A P U B L I C AT I O N O F T H E N AT I O N A L A S S O C I AT I O N F O R B I L I N G U A L E D U C AT I O N

Perspectives

P L U S :

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P L U S : The Critical Issue of Girls’ Education in Pakistan: Challenges and Promises

Use of Asian & Asian-American Children’s Stories in ESL Classes

Reaching the Bilingual Bicultural Mind in the Science Classroom

Shaping Our Global Future

Advocating for Bilingualism and Multilingualism

Smart phones, tablets, MP3 Players, Facebook and Twitter are among popu-lar mobile devices and social media that young learners in countries all over the world use on a daily basis. In this era of globalization, the use of advanced tech-nology has dramatically shifted the way people communicate. People can access information and communicate with oth-ers around the world instantly, regard-less of geographic location or common culture, thus changing their outlook on what is possible in life. People are real-izing that bilingualism and multilingual-ism are communication and diplomatic assets in social, economic and global markets. As young learners interact daily with others on the Internet, they are very likely to encounter others who do not necessarily speak their language. To encourage young people to explore the world more fully and to prepare our students for the global future, it is important to support bilingual and multilingual skills, which are essential to their success.

Educating for Global Competence: Creating Opportunities for All StudentsThe benefits of knowing a second or third language go beyond the personal conve-niences of being able to communicate with family members, traveling to different parts of the world and finding jobs. Bilingual and multilingual citizens make greater

contributions to society in general. When someone learns to speak another language, their learning goes beyond grammatical rules. They develop cultural appreciation and understanding of the new language, while continuing to deepen awareness of their own language and culture. In the 21st century, being bilingual or multilingual is essential to becom-ing a globally competent citizen. The

United Nations Educational, Scientific and Cultural Organization’s (UNESCO, 2002) Universal Declaration on Cultural Diversity encourages “the learning of several languages from the earliest age” (p.6). As recently as March 2013, language and international study advocate William P. Rivers stated that “Language is the oil of the 21st century,” (Morones, 2013, p.1). Yet statistics show that U.S. citizens have fallen behind in com-parison to citizens of other nations in their pursuit of foreign language study and in confidence using a second language. The 2006 European Commission study, Europeans and Their Languages, reported that 54% of the people age 15 or older in

If you talk to a man in a language he understands, that goes to

his head. If you talk to him in his language, that goes to his heart.

— Nelson Mandela

Shaping Our Global Future: Advocating for Bilingualism and Multilingualismby Yee Wan and Angelica Ramsey

Benefits of Second Language Learning

Academic Achievement

◗z Academic achievement in other subjects increased

◗z Higher academic levels on standardized tests achieved

◗z Skills from one language to another transferred

◗z Chances of college acceptance, achievement and attainment improved

Cognitive Ability

◗z Flexibility in thinking and problem solving ability enhanced

◗z Reasoning, multi-tasking and memory skills improved

◗z Age related mental decline such as Alzheimer’s and dementia delayed

Language and Cultural Understanding

◗z Cultural awareness and competency enhanced

◗z Empathy for other groups across the world developed

◗z A more positive attitude toward the target second language and/or the speakers of that language developed

◗z One’s world view and cross cultural understanding expanded

◗z Stronger understanding of one’s native culture and language skills increased

Career Opportunities

◗z Career opportunities enhanced

Source: Adapted from Regarding World Language Education (NEA Research).

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the 25 European Union nations asserted that they could speak at least one language in addition to their “native tongue” at the conversational level. In contrast, only 10% of native born U.S. citizens feel comfort-able conversing in a language other than English (U.S. Census, 2010). The European Commission (2012) stated that, “Europeans have very positive attitudes towards mul-tilingualism, and 88% of them think that knowing languages other than their mother tongue is very useful. Almost every European (98%) considers mastering for-eign languages useful for the future of their children” (European Commission, 2012, p.141). In the United States, most states do not require foreign language study. New Jersey and the District of Columbia are the only two systems that require all K-12 students to take a world language (Wang, et al, 2010). In fact, American public schools offering foreign language instruction have decreased at the elementary level from 24 to 15% and middle school level from 75 to 58% between 1997 and 2008 (American Council on the Teaching of Foreign Languages, 2011). Twenty-four industrialized coun-tries participated in a national survey of language study that asked if students were required to study at least one additional language. Twenty-one countries responded that the study of an additional language was

compulsory. The United States is one of a few countries that did not require students to study a foreign language. “Our national language gap,” Arne Duncan said, amounts to a “high-stakes issue” (Schmid, 2013).

Efforts that Promote Bilingualism and MultilingualismWhile some educators have expressed chal-lenges in establishing bilingual programs or foreign language courses in schools, there are several exemplary state and local initiatives that actively promote students in developing bilingual and multilingual skills.

