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ADVOCACY

As the “Voice of Foreign Languages” for the state of North Carolina, the Alliance for Language Learning actively advocates on issues relating to foreign language education. The Alliance for Language Learning, Inc. is a resource for parents, individuals, other organizations, the media, as well as decision-makers at the local, state, and national levels about information and data on foreign language education.

Advocacy Resources

Non-Governmental:

Other useful foreign language advocacy sites:

State Government:

Federal Government:

 

Highlights from the State Board of Education

Highlights of State Board Planning Retreat/June Meeting - The State Board of Education held a planning retreat last week to discuss 21st century learning and North Carolina public schools. This discussion provided Board members time to consider priorities that should be used to flesh out the conceptual framework they approved in May. At their regular monthly board meeting held Thursday, members received a presentation on the turnaround plan for low-performing high schools, approved 44 supplemental education service providers for 2006-07 and a revision to the school counselor job description. Board members also discussed a district assistance model, licensing requirements for international teachers and recommendations for preliminary approval of 2006 Charter school applications.

 Complete Highlights of the Board meeting are available online at http://www.ncpublicschools.org/sbehighlights/ by clicking on the appropriate link.

Department of Defense releases new report – “Defense Language Transformation Roadmap”

One of the most momentous developments to happen for languages in the United States is the recent creation of the “Defense Language Transformation Roadmap,” a “plan to overhaul military policy, doctrine and organizations to improve the diversity of foreign languages spoken in the armed forces; enhance the proficiency of linguists; and create new military sources of foreign language expertise outside the Defense Department.”

Recent world events have emphasized the need for the Department of Defense to significantly improve “organic capability in emerging languages and dialects, a greater competence and regional area skills in those languages and dialects and a surge capability to rapidly expand its language capabilities on short notice,” as stated in the report.

Consequently, the Defense Department will require all junior officers to complete a foreign language course.  Eventually, all general officer and flag officer candidates will have to be bilingual.

To oversee the implementation of the Roadmap, a Defense Language Office will be established in the office of the under secretary of defense for personnel and readiness.  The Roadmap, broadly stated, “calls for a number of actions to be taken across the Defense Department to change the culture, policy, doctrine and ways in which requirements are determined.”   It is all part of an effort to “really move the department in a different directions into terms of language capabilities,” according to Gail McGinn, deputy under secretary of defense for plans in the office of the under secretary for personnel and readiness.

To read a copy of the “Defense Language Transformation Roadmap,” please visit the JNCL-NCLIS website, www.languagepolicy.org, under the “What’s New?” section.

 

Secretary of State Announces the nomination of Karen Hughes as Under Secretary of State for Public Diplomacy and Public Affairs

On March 14 th, President Bush nominated Karen Hughes for the position of Under Secretary of State for Public Diplomacy and Public Affairs.  If confirmed, Hughes will conduct a broad review and restructuring of U.S. public diplomacy efforts.  In her remarks announcing the new nomination, Secretary of State Condoleezza Rice stated that it is time to “confront hateful propaganda, dispel dangerous myths and get out the truth.”  In order to accomplish this, the administration will work closely with educational institutions, the private sector and nongovernmental organizations.  In addition to developing these relationships, Secretary Rice said that “we must encourage our citizens to engage the world to learn foreign languages, to understand different cultures and to welcome others into their home.”

In her remarks accepting the nomination, Hughes views education as a vital part of public diplomacy.”  In addition to working with other nations, America must “do a better job of teaching our children to learn about different languages, cultures and faiths.”  Teaching children to respect and celebrate each other’s difference will bring peace in the future, she further commented.

Hughes noted that the job would be difficult as perceptions do change quickly and patience is required by all.  Hughes emphasized that America’s public diplomacy is not limited to those who work for the government.  Each time a citizen travels or works abroad or accepts an exchange student or visitor in their home, they represent the United States. 

In addition to the nomination of Hughes, Secretary Rice announced the nomination of Dina Powell as Assistant Secretary of State for Educational and Cultural Affairs.  To read a copy of Secretary Rice’s and Karen Hughes’ remarks, please visit http://www.state.gov/secretary/rm/2005/43385.htm.

 

UPDATE ON ISSUES FACING FOREIGN LANGUAGES

JNCL-NCLIS Executive Summary

July, 2005-January, 2006

 

  • On January 5, 2006, the U.S. President announced the National Security Language Initiative (NSLI). This $114 million program has fourteen components intended to “expand the number of Americans mastering critical need languages” starting at an earlier age; “increase the number of advanced-level speakers of foreign languages”; and “increase the number of foreign language teachers and the resources for them”.

