistrictinthesouthmetropolitanareaofPortland,Oregonhasapproximately8,400students.Thedistrictwantedtocomplementandexpandlanguageinstructionfor itsstudentsandofferaccessoutsidetheclassroomaswellasdifferentiatedinstructionsuitedtoindividualstudents’levelandpaceoflearning.SixschoolsinthedistrictusedRosettaCourse®lessonstooffercorelanguageskillstwiceaweekinSpanishforK–5students;threeschoolsofferedChinese.Thiswascombinedwithliveclassroominteractionwithfluentinstructors.BecausetheschoolswereabletosupplystudentswithaccesstoRosettaCourse®lessonsforlessthanthecostofoneteacher,theywereabletoprovidestudentswithadditionalclassroominstruction.
little rock School district LittleRockSchoolDistrictcreatedasummerprogramtobuildlanguageproficiencyandliteracyskillsforEnglishLearners(ELs)withthegoalofbridginglanguagelearningfromoneacademicyeartoanother.Thesummercamp“CampCanDo!”isafull-day,four-weekprogramthatincorporatesRosettaCourse®lessonsforkindergartenthroughfifth-gradelearners.Thedistricthasseena75percentincreaseinstudentscoresbetweenpre-andpost-tests.
Wade King elementary SchoolWadeKingElementarySchoolservesapproximately450students,ofwhichabout3%areEnglishLanguageLearners,18%areeligibleforfreeorreducedlunchand100%arecurrentlylearningaworldlanguage.AllstudentsingradesonethroughfivehaveusedtheRosettaStoneChineselanguageprogramforthepastfiveyearsaspartoftheschool’sefforttomeetrequirementsforbecominganauthorizedInternationalBaccalaureateschool.Studentsareabletoworkattheirownpace,andbenefitfromindividualizedinstructionandaccessfromhome.TheRosettaStonesolutionsupportsvisualandauditorylearners,andsupplementsChineseinstructiontaughtbyanativespeaker.Additionally,ELLstudentscanusetheRosettaStoneplatformtolearnEnglish.
KM Global School for Global leadership & innovation AtKMGlobal–acharterschoolforhighschoolstudentsinterestedininternationalaffairsandleadership–all43studentsarelearningaworldlanguage.ThankstoablendedlearningenvironmentthatmakesuseoftheRosettaStonesolution,studentscanchoosefromFrench,Spanish,GermanandMandarin–andsomestudentsarelearningmorethanone.StudentsuseRosettaStonesoftware100minutesperweek.Studentscanalsoaccessthesoftwarefromhome,andfrommultipledevices.KMGlobal’sdirector,MicheleKoper,explainswhytheschoolchoseRosettaStone:“Weareaschoolthatfocusesonglobalstudies,andfouryearsofworldlanguageisarequirement.Whenstartingourschool,weknewwewantedstudentstohaveconstantaccesstoworldlanguages,aswellasmultiplechoices.RosettaStonegivesusaccesstomultiplelanguages,allowsstudentstoworkattheirownpace,andtheabilitytopracticetheirspeakinginaself-pace,non-traditionalsetting.”Students’teachershelpthemadjusttotheRosettaStoneteachingformat,andhelpthemmakeconnectionsbetweendigitalandclassroomlearningenvironments.“Grammar isn’texplicitlytaught,sostudentsmaynotunderstandtheconstructionthattheymayneedtouseincertaincircumstances.Thisissomethingthatwegivedirectinstructionon.”Theschoolishappywiththeresults:RosettaStonesoftwarehasallowedstudentstoacceleratefasterthantheytypicallywould.“We’veseenanincreaseinconversationalcompetence.”Additionally,thesoftwaregivesstudentsopportunitiesthatthesmallschooldoesn’thaveinstructorsfor.“InadditiontotheinstructorledFrench,Spanish,andMandarinthatwehaveoffered,studentshavebeenabletouseRosettaStonetolearnthebasicsoflanguagessuchasRussianandArabic.Italsogivesstudentsoptionstotakemorethanonelanguage,notworryingaboutscheduling.Parentshavebeenthankfulthattheirchildrenhavethisuniqueopportunity.”KMGlobal’sworldlanguageteacherMichelleWeberisimpressedwithwhatshehasseen.“Itgivesmetheopportunitytodifferentiatemysmall-grouplessonsbasedonwhatmystudentsneedatthetime.”
