Transcript World Languages in Washington State Preliminary Results from the 2004 World Languages Survey for Washington State.

World Languages
in Washington State
Preliminary Results from
the 2004 World
Languages Survey for
Washington State
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What are
our goals?
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National Standards
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What role is the state
currently playing?
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What is OSPI currently
doing?
Partnerships with Germany, Spain, and
Mexico (possibly China)
 State Transitional Bilingual Program
 Outreach (e.g. Survey, Possible Voluntary
Standards Meeting)
 Minimal Part of State Educational Reform
Legislation (HEC Board, Certification)
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THE
SPRING 2004
SURVEY
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How was the data
gathered?
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Survey Methodology
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Process
– May-June 2004
– Notices sent out to every school and district
(via email and letter)
– WAFLT Follow-up
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Disclaimers
– How representative is this sample?
– How accurate are the responses?
– What is missing? (e.g. trend data)
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What did we learn?
- Initial Data
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Rate of Return
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431 responses (19.5% of 2,212 schools)
– 205 Elementary (out of 1,142)
– 118 Middle Schools/Junior Highs (out of 336)
– 180 High Schools (out of 321)
(413 other schools: alternative, complete, unclassified)
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213 reported NO language programs (42%)
– 76% Elementary
– 44% Middle School
– 16% High School
Note: Some numbers are approximations.
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Missing!
 108
(of 296) districts did not
respond at all
 Most ESDs missing 10-15 district
responses
 Low response rate from larger
districts (e.g. Seattle, Tacoma,
Spokane)
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Trends
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High School = 81% of Language Courses
Most Popular Language = Spanish
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Spanish in 96% of high schools
French in 67% of high schools
German in 42% of high schools
Japanese in 25% of high schools
Latin, Chinese, Russian: approx 5%
Arabic & Native American Languages: <1%
2-year plan: ~90+% offer both 1&2
– 70% have level 3; 50% have level 4

American Sign Language: 28% of high
schools; typically only levels 1&2
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Note: We do not yet know how representative this sample is
2-year Plan?
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Sections

3,867 sections offered (in approx. 431 schools)
 Spanish:
56% of sections
French: 19%
 German: 11%
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ASL: 6%
Japanese: 5%
Chinese: 1%
Latin: 1%
Russian: 0.6%
Arabic: 0.3%
Native American Languages: 0.1%
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Types of Language
Programs
38% = Traditional Classes
 14% = Advanced Placement/ International
Baccalaureate courses
 13% = Study or Travel Abroad
 5% = Before or After-School Programs
 4% = FLEX
 1% = Community-Based Language
Learning
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Employment
 Number
of World Language Teachers
= 1,106 (in approx. 431 schools)
 Number of Teachers with World
Language Degree/Endorsement =
1,003
 Number of Teachers in First 5 Years
of Teaching = 255
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Other Information

Standards
– Approximately 40% of respondents said that
their school or district had developed world
language standards
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Technology
– The vast majority of world language
classrooms have access to a wide variety of
technological tools (e.g. internet, digital
cameras, cassette players, CD players, video
conferencing [45])
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What were the
comments? Issues & Priorities
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Types of Comments
Professional Development – more and more
specific
 Diversity of Languages
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– Concerns about ASL & Dominance of Spanish
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Requirements:
– >2 years
– K-12 & Earlier
– Part of Core Curriculum
Standards
 Advocacy – need for voice in Olympia
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Professional Development
“My personal belief is that OSPI
should promote what is known of
language development/brain research
and promote early elementary world
language instruction, ideally through
immersion style approaches”
 “Provide more opportunities for world
language teachers to study abroad”
 “Serve as a clearinghouse for materials
and best practices”
 “Come to our schools and give us
tangible strategies… quick, fun, easy to
implement”
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Professional Development,
Part II - Topics
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Curriculum materials – how to choose, what’s available
Starting a new language or changing languages offered
Brain development / language acquisition research
Integrating immigrant communities into the curriculum
Proficiency training for teachers and teaching methods to
use with students
Culture ‘capsules’
Careers and job opportunities for language students
Technology in instruction
Trends in state or country regarding world languages
Assessment strategies
Alignment with university expectations
State standards
Special problems of small and rural schools
Quick, easy-to-use, practical tips
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Professional Development,
Part III - Format
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Workshops
Series of classes, (e.g. UW Spanish Center)
Serving Rural Areas
– Regional Conferences
– Visiting teaching or cultural ‘experts’ and fluent
speakers for rural areas
– Traveling culture units or live presentations for
remote areas
– Videoconferences for interest groups or samelanguage rural teachers
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Live or internet ‘gathering places’ for K-16
teachers to exchange ideas (e.g. listserv)
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Diversity of Languages
“A variety of languages should be taught –
not just Spanish!!!”
 “Discourage the false belief that Spanish is
somehow easier than other languages”
 “Try and convince the HEC Board that
Sign Language should NOT be considered
a ‘world language’ because it lacks the
cultural piece that is integral to the
teaching of world languages”
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Requirements
“OSPI should support WAFLT’s efforts to
make language instruction an integral part
of a high school education and language
education should start at the elementary
level as part of every student’s basic
education.”
 “Four-year institutions should require more
than 2 years of a world language for
admission.”
 “I strongly believe in immersion.”
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Standards
“OSPI should at least adopt the national
standards as its own and thereby at least
give some lip service to supporting World
Language instruction since money is not
likely.”
 “Create specific standards for the FLEX
program.”
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Voice in Olympia
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“OSPI and WAFLT should play a vital role in
getting Olympia to consider language study a
requirement for ALL students. I am not sure how,
but advocacy needs to be a constant presence
until language is supported as a requirement.”
“Communicate how well foreign language
instruction helps those who take the WASL.”
“Please DO NOT advocate mandates that will not
be FULLY FUNDED.”
“Do this survey on a regular basis and report the
trends”
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What would you like
to know?
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What additional queries
should we conduct?

Specific Schools
– Which are able to maintain strong language
programs and why?
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Specific Districts
– Which have a disproportionately low level of
language programs?
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Specific Programs
– How are most students receiving world
language instruction?
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What are some next
steps to take?
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Follow-up Interviews
 Contact
Elementary Schools With
Language Programs: How are they
making it work?
 Contact Schools with Level 4+
Language Programs: How do they
maintain consistent enrollment?
 Contact Larger Districts with Low
Response Rates
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Voluntary Standards?
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Nebraska K-12 Frameworks:
– “The document offers school boards and
administrators a rationale and guidelines for planning
a fully articulated foreign language education program
from kindergarten through twelfth grade.”
– Learning Scenarios & Sample Assessments
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New Jersey K-12 Frameworks: model
language programs, teacher resources,
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Future Partnerships
China & Peninsula School District
 ACE & OSPI – statement on earning
credits for after-school programs
 Adopting Models from Other States
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What rationale(s) resonate?
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Cultural perspectives, understanding, and respect
Appreciation of responsibilities in the world
community
Contribution to businesses & economy
Critical-thinking skills through problem solving,
conceptualizing, and reasoning
Connections between the various disciplines by
incorporating other disciplines into the language
classroom
Skill development essential to the learning
process
Acquisition of subsequent languages
Competitive edge in career choices
Enrichment opportunities for students whose
heritage language is not English
Personal satisfaction and enjoyment
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Ideas? Thoughts?
Contact Information
 [email protected]
 (360) 725-6351
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OSPI website:
www.k12.wa.us/curriculuminstruct/socstudies
/WorldLanguages
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Washington Association for Language
Teaching - waflt.net
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