 

  • In December, Congress finally passed the last of the appropriations bills. In the Department of Education, all programs experienced a one percent across-the board cut. For example, International Education and Foreign Language Studies went from $106.8 million to $105.7 million. A number of programs that were zero-funded by the President and/or the House such as Star Schools, Javits, and Civic Education were preserved but their funding was significantly decreased. One of only a few programs to receive an increase was the Foreign Language Assistance Program (FLAP) which went from $17.8 million to $21.7 million.

 

  • Elsewhere, the National Security Education Program (NSEP) was continued at $16 million. The National Endowment for the Humanities increased from $138.0 million to $143.1 million. In the State Department, Education and Cultural Affairs Programs grew from $360.7 million to 437.1 million. Programs with decreased funding include Assistance for Eastern European and Baltic States (SEED) ($393.4 million to $361.0 million) and Assistance for the Independent States of the Former Soviet Union (FSA) ($555.5 million to $514 million).

 

  • Section 8003 of the Budget Reconciliation Act now includes foreign languages as eligible for Academic Competitiveness Grants in Higher Education.

 

  • In the final days of the First Session of the 109 th Congress, Rep. Rush Holt introduced two bills: H.R. 4630 amending the David L. Boren National Security Education Program to allow scholarship and fellowship recipients to work in the field of education if no position is available in the Federal government; H.R. 4629, the “K-16 Critical Foreign Language Pipeline Act” creating five new programs in NSEP.

 

  • The Senate has passed its reauthorization of Higher Education, S. 1614, the Higher Education Amendments Act of 2005 strengthening outreach, study abroad, IIPP, and making undergraduates eligible for FLAS fellowships. It contains no Advisory Board for Title VI, but it does refer a number of times to reflecting “diverse and balanced perspectives” and generating “debate on world regions and international affairs.”

 

 

  • S. 1614 also includes foreign languages in Title IV, Financial Assistance, as well as Title II, Teacher Preparation and Title VII, Graduate and Postsecondary Improvement Programs as a “high-need academic subject area”.

 

  • The House Education Committee has passed H.R. 609, the College Access and Opportunity Act of 2005. This bill makes a number of improvements to Title VI such as increased outreach, greater opportunities to study abroad, and it expands the Institute for International Public Policy (IIPP). However, H.R. 609 retains a revised and softened, but nonetheless, an expensive and unnecessary Advisory Board.

 

  • Of note, H.R. 609 includes foreign languages in Title IV, Financial Assistance, as an Area of National Need. Under these new provisions, foreign language students are eligible for loan forgiveness if they go to work for the federal government or go into elementary or secondary education teaching.

 

  • The Senate Appropriations bill contains report language for FLAP that recommends providing increased funding for a new grant competition to “school districts with poverty rates of 15 percent or more, to help the highest-need elementary schools within such districts establish foreign language instruction programs.”

 

  • The National Security Education Program (NSEP) will provide $8 million for undergraduate scholarships and graduate fellowships. Additional funding has been appropriated for the Flagship programs, the K-16 Chinese Flagship Initiative, and an English Heritage Language Speakers Initiative.

 

  • A companion bill to Senator Akaka’s the National Foreign Language Coordination Act, S. 1089, was introduced in the House by Rep. Brian Baird (D-WA) as H.R. 4196, to establish a National Foreign Language Coordination Council.

 

  • The Abraham Lincoln Commission released their report, Global Competence and National Needs: One Million Americans Studying Abroad, on November 15, 2005. It recommended that fellowships and scholarships be awarded to Institutions of Higher Education and to students for study abroad. They recommended funding of $50 million in FY 2007 increasing to $125 million by FY 2011.

 

  • S. 1376, Teaching Geography is Fundamental was introduced this summer by Senator Thad Cochran and five co-sponsors. The bill “expands geography literacy among kindergarten through 12 th grade students by improving their teachers’ professional development…”

 

  • A 12-point policy statement, Languages in the National Interest, was finalized and distributed to our members, government agencies, congressional contacts, and other interested and appropriate parties.

 

Action Guide for Education Organizing

Founded in 1968, the Center for Community Change grew out of a powerful combination of ideas and events in the 1960s. Many important partners, including the Robert F. Kennedy Memorial Fund, the Ford Foundation, and leaders of the United Auto Workers, made the Center for Community Change a reality.

From the very beginning, the Center’s purpose has been to help establish and develop community organizations across the country, “bring attention to major national issues related to poverty,” and “help insure that government programs are responsive to community needs.”

The Center’s Action Guide for Education Organizing is aimed at experienced community organizers, new to the arena of school reform. The purpose of the guide is to help organizers think through the context in which the work takes place, information on policy and funding, sources for research and information, and offer examples of campaigns, issues, strategies and tactics.  Included are sections outlining the purposes of education organizing and strategies for effectively mobilizing the public to demand high-quality public education for all children.

