Building strategic language ability programs / Joshua R. Weston, editor.

Format:

Book

Contributor:

Weston, Joshua R.

Series:

Languages and Linguistics

Languages and lingustics series

Language:

English

Subjects (All):

Language and languages--Ability testing.

Language and languages.

Communicative competence.

Physical Description:

1 online resource (166 p.)

Edition:

1st ed.

Place of Publication:

Hauppauge, N.Y. : Nova Science Publishers, Inc., 2010.

Language Note:

English

Summary:

This work explores the consensus that has emerged that the American education system must more aggressively embrace the concept of global education for a broader population of students.

Contents:

Intro

BUILDING STRATEGIC LANGUAGE ABILITY PROGRAMS

CONTENTS

PREFACE

STATEMENT OF OVERSIGHT AND INVESTIGATIONS SUBCOMMITTEE: HEARING ON THE DOD'S WORK WITH STATES, UNIVERSITIES, AND STUDENTS TO TRANSFORM THE NATION'S FOREIGN LANGUAGE CAPACITY

STATEMENT OF GALAL WALKER, NATIONAL EAST ASIAN LANGUAGES RESOURCE CENTER, THE OHIO STATE UNIVERSITY, BEFORE THE HOUSE ARMED SERVICES COMMITTEE, SUBCOMMITTEE ON OVERSIGHT AND INVESTIGATIONS

INTRODUCTION

Teach Language in Culture

Combine Language with Selected Content Knowledge

Utilize Technology

Assess Performance

Challenges Facing the OSU Chinese Flagship Center

CHINESE FLAGSHIP PROGRAM

K-12 CHINESE FLAGSHIP

K-12 Chinese Programs in Ohio

The Growth of Chinese Programs in Ohio Schools, 2005-06 to 2007-08

Number of K-12 Chinese Language Teachers in Ohio (Total: 57), 2007-08

QINGDAO FLAGSHIP CENTER

OHIO LANGUAGE SUMMIT AND THE

I. Introduction

Critical Ohio Language Themes

II. Strategic Vision

III. Action Agenda

A. Pulling Together Resources to Implement the Roadmap

Action Item 1: Establish an Ohio Language and Culture Service Center (LCSC

Action Item 2: Create a Networking Organization, Language Partnering for Life (LPL)

B. Developing Educational Models and Resources for Lifetime Foreign Language Learning and Teaching

Action Item 3: Developing Long Sequences of Foreign Language Study

Action Item 4: Train, license and employ more teachers educated in the use of technology and develop networked programs around these qualified teachers

Action Item 5: Create performance-based tools for assessing foreign language learners' ability to communicate effectively

IV. The Current State of Pla

Overview

The Private Sector and Foreign Languages.

Foreign Language Use and the Public Sector

Foreign Language Education

V. Gap Analysis of Ohio's Current State of Play

Strengths

Education

Tradition and Diversity

Business &amp

Government Infrastructure

Weaknesses

Education &amp

Educational Resources

Public Attitude

Opportunities

Preschool-16 education

Government support

Community Culture Centers

Collaboration

Threats

APPENDIX A: OHIO GOING GLOBAL

CURRENT FOREIGN LANGUAGE NEEDS AND SUPPLY IN OHIO

1. International Foreign Language Needs

a. Ohio Foreign Trade

b. Foreign Investment in Ohio

c. International Education

2. Domestic Foreign Language Needs

a. Immigrant Populations

b. Language Needs in Ohio Public Services

c. Ohio's Domestic Business Foreign Language needs

3. Current Ohio Foreign Language Learning Capacity

APPENDIX B: SURVEY OF OHIOANS' VIEWS ABOUT

Summary of Findings

Demographic Factors

Technical Appendix

END NOTES

STATEMENT OF TERRI E. GIVENS, UNIVERSITY OF

I. INTRODUCTION AND BACKGROUND

II. FINANCING STUDY ABROAD AT THE UNIVERSITY OF TEXAS AT AUSTIN

International Education Fee Scholarship (UT)

Benjamin a Gilman International Scholarship

ulbright US Student Program:

Freeman-Asia

Coop GOES

American Airlines

AT&amp

T

III. LANGUAGE FLAGSHIPS AT THE UNIVERSITY OF TEXAS AT AUSTIN

THE HINDI URDU FLAGSHIP

ARABIC FLAGSHIP PROGRAM

Profile of Our Students

Study Abroad in Alexandria, Egypt

The Arabic Language Community

Sharing Our Innovations

Creating the Next Generation of Arabic Educators

The Arabic Flagship Future

IV. THE TEXAS LANGUAGE ROADMAP

TEXAS IN A CHANGING WORLD

Changes in the Population

THE DEMAND FOR LANGUAGES OTHER THAN ENGLISH IN TEXAS

Advanced Language Competency

Cultural Competency

Lack of Awareness.

