Chapter
OHIO LANGUAGE SUMMIT AND THE
Critical Ohio Language Themes
A. Pulling Together Resources to Implement the Roadmap
Action Item 1: Establish an Ohio Language and Culture Service Center (LCSC
Action Item 2: Create a Networking Organization, Language Partnering for Life (LPL)
B. Developing Educational Models and Resources for Lifetime Foreign Language Learning and Teaching
Action Item 3: Developing Long Sequences of Foreign Language Study
Action Item 4: Train, license and employ more teachers educated in the use of technology and develop networked programs around these qualified teachers
Action Item 5: Create performance-based tools for assessing foreign language learners’ ability to communicate effectively
IV. The Current State of Pla
The Private Sector and Foreign Languages
Foreign Language Use and the Public Sector
Foreign Language Education
V. Gap Analysis of Ohio’s Current State of Play
Business & Government Infrastructure
Education & Educational Resources
Community Culture Centers
APPENDIX A: OHIO GOING GLOBAL; CURRENT FOREIGN LANGUAGE NEEDS AND SUPPLY IN OHIO
1. International Foreign Language Needs
b. Foreign Investment in Ohio
c. International Education
2. Domestic Foreign Language Needs
b. Language Needs in Ohio Public Services
c. Ohio’s Domestic Business Foreign Language needs
3. Current Ohio Foreign Language Learning Capacity
APPENDIX B: SURVEY OF OHIOANS’ VIEWS ABOUT
STATEMENT OF TERRI E. GIVENS, UNIVERSITY OF
I. INTRODUCTION AND BACKGROUND
II. FINANCING STUDY ABROAD AT THE UNIVERSITY OF TEXAS AT AUSTIN
International Education Fee Scholarship (UT)
Benjamin a Gilman International Scholarship
ulbright US Student Program:
III. LANGUAGE FLAGSHIPS AT THE UNIVERSITY OF TEXAS AT AUSTIN
Study Abroad in Alexandria, Egypt
The Arabic Language Community
Creating the Next Generation of Arabic Educators
The Arabic Flagship Future
IV. THE TEXAS LANGUAGE ROADMAP
TEXAS IN A CHANGING WORLD
Changes in the Population
THE DEMAND FOR LANGUAGES OTHER THAN ENGLISH IN TEXAS
Advanced Language Competency
Costs of Insufficient Language Capacity
LANGUAGE ROADMAP FOR THE 21ST CENTURY
Goal 1: Raise Public Awareness
Goal 2: Increase Instructional Capacity
Curriculum for Language Majors
Goal 3: Develop Advanced Linguistic and Cultural Proficiency
Goal 4: Create Incentive Structures
CURRENT LANGUAGE CAPACITIES AND LIMITATIONS
Foreign Language Education in Texas
Extent of Language Learning
Between Needs and Capacity
Language Acquisition and Age
Integration of Language and Cultural Learning
Making Language Learning Practical
Re-Valuing Languages Other Than English
HOW DOES TEXAS RANK IN THE NUMBER OF CRITICAL
NUMBER AND PERCENTAGE OF SPEAKERS PER LANGUAGE IN TEXAS
Northside Independent School District, San Antonio
Alicia Chacon International School, El Paso
TEXAS DUAL LANGUAGE PROGRAM COST ANALYSIS
Report Developed for the Texas Education Agency and the Texas Senate Education Committee
TEXAS LANGUAGE ROADMAP ADVISORY BOARD
Pascal D. Forgione, Jr., Ph.D.
Directory of Foreign Language Immersion Programs
STATEMENT OF ROBERT O. SLATER,
INTRODUCTION AND BACKGROUND
What Is the Language Flagship?
New Curricular Approaches
New Pathways to Language Learning
Evidence-based Language Learning
Institutional Commitment and Long-term Sustainability
Articulated Overseas Immersion
Peer Review and Quality Assurance
Engagement of the Business Sector
A CLOSER LOOK AT FLAGSHIP CENTERS
Flagship Centers and Programs
Same Goal, Different Pathways
Central Asian Turkic Languages Consortium
Eurasian Languages Consortium
Flagship Student Profiles
Language and Public Policy
Establishing Advocacy and Coordination at the State Level
Language Learning and Academic Performance: Public Awareness
Start Language Learning Early
NATIONAL LANGUAGE SERVICE CORPS
THE BRIGHAM YOUNG UNIVERSITY CHINESE FLAGSHIP PROGRAM AND ITS ROLE IN THE UTAH FOREIGN LANGUAGE ENVIRONMENT: STATEMENT OF DANA S. BOURGERIE BEFORE THE HOUSE ARMED SERVICES COMMITTEE, SUBCOMMITTEE ON OVERSIGHT AND INVESTIGATIONS
I. INTRODUCTION AND BACKGROUND
II. WHAT IS THE FLAGSHIP INITIATIVE?
The Chinese Flagship Group
III. THE BRIGHAM YOUNG UNIVERSITY FLAGSHIP MODEL
Purpose and Goals of the BYU Program
Institutional Context of the BYU Chinese Flagship Center
Recruitment and Admissions
The Structure and Pedagogical Approach of the BYU Advanced Program
IV. K-12 PARTNERSHIPS AND PROGRAM ARTICULATION IN UTAH
Technology and Learning Tools
Assessment and Evaluation
Collaboration and Cooperation with Other Chinese Flagship Programs
Outcomes for Recent Program Graduates
Some BYU Flagship Program Alumni Placements
V. THE BYU FLAGSHIP CENTER’S INFLUENCE ON THE LANGUAGE
Building Strategic Language Ability Programs
( Languages and Linguistics )
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