The Ideal Cross-Curricular Class: It’s Right Down the Hall in the Foreign Language Classroom: The Ideal Cross-Curricular Class: It’s Right Down the Hall in the Foreign Language Classroom The Foreign Language Association of North Carolina


EOC: EOC EOG ABC NCLB SAT AYP Where does Foreign Language fit in this alphabet soup?


Slide3: Si puede Usted leer este párrafo quizás pueda ayudarle a una persona, trabajar para una compañía multinacional o les enseñar a sus hijos una apreciación de otras lenguas y culturas. Wenn Sie diese Zeilen lesen können, dann könnten Sie eventuell jemanden helfen, der in not ist, oder Arbeit bei einer internationalen Firma sucht, oder, Sie können gar Ihre Kinder andere Kulturen und Sprachen schätzen lernen. Si vous pouvez lire ceci, alors peut-être que vous pouvez aider quelqu'un dans le besoin, travailler pour une société multinationale, ou même enseigner à vos enfants une certaine appréciation pour d'autres langues et cultures.


Slide4: Arabic adobe, alcohol, massage, monsoon, albatross, algebra, apricot, chemistry, carat, candy, elixir, kebob, decipher, satin, zero Dutch brick, pinky, yacht, cruise, cookie, dollar, filibuster, gin French a la carte, a la mode, antique, ballet, boutique, buffet, c’est la vie, champagne, faux pas, fiancé, hors d’oeuvres German kindergarten, sauerkraut, frankfurter, lager So you think this is English?


Slide5: Japanese ginseng, karaoke, sushi Russian comrade, vodka, sable, tundra Indian caste, guru, karma, nirvana, yoga Spanish aficionado, armadillo, avocado, burro, cafeteria, canasta, canyon, chocolate, El Niño, fiesta, jaguar, macho, patio, pinto, poncho, rodeo, siesta, tango So you think this is English?


Slide6: The Ideal Cross-Curricular Class: It’s Right Down the Hall in the Foreign Language Classroom Background on Foreign Language Programs in North Carolina North Carolina Today North Carolina Public Schools Rationale for Early Language Learning Programs Benefits of Learning a Foreign Language The Ideal Cross-Curricular Class The Future of Foreign Languages in North Carolina Conclusions


I. Background on Foreign Language Programs in NC: I. Background on Foreign Language Programs in NC Elementary school FLES FLEX Immersion – Full, Partial, Dual Middle school Beginning Sequence Continuing Sequence Exploratory High school Traditional Programs Advanced Placement (AP) Spanish for Native Speakers ~North Carolina Second Language Standard Course of Study Document(SL SCS)


II. North Carolina Today: II. North Carolina Today There are 1000 international firms in North Carolina. Japan is North Carolina’s second largest trading partner, after Canada and there are more than 150 Japanese companies operating in North Carolina. ~North Carolina Dept. of Commerce


III. North Carolina public schools : III. North Carolina public schools 15 Most Common Home Languages of NC Students


Top 5 foreign languages taught in NC schools: Top 5 foreign languages taught in NC schools Spanish French Latin German Japanese


IV. Rationale for early language programs : IV. Rationale for early language programs Language acquisition – cognitive development b. Language proficiency


V. The Importance of Learning a  Foreign Language : V. The Importance of Learning a Foreign Language Economic Reasons National Security Academic Benefits ~NC SL SCOS


ECONOMIC REASONS: ECONOMIC REASONS Language skills are vital for US to remain competitive in technology, science, and trade. More than ½ of US citizens working abroad are linguistically unprepared. Each year 200,000 Americans lose out on jobs because they do not know another language.


“Linguistic and cultural competence will be the mark of the well-educated citizen of the 21st century.”  ~ N. Cloud and F. Genesee: “Linguistic and cultural competence will be the mark of the well-educated citizen of the 21st century.” ~ N. Cloud and F. Genesee


NATIONAL SECURITY: NATIONAL SECURITY “Since the September 11, 2001 terrorist attacks, national security experts have warned that the United States’ foreign language capabilities are insufficient to meet the demands for translators, analysts, and other critical positions in government and business.” ~Kathleen Kennedy Manzo, June 2005


Slide16: The lack of clearly articulated national (foreign language) models remains one of the most serious deficiencies in language learning in the U.S. ~National Language Center in a letter to potential applicants


ACADEMIC BENEFITS: ACADEMIC BENEFITS 1. Enhanced literacy skills 2. Improved test scores 3. Graduation requirements


Slide18: “Every American child should grow up knowing a second language, preferably English.” ~Mignon McLaughlin


Slide19: Children in foreign language programs have tended to demonstrate greater cognitive development, creativity, and divergent thinking. People who are competent in more than one language outscore those who are speakers of only one language on tests of verbal and nonverbal intelligence. ~ Hakuta, 1986; Weatherford, 1986 Literacy Skills


Improved Test Scores: Improved Test Scores College Board data have shown that math and verbal SAT scores climb higher with each additional year of foreign language study. Academic Atrophy – the condition of Liberal Arts (Council of Education) ~ Armstrong and Rogers, 1997


Learning a Second (or a third and a fourth) Language:: Learning a Second (or a third and a fourth) Language: Develops a person's analytical abilities. Increases one's understanding of one's native language. Meets the NCLB goal of ensuring high student outcomes for all children.


