F-CAPFlagship-Chinese Acquisition Pipeline

The K-12 Language FlagshipSeal of Proficiency

June 2013 SymposiumDebbie Robinson

Case in PointDOD Language Needs

• Of 3.3 million personnel, only 8% with reported language skills (@259,000)– Over half of those Spanish speakers (@140,000)

• @37,000 positions with specific language requirements– 81% filled, but only 28% at required level of

proficiency

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Defense Language and National Security Education Office (DLNSEO) Core Programs

STUDENTS INSTITUTIONS PROFESSIONALS

David L. BorenScholarships

The LanguageFlagship

LanguageTraining Centers

David L. BorenFellowships

ProjectGlobal Officer

National LanguageService Corps

English for HeritageLanguage Speakers

Pilot Flagship/ROTC Initiative

AfricanLanguage Initiative

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NATIONAL SECURITY EDUCATION PROGRAM: OBJECTIVES

Provide necessary resources, accountability, and flexibility to meet U.S. national security education needs;

Increase quantity, diversity, and quality of teaching and learning in foreign language and other international fields critical to the nation’s interests;

Produce an increased pool of applicants for work in departments and agencies of the U.S. government with national security responsibilities;

NATIONAL SECURITY EDUCATION PROGRAM: OBJECTIVES

Expand, in conjunction with other federal programs, the international experience, knowledge base, and perspectives on which the U.S. citizenry, government employees, and leaders rely; and

Permit the federal government to advocate the cause of international education.

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THE LANGUAGE FLAGSHIPGoal: To create a pool of college graduates from all majors with professional proficiency (ILR Level 3, ACTFL Superior) in critical languages to create the next generation of global professionals, and to change the expectations for foreign language learning.

Reconfiguring undergraduate programs and interventions to develop higher proficiency

Pathways for all students; no prior language experience necessary

Articulation of domestic curriculum and overseas program elements (intensive language, direct enrollment courses, internship)

Proficiency Scales

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THE LANGUAGE FLAGSHIP

ARABICMichigan State UniversityUniversity of ArizonaUniversity of MarylandUniversity of OklahomaUniversity of Texas, AustinAlexandria University, Egypt*

CHINESEArizona State UniversityBrigham Young UniversityHunter CollegeIndiana UniversitySan Francisco State UniversityUniversity of MississippiUniversity of OregonUniversity of Rhode IslandWestern Kentucky UniversityNanjing University, China*Tianjin Normal University, China* Fall 2013

RUSSIANBryn Mawr CollegePortland State UniversityUniversity of California, Los AngelesUniversity of Wisconsin, MadisonSt. Petersburg State University, Russia*

SWAHILIIndiana UniversityState University of Zanzibar, Tanzania*

TURKISHIndiana UniversityAnkara, Turkey*

PILOT FLAGSHIP/ROTC CENTERS Arizona State University Georgia Institute of Technology North Georgia State College and University

HINDI URDUUniversity of Texas, AustinJaipur Hindi Flagship Center, India*Lucknow Urdu Flagship Center, India*

KOREANUniversity of Hawaii, ManoaKorea University, Korea*

PERSIANUniversity of MarylandAnkara, Turkey*

PORTUGUESEUniversity of Georgia, AthensSao Paulo State University, Brazil*

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THE LANGUAGE FLAGSHIP

Flagship Language

2010 UGEnrollment

2011 UGEnrollment

2012 UGEnrollment

Arabic 269 235 182Chinese 289 387 434

Hindi Urdu 32 24 22Korean 31 29 37Persian 30 18 14

Portuguese 0 16 55Russian 82 118 128Swahili 0 8 9Turkish 0 0 7

733 835 888

* Enrollments are based on registered students, additional students may participate in courses but are not fully registered

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THE LANGUAGE FLAGSHIP

2010-2011 2011-2012 2012-2013 2013-20140

20

40

60

80

100

120

140

2010-2014 Flagship Undergraduate Overseas Enrollments by Language

Arabic Chinese* Hindi Urdu Korean Persian Portuguese* Russian SwahiliTurkish

* Figures include projected Spring 2013 Overseas Enrollments

64

89

118124

11 *Figures Include Projected Spring 2014 Overseas Enrollments

THE LANGUAGE FLAGSHIP

05

101520253035404550556065

18

62

1 7 1

16 16

1 2

Academic Year 2013-2014 Undergraduate Overseas Capstone Students by Language (124 Students)