State and Local Seal of Biliteracy Awards Californians Together is the non-profit orga-nization that initiated the Seal of Biliteracy movement, resulting in California being the first state in the nation to pass legisla-tion recognizing graduating seniors who are proficient in English and one or more additional languages. On October 8, 2011, Governor Jerry Brown signed AB 815 (Brownley) into law, creating the State Seal of Biliteracy program. Californians Together has been working with school districts across the state to create Seal of Biliteracy pro-grams since 2009. For more information on how to start the Seal of Biliteracy program, please visit http://www.californianstogether.org/reports/. The National Association

for Bilingual Education (NABE) formally endorsed the Seal of Biliteracy initiative in 2012. The NABE commendation states that “The Seal of Biliteracy recognition was initiated by Californians Together and it fully aligns with NABE’s commitment to excellence in bilingualism and biliteracy education through programs, professional development, and advocacy that value native language, respect cultural and linguistic diversity, and lead to academic success” (NABE, 2012). To date, more than 170 school dis-tricts and county offices of education have adopted the Seal of Biliteracy program. In the 2012-13 school year, the State Superintendent of Public Instruction awarded more than 20,000 Seals of Biliteracy to graduating seniors. New York and Illinois have since passed legislation for their own state Seal of Biliteracy programs. These states are to be commended for their leadership, and for advocating for and pro-viding opportunities for our students to receive a world-class education.

Utah Dual Language Immersion ProgramIn 2008, Utah’s legislators passed the Critical Language Program. This legislation created a series of initiatives that lead to the expansion of dual language immersion programs starting at the elementary level. In fact, the state also developed the Utah Language Roadmap for the 21st Century, a comprehensive education plan that will pre-pare generations of Utah’s students to enter a changing global economy. As he toured Park City Dual Immersion Program, Dr. Larry K. Shumway, Utah State Superintendent of Public Instruction, stated that “With Dual Immersion, we have a way forward to ensure that Utah students are acquiring the skills, knowledge and dispositions necessary to be competi-tive in the world marketplace” (Utah State Office of Education Video, 2011). Utah’s Dual Language Immersion program offers a rich bilingual experience for young learners when their minds are develop-mentally best able to acquire a second language. Instruction is divided between two high-quality, creative classrooms: one in English and the other in the second language (Chinese, French, Portuguese or Spanish). In the current school year, there

“We should have EVERY CHILD speaking

MORE THAN one language!”

—President Barack Obama

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are 98 Dual Language Immersion schools that offer second language opportunities for elementary school students. Utah’s governor set a goal that “by 2015, there will be 100 schools impacting 30,000 students” (Utah State Office of Education Video, 2011). For more information on the Utah Dual Immersion Program, please visit http://www.schools.utah.gov/curr/dualimmersion/.

Biliteracy and World Languages Communications ToolkitThe Santa Clara County Office of Education has created a communications toolkit aimed at promoting and support-ing equitable access to high quality educa-tion for all students. This initiative actively promotes the value of multilingualism and supports districts as they establish biliteracy pathway award programs. The toolkit includes a variety of resources. Included are: (a) a publica-tion addressing frequently asked questions including, “Why should students learn a second language?” and “What are Pathway Awards?” (b) video clips containing testi-monials of students, parents, researchers, superintendents and school board members, (c) PowerPoint files to use in presenting awareness sessions for various audiences, and (d) a webpage with current online resources. These resources are designed for interested individuals who want to learn more about the benefits of bilingualism and multilin-gualism, establishing awards programs and expanding second language learning oppor-tunities for all students. The toolkit initia-tive has the potential to move us forward in closing the achievement gap for traditionally

underserved students. All students, regardless of their language background, can succeed in learning another language and culture. In addition, this initiative cre-ates possibilities for building awareness regarding the value of biliteracy and multilingual-ism in the community, encour-aging maintenance of home language and the study of additional languages, highlighting the importance of language in developing global compe-tence and increasing world language learn-ing opportunities. More information about the toolkit can be found at http://mes.sccoe.org/bwlct/home/Pages/default.aspx.

Recommendations for District Administrators and School Board MembersDistrict administrators and school board members can support students in attain-ing bilingual and multilingual skills by establishing: ◗◗ board policy for award programs that

encourage students to learn second and/or third languages;

◗◗ board policy for foreign language require-ments;

◗◗ bilingual programs and world language offerings;

◗◗ outreach programs that communicate the benefits of bilingualism and multilingual-ism and the course pathways for students, parents, teachers, counselors and commu-nity members;

1. Determine purpose of and commitment to award program

2. Survey stakeholders

3. Inform parents and community members of the benefits of learning multiple languages through meetings and newsletters

4. Establish a representative/advisory committee

◗z clarify purpose and rationale of the recognition

◗z determine awards and their achievement levels

◗z define award criteria

◗z draft board policy or resolution

5. Seek input on drafts of criteria and board policy/resolution from stakeholder groups

6. Present resolution for school board approval

7. Develop evaluation rubrics and process to determine the award criteria

8. Create the processes for identifying eligible students and identifying district staff for implementing the award programs

9. Establish budget to include testing and personnel costs, materials, monitoring costs, certificates and awards

10. Establish an outreach plan about the award program

11. Design and present awards

Suggested steps for district administrators and school board members for establishing biliteracy award programs in districts:

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◗◗ pathway courses that lead students to attain bilingualism when they graduate from high school; and

◗◗ policies to ensure that instructional mate-rials are available in other languages.