appendix: rosetta Stone School Stories - 24
1 Center for Digital Education.“GraduatingGloballyCompetitiveWorkers.”2013.CouncilonForeignRelations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf
2 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf
3 Remarks of Dr. Martha Kanter,UnderSecretaryofEducation,2012InternationalEducationSummitontheOccasionoftheG8.“BroadeningtheSpiritofRespectandCooperationfortheGlobalPublicGood.”May3,2012. http://www.ed.gov/news/speeches/broadening-spirit-respect-and-cooperation-global-public-good
4 Global Competence Task Force.“GlobalCompetenceTaskForceReport.”August2008. http://international.wisc.edu/Publications/docs/6203902-Global-Competence-Task-Force-Report.pdf?access_key=key-1356q43wwdi1eunevn9i
5 Joint National Committee for Languages and the National Council for Languages and International Studies. “JNCL-NCLISResponsetoUSDepartmentofEducationInternationalStrategy2012-2016.”February4,2013. http://www.languagepolicy.org/documents/JNCL%20NCLIS%20response%20to%20the%20USED%20International%20Strategy%2004%20FEB%2013%20(3).pdf
6 Jackson, A.“ForeignLanguagePoliciesAroundtheWorld.”EducationWeek.March2013. http://blogs.edweek.org/edweek/global_learning/2013/03/foreign_language_policies_around_the_world.html
7 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf
8 Ibid.9 Porter, Catherine.“EnglishIsNotEnough.”TheChronicleofHigherEducation.April18,2010. http://jobs.chronicle.com/article/English-Is-Not-Enough/65136/
10 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396
11 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf
12 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf
13 Tucker, G.R.“AGlobalPerspectiveonBilingualismandBilingualEducation.”August1999. http://www.cal.org/resources/Digest/digestglobal.html
14 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396
15 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396
16 Forbes Insight and Rosetta Stone.“ReducingtheImpactofLanguageBarriers.”September2011. http://resources.rosettastone.com/CDN/us/pdfs/Forbes_Insights-Reducing_the_Impact_of_Language_Barriers.pdf
endnotes - 25
endnoTes
17 Forbes Insight and Rosetta Stone.“ReducingtheImpactofLanguageBarriers.”September2011. http://resources.rosettastone.com/CDN/us/pdfs/Forbes_Insights-Reducing_the_Impact_of_Language_Barriers.pdf
18 Council on Foreign Relations.“U.S.EducationReformandNationalSecurity.”March2012. http://i.cfr.org/content/publications/attachments/TFR68_Education_National_Security.pdf
19 Jackson, A.“ForeignLanguagePoliciesAroundtheWorld.”EducationWeek.March2013. http://blogs.edweek.org/edweek/global_learning/2013/03/foreign_language_policies_around_the_world.html
20 Center for Applied Linguistics.“A‘LanguagesforJobs’Initiative.”June2012. http://www.cfr.org/united-states/languages-jobs-initiative/p28396
21 Georgia Department of Education.“WorldLanguagesandGlobalInitiatives.” http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/World-Languages-and-International-Education.aspx
22 Jackson, A.“TheLanguageShift.”September2013. http://blogs.edweek.org/edweek/global_learning/2013/09/the_language_shift.html
23 Ibid.24 Getting Smart.“SmartList:30WaystoLearnAlmostAnything.”August2013. http://gettingsmart.com/2013/08/smart-list-30-ways-to-learn-almost-anything/
25 UniversityofTexasatAustin,CenterforOpenEducationalResourcesandLanguageLearning. http://coerll.utexas.edu/coerll/
26 Clayton Christensen Institute Website.BlendedLearningDefinitionsWebpage. http://www.christenseninstitute.org/blended-learning-model-definitions/
27 Vander Ark, T., and Schneider, C.“HowDigitalLearningContributestoDeeperLearning.”2012. http://gettingsmart.com/wp-content/uploads/2012/12/Digital-Learning-Deeper-Learning-Full-White-Paper.pdf
28 Public Impact.“ABetterBlend:AVisionforBoostingStudentOutcomeswithDigitalLearning.”2013. http://opportunityculture.org/wp-content/uploads/2013/04/A_Better_Blend_A_Vision_for_Boosting_Stud