Arabic Chinese* Hindi Urdu Korean Persian Portuguese* Russian Swahili Turkish

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Student Support

Maximum Flagship student support is now capped at $20,000 ($15,000 maximum for capstone overseas)

Additional support from DLNSEO/NSEP comes with service: Boren Scholarships or participation in ROTC ROTC Scholarships: Air Force issued first six Language

Flagship Scholarships. Army recently developed guidance on Language Flagship scholarships

Flagship institutions need to partner with private sector for additional scholarships and internships

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2010 2011 2012 20130

5

10

15

20

25

30

35

40

45

50

37

42

35

50

1412

16

21

2010-2013 Boren Scholarship data for Flagship Applicants and Recipients

Applicants Recipients

THE LANGUAGE FLAGSHIP

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THE LANGUAGE FLAGSHIP

200918 Centers

201020 Centers

201123 Centers

201223 Centers

$0

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

$3,500,000

$4,000,000

2009-2012 Non-Flagship Student Support Funding Reported by Flagship Centers

University Other Sources

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Data and Results

Flagship Model relies on data for constant feedback and improvement.

Flagship reports results to Congress, the National Security Education Board, and the public.

Proficiency

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Undergraduate Results

72% of Boren/Flagship undergraduates tested to date reached or exceeded ILR 3/Superior on oral proficiency test; 60% reached or exceeded ILR 3/Superior in reading

Academic Year 2011-12 Flagship Overseas Cohort: 66% reached Advanced-High or higher scores on ACTFL speaking (OPI); 32.5% reached Superior/3 for Flagship Certification

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THE LANGUAGE FLAGSHIP

IH AL AM AH S0123456789

101112131415

2012 Flagship Undergraduate Student Speaking Proficiency at Program Completion (ACTFL Scores)

Arabic Chinese Hindi Korean Russian Urdu

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THE LANGUAGE FLAGSHIP

0+ 1 1+ 2 2+ 3 3+05

1015202530354045

Flagship Overseas Undergraduate Capstone 2011 Pre- and 2012 Post- Listening Assessment (ILR)

Pre-Capstone Listening Assessment n=82 Post-Capstone Listening Assessment n=82

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THE LANGUAGE FLAGSHIP

0+ 1 1+ 2 2+ 3 3+05

1015202530354045

Flagship Overseas Undergraduate Capstone 2011 Pre- and 2012 Post- Reading Assessment (ILR)

Pre-Capstone Reading Assessment n=75 Post-Capstone Reading Assessment n=75

Overall Goal

UG > Global Professionals, Superior HS programs > Advanced MS programs > Solid Intermediate Elementary programs > Dual Literacy

Short & Long-TermK-12 Investment Strategy

Leveraging Partnerships

SEAs Universities LEAs

ACTFL DoDEA LRCs

AATs NSLI-Y STARTALK

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THE LANGUAGE FLAGSHIP

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MSU Secondary Arabic Curriculum Project

• Created 32 standards-based thematic units for secondary learners. Now developing a third level with 16 additional units.

75 teachers in 17 states have received professional development on the curriculum to date.

60 learners through Level 2 in three locations assessed this May on AAPPL.

Possible cooperation with College Board on introducing AP Arabic is latest development.

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Portland Public Schools

Serving over 1200 students in elementary through high school dual-language immersion and articulated middle and high school programs (3 elementary, 3 MS, 3 HS sites)

Dual-language immersion program fully integrates age-appropriate assessment to yield results (e.g., 87% of 8th graders I-M or higher; 25% HS grads at A-L or above 2011-2012)

High school programs articulate with University of Oregon Chinese Flagship program. 21 PPS grads to date in U. of O. Chinese Language FS program.

Developing modules in Chinese in humanities and health fields for use in high school programs across the country.

Portland Public Schools/U. of OregonK-16 Chinese Language Flagship

Nation's first K-16 Chinese Language Flagship Program.

Replication model for other schools.