To learn more about the Action Guide, go to  http://www.communitychange.org/issues/education/actionguide/

 

Languages in the National Interest

The National Council for Languages and International Studies (NCLIS), composed of fifty-five associations representing over 200,000 language professionals, endorses the study of world languages in addition to English to assist in meeting national interests related to:

  • Increased diversity in communities and schools nationwide;
  • The need for an internationally competent workforce;
  • New national and human security challenges, and
  • The need to develop a well-educated, culturally literate, and globally responsible citizenry

Among groups from the government, academic and private sector, there is consensus for the creation of a systematic and systemic approach to language education in the United States. NCLIS endorses: 

    1. Language and culture instruction that begins in the early grades, continues with well articulated sequences of instruction throughout grades K-12 and two and four year colleges and universities, allows for multiple entry points, and encourages life long language learning.
    2. A broad offering of languages that support global literacy and communication goals related to the learning of languages and their cultures that are important for future economic and security needs.
    3. Adequate financial support for, and philosophical commitment to, language education in the federal budget and by state legislatures.
    4. Recruitment of highly qualified teachers along with the promotion of teaching excellence through effective pre-service education, professional development, and opportunities for participation in exchange and study abroad programs.
    5. Incorporation of standards-based assessments of language and culture into state and/or federal accountability systems.
    6. Maintenance and continued development of heritage language proficiency to promote bi-literacy and cultural awareness to enhance opportunities for further achievement—both for cultivation of heritage resources to teach these languages and for cultural understanding within our communities.
    7. Establishment of standards-driven, research-based policies for teaching language and culture.
    8. Integration of other content areas into the teaching of language and culture at all instructional levels.
    9. Improved access to currently available foreign language instructional materials, distance learning resources, and technologies to expand foreign language and cultural learning opportunities.
    10. Support for advanced research and development in second language acquisition, foreign language pedagogy, heritage languages, assessment, and other areas critical to the advancement of language education.
    11. Continued development of policy and legislation to address gaps in national language capacity by creating a variety of program models and financial incentives for learning, maintaining, and teaching languages other than English.
    12. Establishment of a national coordinating entity to develop, organize and oversee the implementation of a national world language strategy that will provide US students with the kinds of instructional programs needed to acquire meaningful levels of language and cultural competence.

 

Index of Legislation of the 109th Congress Concerning Foreign Languages and International Education 2005 - 2006

H.R. 115 – National Security Language Act

S.9 – Lifetime of Education Opportunities Act of 2005

S. 12 – Targeting Terrorists More Effectively Act of 2005

S.Res.28 - Designating the year 2005 as the `Year of Foreign Language Study'

H.Res.122 - Expressing the sense of the House of Representatives regarding the study of languages and supporting the designation of a Year of Languages.

H.R. 507 – College Access and Opportunity Act

H.R. 509 - International Studies in Higher Education Act of 2005

H.R. 609 - College Access and Opportunity Act of 2005

H.Con.Res.100 - Expressing the sense of Congress that the United States should establish an international education policy to foster mutual understanding among nations, promote a world free of terrorism, further United States’ foreign policy and national security, enhance United States’ leadership in the world, and for other purposes.

H.Res. 173 - Expressing the sense of the House of Representatives that the Director of National Intelligence should establish and oversee the implementation of a uniform, multi-level security clearance system across the intelligence community to fully leverage the cultural and linguistic skills of subject matter experts and others proficient in foreign languages critical to national security.

S.Res. 104 – People-to-People Engagement in World Affairs

S. 1089 - National Foreign Language Coordination Act of 2005

S. 1105 – International and Foreign Language Studies Act of 2005

S.1117 - United States-People's Republic of China Cultural Engagement Act

S. 1218 – Teacher Excellence for All Children Act of 2005

H.R. 2835 - Teacher Excellence for All Children Act of 2005

S.1376 - Teaching Geography is Fundamental Act

S.1434 - Master Teacher Scholarship Act of 2005

S.1435 – Collaborative Agreements to Recruit Educators Act of 2005 (CARE)

S. 1433 – Ready to Educate All Children Act of 2005

S. 1614 -Higher Education Amendments of 2005

H.R. 4196 – To Establish a National Foreign Language Coordination Council

S.Res. 308 – Designating 2006 as the “Year of Study Abroad”

H.R. 4408 – National Language Act of 2005

H.R. 4629 – K-16 Critical Foreign Language Pipeline Act

H.R. 4630 - Amends the David L. Boren National Security Education Act of 1991

 

 

To access information about how to become a member of the Alliance, click here.

 

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