29 Dweck, C. Mindset: The New Psychology of Success. 2008.30 Rhodes, N. and Pufahl, I.“ForeignLanguageTeachinginU.S.Schools:ResultsofaNationalSurvey.”2008.http://www.cal.org/projects/Exec%20Summary_111009.pdf
31 Ibid.32 Ibid.33 Ibid.34 Koebler, J.“EducationFundingforForeignLanguagesCut.”U.S.News&WorldReport.January16,2012. http://www.usnews.com/education/blogs/high-school-notes/2012/01/16/education-funding-for-foreign-languages-cut
35See,forexample:http://www.umaine.edu/flame/BenefitsofSecondLanguage.pdf36 Rosetta Stone.“RosettaStoneTOTALe®:ProvenMoreEffectivethanVersion3.”2011. http://img.en25.com/Web/RosettaStone/Rosetta%20Stone%20TOTALe%20Effectivness%20Summary.pdf
37 Vesselinov, R.“MeasuringtheEffectivenessofRosettaStone®.”January2009. http://resources.rosettastone.com/CDN/us/pdfs/Measuring_the_Effectiveness_RS-5.pdf
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38 Rockman et al.“RosettaStoneEvaluationReport.”July2009. http://img.en25.com/Web/RosettaStone/ROCKMAN%20ET%20AL.pdf
39 Rosetta Stone.“RosettaStoneTOTALe®:ProvenMoreEffectivethanVersion3.”2011. http://img.en25.com/Web/RosettaStone/Rosetta%20Stone%20TOTALe%20Effectivness%20Summary.pdf
40 Koebler, J.“EducationFundingforForeignLanguagesCut.”January2012. http://www.usnews.com/education/blogs/high-school-notes/2012/01/16/education-funding-for-foreign-languages-cut
41 Thomas, D. and Brown, J. S. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. 2011.
42 Dweck, C. Mindset: The New Psychology of Success. 2008.43Emailcommunication.44See,forexample,Davidson, C. Now You See It: How Technology and Brain Science Will Transform Schools and
Business for the 21st Century. 2011.45 Koestler, A. The Act of Creation. 1964.46 Davidson, C. Now You See It: How Technology and Brain Science Will Transform Schools and Business for the
21st Century. 2011.47 Koster, R. A Theory of Fun for Game Design. 2004.48 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.49 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.50 Koster, R. A Theory of Fun for Game Design. 2004.51 Davidson, C. Now You See It: How Technology and Brain Science Will Transform Schools and Business for the
21st Century. 201152 Bailey, J., Schneider, C., Sturgis, C., and Vander Ark, T.“TheShiftfromCohortstoCompetency.”January2013.http://www.digitallearningnow.com/wp-content/uploads/2013/01/CB-Paper-Final.pdf
53 Johnson, S. Where Good Ideas Come From. 2010.54Emailcommunication.55 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.56 Johnson, S. Where Good Ideas Come From. 2010.57 State Educational Technology Directors Association.“TheBroadbandImperative:RecommendationstoAddressK-12EducationalInfrastructureNeeds.” http://www.setda.org/web/guest/broadbandimperative
58 Vander Ark, T.“FlippedForeignLanguage.”2013. http://gettingsmart.com/2013/02/flipped-foreign-language/
59 McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. 2011.60 Koster, R. A Theory of Fun for Game Design. 2004.61 Koster, R. A Theory of Fun for Game Design. 2004.
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62 Dweck, C.Mindset:TheNewPsychologyofSuccess.2008.63Wikipediaentryon“Constructivism.” http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)
64 Broyles, A.“Classesteachstudentsthelanguagewhiletheylearntocook.”2011. http://www.austin360.com/news/lifestyles/food-cooking/classes-teach-students-the-language-while-they-l-2/nRWdq/
65 Bailey, J., Ellis, S., Schneider, C., and Vander Ark, T.“BlendedLearningImplementationGuide.”February2013.http://www.digitallearningnow.com/wp-content/uploads/2013/02/DLNSmartSeries-BL-paper_2012-02-05a.pdf
66 Clayton Christensen Institute for Disruptive Innovation.“BlendedLearning.” http://www.christenseninstitute.org/blended-learning-3/
67 Vander Ark, T.“NGLCGrantsSponsorInnovativeNewSchoolsinDC&Chicago.”September2013. http://gettingsmart.com/2013/09/nglc-grants-sponsor-innovative-new-schools-in-dc-chicago/
68 Delaware Department of Education.“Governor’sWorldLanguageExpansionInitiative.February2012. http://www.doe.k12.de.us/rttt/files/initiatives/worldlangv2.pdf
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