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Flagship – Chinese Acquisition Pipeline (F-CAP)

Consortium managed by BYU and the State Education Office of Utah reaching state and local educational agencies and Flagship institutions across 19 states (critical mass of 15K elementary-high school learners in 2012-2013).

Promoting dual-language Chinese immersion at the elementary level (now through fourth grade in Utah) and articulated Chinese language and content learning at the middle- and high-school levels.

F-CAP

• “Chinese in a box” with detailed unit and lesson plans, professional development,and materials.

Piloting AAPPL proficiency assessments for high school students studying Chinese at levels 2 (video chat only), 3, and 4 (complete battery) state-wide in Utah and South Carolina, and within several local education agencies across the U.S.

Time to Proficiency

Seal of Proficiency

• Gold– At least Advanced-Low

• Silver– At least Intermediate-High

• Bronze– At least Intermediate-Mid

DRAFT Process

• Learners collect evidence (3) across the modes of communication aligned to Can-Do statements.

• Learners take (an) external assessment(s) across the modes of communication.

• For bronze, teacher sign-off.• For silver and gold, sent to (3) raters at

Language Flagships for certification.

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The Language Flagship K-12 Linkages Funds

• Advocacy and Communication;• Articulation;• Assessment; • Connections, Partnerships, and Relationship-building;• Curriculum/Materials/Resources;• Pedagogy;• Professional Development; and • Recruitment and Retention.

Elements of Flagship K-12 Strategy and Activity Across Our 26 Programs

Sample K-12 Initiatives

• UHI Korean Language Flagship Center – After school, summer, and online courses for pre-collegiate

learners and professional development for teachers• UW-Madison Russian Language Flagship

– Summer intensive language learning for underserved high school youth and year-long collaboration with teachers

• UT-Austin Arabic Language Flagship– First-ever statewide professional development workshop

for Arabic teachers• Ole Miss Chinese Language Flagship

– Support and professional development for building secondary program; dual-enrollment options for learners for Chinese 3 and 4.

Sample K-12 Initiatives

• Portland State University-Portland Public Schools– Russian Immersion Language Arts Scope and

Sequence• Hunter College– Chinese online learning modules for beginning and

intermediate secondary learners• University of Georgia – Linkages Brazil-U.S. for K-12 learners (forthcoming!)

Strategic Foreign Languages Expansion Program (S-FLEP)

• Long sequence, articulated K-12 programs;• 50/50 dual immersion; secondary content-

based or subject-matter language learning; • Incorporate technology; don’t supplant

teacher/student interaction; • Support AP or Higher Ed. Courses for HS

learners;

S-FLEP, continued

• Increase/institute HS graduation requirements;

• Professional development ;• Student assessment; and• Program and curriculum evaluation.

Impact Thus Far

• 22 military installations,• 27 schools• 8,200 military-connected students• 24,900 total students • Languages include Chinese, Spanish, and

German.

– Beaufort, SC• 476 total student population• 24.7% military-dependent students• Language: Chinese• Bridges their current gap: Middle School (Grades 5-8).

The feeder elementary (K-4) school has a Chinese language program, as does the high school.

– Fort Sam Houston, TX• 836 students impacted• 97.37% military-dependent students• Language: Spanish• K-5 program that meets 4-5 times a week for 45 minutes

Current Schools & Programs

Current Schools & Programs

– Geary County, KS• 217 total student population• 70% military-dependent students• Language: Spanish• Bridges their current gap: K-5. This elementary school feeds

into Spanish language programs in both middle and high school.

– North Kitsap, WA• 2,400 students impacted• 27% military-dependent students• Language: Spanish• Improves their K-5 Dual Language program, and increases

their middle and high school offerings. Also, adding an AP Spanish class.

– San Diego, CA• 742 total student population• 53.4% military-dependent students• Language: Chinese & German• K-4. Hired Chinese & German teachers & two student interns

from Germany. The Chinese elementary program feeds into already standing Chinese middle & high school programs.

– Virginia Beach, VA• 16,006 students impacted• 33% military-dependent students• Language: Chinese• Focus is on Grades 6-12, leveraging successful STARTALK Summer

Program (elementary aged kids) to launch language instruction at the middle and high school levels.

Current Schools & Programs

Thank you!dwrobinson196@gmail.com