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A Man Who Does Not Know a Foreign Language Is Ignorant of His Own

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A Man Who Does Not Know a Foreign Language Is Ignorant of His Own 54644_indigocvr:54644_cvr 11/25/08 1:48 PM Page 4 54644_indigocvr:54644_cvr 11/25/08 1:48 PM Page 1 “A man who does not know a foreign language is ignorant of his own.” — Johann Wolfgang von Goethe (-) 54644_indigocvr:54644_cvr 11/25/08 1:48 PM Page 2 54644:54644 11/12/08 5:26 PM Page 1 Introduction Proficiency in foreign languages is a critical need in 1 the United States today Globalization is a 21st century reality. Advances in technology and The world is changing at a rapid communications, new ways of doing business, political shifts and pace and many of our students instabilities, and a growing multicultural population at home challenge lack the skills to succeed in the the United States to develop the capacity to engage effectively with global knowledge economy. people from around the world. Health care, law enforcement, social This is not just an education services, business, national security, and the role of the U.S. as a world issue, it’s also an economic issue, leader increasingly call for people who are proficient in foreign languages a civic issue, a social issue, a and who understand other cultures. national security issue and Substantial research over the past two decades documents the personal, it’s everybody’s issue. .Our cognitive, academic, and social benefits of learning another language, students are facing an education lending additional weight to the argument for making foreign language and ambition gap and they’re study a national priority. on the wrong side. Research shows that learning another language — From an address given by n Strengthens communication skills Secretary of Education Margaret n Enhances intellectual and cognitive growth Spellings at the U.S. University n Broadens career and life opportunities Presidents Summit on International Education in 2006 n Promotes understanding of other people and cultures, benefitting both individuals and the nation as a whole. If the United States is to remain competitive as a political, economic, and social leader in the world today, it needs to tap into its greatest resource, the American people. It must help its citizens develop the skills and understanding required to prosper in this global age. Foreign language study opens doors to their future — and to America’s. 15 Language Resource Centers (LRCs) at U.S. universities are helping address that need In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Nearly twenty years later, there are fifteen LRCs, supported by grants under Title VI of the Higher Education Act, creating a national network of resources to promote the teaching and learning of foreign languages. Led by nationally and internationally recognized language professionals, LRCs create language learning and teaching materials, offer professional development opportunities for teachers and instructors, and conduct research on foreign language learning. While some centers concentrate on specific language areas and others on foreign languages in general, all share the common goal to develop resources that can be used broadly to improve foreign language education in the United States. 54644:54644 11/12/08 5:26 PM Page 2 54644:54644 11/12/08 5:26 PM Page 3 2 Today’s students will soon be The highly competitive Title VI Department of Education grants are Each LRC has a unique story and mission within the common 3 finding their place in a world awarded to institutions that are nationally known for excellence and purpose to promote and improve foreign language instruction in that is interconnected as never leadership in the field of foreign language studies. The fifteen LRCs, the United States. Their work is organized around seven basic areas: before. The changing role of based at universities extending from Hawai‘i to the nation’s capital, n Research our nation in the international include: n Teaching materials community, the changing face n Assessment Center for Advanced Language Proficiency Education and of American neighborhoods, n Teacher development Research (CALPER) at the Pennsylvania State University the changing sources of every- n Less commonly taught languages initiatives day consumer products, the Center for Advanced Research on Language Acquisition n K-12 initiatives changing challenges confronting (CARLA) at the University of Minnesota n Outreach and dissemination science, health, environmental Center for Applied Second Language Studies (CASLS) This brochure discusses LRC contributions in each area and provides and law enforcement experts at the University of Oregon individual descriptions of the centers. All LRCs are engaged in exciting — all must be understood and and substantive efforts that are changing the perception and practice managed by a new generation Center for Languages of the Central Asian Region (CeLCAR) of foreign language study, enabling the United States and its people to of citizens, workers, and leaders. at Indiana University better work and serve and lead in the 21st century. Dealing with these and future Center for Educational Resources in Culture, Language and challenges will require an Literacy (CERCLL) at the University of Arizona education system that, from kindergarten through post- Center for Language Education and Research (CLEAR) secondary education, prepares at Michigan State University future citizens and employees Language Acquisition Resource Center (LARC) to act and lead in a global at San Diego State University context. American educational National African Language Resource Center (NALRC) institutions, from elementary at the University of Wisconsin-Madison schools to professional schools, must be strengthened to prepare National Capital Language Resource Center (NCLRC), students for the twenty-first a consortium of Georgetown University, the Center for Applied century challenges to our Linguistics, and George Washington University economy, national security, National East Asian Languages Resource Center (NEALRC) and society. at the Ohio State University – Education for Global Leadership, CASLS Committee for Economic National Foreign Language Resource Center (NFLRC) Development, 2006 at the University of Hawai‘i at Manoa- National K-12 Foreign Language Resource Center (K-12 NFLRC) at Iowa State University National Heritage Language Resource Center (NHLRC), a partnership of the University of California, Los Angeles, and the UC Consortium for Language Learning and Teaching National Middle East Language Resource Center (NMELRC) at Brigham Young University South Asia Language Resource Center (SALRC) at the University of Chicago 54644:54644 11/12/08 5:26 PM Page 4 54644:54644 11/12/08 5:26 PM Page 5 Research 4 Research is a vital first step to making progress in any discipline. It from kindergarten through third grade (K-3) are receiving instruction [The students] will have probably 5 guides and supports the development of new approaches and tools. in Chinese. The second study follows K-3 students in a two-way immer- more open minds. .you learn Foreign language teachers, administrators, students, and parents can sion program in Spanish. (Two-way immersion programs integrate about cultures, traditions, embrace new ways of teaching and learning when they know that native English speakers and speakers of another language, providing celebrations. .It’s not only they are substantiated by research and testing. instruction in both languages.) Along the way, the projects are building the language you learn, but interest and enthusiasm for learning — and teaching — foreign languages everything behind the language. Research can tell us: among the students, teachers, and school communities involved. — Spanish two-way n What students learn from different foreign language teaching methods The 2000 U.S. Census tells us that over 46 million people in the U.S. immersion teacher n What happens when foreign language study begins at different ages speak a language other than English at home. Students growing up in n How much time is needed to achieve various levels of proficiency those homes who are educated in English-speaking schools are considered in a foreign language heritage speakers of their home language. They represent a substantial n What good language teaching and best practices look like resource in the area of foreign language studies. n How foreign language learning contributes to cognitive development A partnership between UCLA and the UC Consortium for Language and overall academic achievement Learning and Teaching, NHLRC was established to develop effective teaching methods for heritage language learners. Each summer, NHLRC LRCs are currently engaged in numerous research projects. The projects brings linguists, applied linguists, faculty in education and foreign range widely, addressing teaching methodology, the use of technology languages, and graduate students working in all areas of heritage in assessment and distance learning, evaluation of curricula for less languages and cultures together to share ideas and research. Through commonly taught languages, second language acquisition, and many these Heritage Languages Research Institutes, NHLRC is developing other issues. The projects described below are representative of the LRC a body of research to support national efforts to build on the foreign focus on sound research approaches with practical implications for foreign language skills and cultural knowledge that are already present in language teaching and learning.
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