Costs of Insufficient Language Capacity

LANGUAGE ROADMAP FOR THE 21ST CENTURY

Goal 1: Raise Public Awareness

Awareness

Goal 2: Increase Instructional Capacity

Certification

Proficiency

Teacher Ed Curriculum

Curriculum for Language Majors

Goal 3: Develop Advanced Linguistic and Cultural Proficiency

Early Start Initiative

Extended Sequence

Structural Change

Enrichment Options

Goal 4: Create Incentive Structures

Study Incentives

Tax Credits

Government Initiatives

CURRENT LANGUAGE CAPACITIES AND LIMITATIONS

Foreign Language Education in Texas

Extent of Language Learning

Between Needs and Capacity

Language Acquisition and Age

Integration of Language and Cultural Learning

Making Language Learning Practical

Re-Valuing Languages Other Than English

HOW DOES TEXAS RANK IN THE NUMBER OF CRITICAL

NUMBER AND PERCENTAGE OF SPEAKERS PER LANGUAGE IN TEXAS

DUAL LANGUAGE EDUCATION

BEST PRACTICES

Northside Independent School District, San Antonio

Alicia Chacon International School, El Paso

TEXAS DUAL LANGUAGE PROGRAM COST ANALYSIS

Report Developed for the Texas Education Agency and the Texas Senate Education Committee

TEXAS LANGUAGE ROADMAP ADVISORY BOARD

Pascal D. Forgione, Jr., Ph.D.

Aaron Demerson

Rob Eissler

Admiral Bobby Ray Inman

Mark Strama

APPENDIX

Directory of Foreign Language Immersion Programs

Total Immersion

Partial Immersion

Two-Way Immersion

STATEMENT OF ROBERT O. SLATER,

INTRODUCTION AND BACKGROUND

What Is the Language Flagship?

New Curricular Approaches

New Pathways to Language Learning

Evidence-based Language Learning

Institutional Commitment and Long-term Sustainability

K-12 Articulation

Articulated Overseas Immersion

Diffusion of Innovation

Peer Review and Quality Assurance.

Engagement of the Business Sector

A CLOSER LOOK AT FLAGSHIP CENTERS

Flagship Centers and Programs

Same Goal, Different Pathways

Expansion

FLAGSHIP CENTERS

African

Arabic

Central Asian Turkic Languages Consortium

Chinese

Eurasian Languages Consortium

Hindi/Urdu

Korean

Persian/Farsi

Flagship Students

Flagship Student Profiles

The Future of Flagship

State Language Roadmaps

Building the Roadmaps

Language and Public Policy

Establishing Advocacy and Coordination at the State Level

Teacher Certification

Language Learning and Academic Performance: Public Awareness

Start Language Learning Early

Moving Forward

NATIONAL LANGUAGE SERVICE CORPS

Background

The NLSC Concept

Concept of Operations

Accomplishments

Next Steps

END NOTE

THE BRIGHAM YOUNG UNIVERSITY CHINESE FLAGSHIP PROGRAM AND ITS ROLE IN THE UTAH FOREIGN LANGUAGE ENVIRONMENT: STATEMENT OF DANA S. BOURGERIE BEFORE THE HOUSE ARMED SERVICES COMMITTEE, SUBCOMMITTEE ON OVERSIGHT AND INVESTIGATIONS

II. WHAT IS THE FLAGSHIP INITIATIVE?

The Chinese Flagship Group

III. THE BRIGHAM YOUNG UNIVERSITY FLAGSHIP MODEL

Purpose and Goals of the BYU Program

Institutional Context of the BYU Chinese Flagship Center

Recruitment and Admissions

The Structure and Pedagogical Approach of the BYU Advanced Program

IV. K-12 PARTNERSHIPS AND PROGRAM ARTICULATION IN UTAH

Technology and Learning Tools

Different Paths to China

Assessment and Evaluation

Collaboration and Cooperation with Other Chinese Flagship Programs

Outcomes for Recent Program Graduates

Some BYU Flagship Program Alumni Placements

V. THE BYU FLAGSHIP CENTER'S INFLUENCE ON THE LANGUAGE

CHAPTER SOURCES

INDEX.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-61761-471-8

OCLC:

834604224