Slide22: “Those who know nothing of foreign languages, know nothing of their own.” ~Goethe


NC Foreign Language Graduation Requirements: For the student in the college/university prep course of study – 2 years of the same foreign language ~State Board of Education NC Foreign Language Graduation Requirements


Admission Requirements: Admission Requirements Minimum UNC System admissions requirements: 2 years of the same Foreign Language HOWEVER! At more competitive universities, 3 or more years are recommended.


Foreign Language - The ideal cross-curricular class: Foreign Language - The ideal cross-curricular class The NC SCS Goals NC SL SCOS already reflects the Rigor, Relevance, Relationships component in high school reform The Balanced Curriculum The entire NC SCOS already reflects the Balanced Curriculum philosophy.


5 National Standards for Foreign Language: 5 National Standards for Foreign Language Communication 2. Cultures 3. Comparisons 4. Connections 5. Communities


Cultures: Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. *Relationships


Comparisons: Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own languages and cultures to others. *Relevance


Connections: Connections The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. *Rigor


Balanced curriculum: Balanced curriculum A balanced curriculum reflects the philosophy and belief of educating the whole child, and enabling the child to take an active role in constructing meaning from his or her experience. It is important to teach all areas of the NC SCOS curriculum, not just those which are assessed.


Slide31: “ . . . to the greatest extent possible, foreign language should not be seen as an "add-on" but rather, foreign languages should be integrated into the curriculum.” ~Rod Paige (Former Secretary of Education)


Slide32: VII. The future of foreign languages in North Carolina Project C.A.F.E. NC in the World Year of Languages Vision 2010


Slide33: YOU SAY GOODBYE . . . I SAY…


Works Cited: Works Cited Data retrieved Jun. 26, 2005, from NC SCOS Web site: www.ncpublicschools.org. Armstrong, P. W. and J. D. Rogers. (1997). Basic Skills Revisited: The Effects of Foreign Language Instruction on Reading, Math and Language Arts. Learning Languages, Spring, 20-31. Curtain, H., & Pesola, C. (1988). Languages and children: making the match. 2nd ed. : Addison-Wesley. Foster, K. and C. Reeves (1989). “FLES Improves Cognitive Skills.” FLES News 2 (3), 4-5. Gardner, D. Retrieved Jun. 26, 2005 from http://www.ed.gov/pubs/NatAtRisk/recomm.html Genesee, F. and N. Cloud. (1998). Multilingualism is Basic. Educational Leadership, March, 62-65. Ginsburg, H. and I. McCoy (1981). An Empirical Rationale for Foreign Language in Elementary Schools. Modern Language Journal, 65, 36-42. Manzo, Kathleen (2005). A Call to Action. Data retrieved August 30, 2005 from web site: http://www.nlconference.org/docs/White_Paper.pdf Masciantonio, R. (1977). “Tangible Benefits of the Study of Latin: A Review of Research.” Foreign Language Annals, Vol. 10, 4. Rafferty, E.A. (1986). Second Language Study and Basic Skills in Louisiana. Baton Rouge: Louisiana Department of Education. Landry, R. (1973). “The Enhancement of Figural Creativity Through Second Language Learning at the Elementary Level.” Foreign Language Annals, Vol. 7, 1. Data retrieved Jul. 18, 2005, from NC Department of Commerce - www.investnc.com


Slide35: “The limits of my language mean the limits of my world.” ~Ludwig Wittgenstein


“Americans who travel abroad for the first time are often shocked to discover that, despite all the progress that has been made in the last 30 years, many foreign people still speak in foreign languages."  ~Dave Barry: “Americans who travel abroad for the first time are often shocked to discover that, despite all the progress that has been made in the last 30 years, many foreign people still speak in foreign languages." ~Dave Barry


~Mark Twain: ~Mark Twain “In Paris they simply stared when I spoke to them in French; I never did succeed in making those idiots understand their own language.”


For More Information:: For More Information: Go to FLANC webpage at http://www.flanc.org Go to NC Public Schools at http://ncpublicschools.org