Recommendations for TeachersTeachers might emphasize these areas through daily instruction:◗◗ show interest in learning another lan-

guage and culture;◗◗ make reference to the benefits of learning

a different language and culture when appropriate;

◗◗ use primary language resources whenever available;

◗◗ ensure that materials in multiple languag-es are available in the classroom; and

◗◗ ask students to share practices from their cultures or teach classmates words in their primary language when appropriate.

Recommendations for ParentsParents are highly encouraged to share these ideas with their child at home:◗◗ show interest in learning another lan-

guage and culture;◗◗ attend community or family cultural

events together;◗◗ discuss the benefits of knowing more

than one language with their child; and◗◗ check out library books in the second

target language that their child is learning.

Next StepsFor today’s young learners skilled in using mobile devices and social media, it is crucial they possess bilingual and cross-cultural communication skills for the 21st century global market. To be a leader in the global-ized world, the United States must invest in educating students to achieve the skills found in globally competent individuals who are innovative and collaborative critical

thinkers. A pillar for building our students’ global competencies is the development of bilingual and multilingual skills, as language is a major vehicle for learning academic content and demonstrating learning. There is urgency for schools to offer world lan-guage instruction to produce 21st century learning outcomes. Our world is globally, multiculturally, multilingually and digitally connected. We have the obligation to ensure that our students receive a world-class edu-cation so they may possess effective cross-cultural communication skills and the ability to understand different perspectives, appre-ciating other cultures and laying a strong foundation for world peace and a stronger global future. ★

AcknowledgmentsSpecial thanks to these individuals who have provided valuable feedback in the research and writing of this article: Rhonda Beasley, Ken Blackstone, Melissa Christie, Denise Giacomini, Sylvia Solis, Carol Tanton, Lorena Tariba, Erin Vidal, Janet Welch, Donna Wheelehan and Rachel Zlotziver.

Yee Wan, Ed.D., is the Project Lead of the Biliteracy and Communications Toolkit and A Look at Learning Project, an award winning comprehensive professional development sys-tem for supporting English learners’ achieve-ment. She is Director of Multilingual Programs at the Santa Clara County Office of Education. She is also a NABE executive board member.

Angelica M. Ramsey, Ed.D., began her career teaching English Learners on the Texas-México border. She currently leads the Education Services Branch at the Santa Clara County Office of Education as the Chief Academic Officer. She also serves as the English Learner liaison for the California County Superintendents Educational Services Association’s Curriculum and Instruction Steering Committee. 

ReferencesAmerican Council on the Teaching of Foreign Languages.

(2011). Foreign language enrollments in K-12 public schools: Are students prepared for a global society. Retrieved from

http://www.actfl.org/sites/default/files/pdfs/ReportSummary2011.pdf

American Council on the Teaching of Foreign Languages. What does the research show about the benefits of language learning?  Retrieved from http://www.actfl.org/advocacy/discover-languages/what-the-research-shows

European Commission. (2012). Europeans and their languages: Special Eurobarometer 386. Retrieved from http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf

Morones, A. (2013, October). Advocates seek more focus on learning foreign languages.  Education Week, (33)7, 7.

National Association for Bilingual Education. (2012). The National Association for Bilingual Education formally endorses California’s Seal of Biliteracy. Retrieved fromhttp://www.californianstogether.org/reports/

National Education Association, Regarding World Language Education. (2007). The benefits of second language study. Retrieved from http://www.sde.ct.gov/sde/lib/sde/PDF/Curriculum/Curriculum_Root_Web_Folder/BenefitsofSecondLanguage.pdf

Schmid, J. (2013, October 28). Manpower tries to help businesses bridge language gap. Milwaukee Journal Sentinel. Retrieved from http://www.jsonline.com/business/manpower-tries-to-help-businesses-bridge-language-gap-b99127023z1-229602521.html

United Nations Educational, Scientific and Cultural Organization. (2002). Universal declaration on cultural diversity. Retrieved from http://unesdoc.unesco.org/images/0012/001271/127162e.pdf

Utah State Office of Education. (2013). Critical languages: Dual language immersion education appropriations report. Retrieved from http://www.schools.utah.gov/legislativematerials/2013/Critical_Language_Dual_Immersion_Legislative_Repor.aspx

Utah State Office of Education (Producer). (2011). Utah dual immersion [Video]. Available from http://www.youtube.com/watch?v=hTG0YFU8vWA

Utah State Office of Education, (2009). Utah language roadmap for the 21st century. Retrieved from http://www.schools.utah.gov/CURR/dualimmersion/Home/Utah-Language-Road-for-the-21st-Century.aspx

Wang, S. C., Jackson, F. H., Mana, M., Liau, R., & Evans, B. (2010). Resource guide to developing linguistic and cultural competency in the United States. College Park, MD: National Foreign Language Center at the University of Maryland.  Retrieved from http://www.nflc.org/publications/the_teachers_we_need_Resource_Guide.pdf

For today’s young learners skilled in using mobile devices and social media,

it is crucial they possess bilingual and cross-cultural communication skills for

the 21st century global market.

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