How can we encourage all language educators to join in a broadly-conceived, well organized effort directed towards designing a long term vision for our profession. A process whereby outdated structures are constantly renewed, information is made more readily available, and technology is incorporated in daily teaching practices. This will likely lead to the development of a national agenda and to better visibility and increased clout for our profession. This vision is based on the principle that we have to work together to wrest control over the forces shaping our future as foreign language educators. In other words, how do we redefine our profession as it evolved overtime and design more coherent structures to enable language teachers to play a more active role in shaping general and foreign language reform agendas?

What strategies will systematically resolve persistent issues that we typically recognize at key points in the foreign language educational continuum? How could we design models that would enable us to effectively link curriculum, instruction, articulation, and assessment in order to attain a seamless progression along the various levels of the language learning sequence?

How can we make research a more common feature of our practices and, as such, enlarge the traditional research community to include as many of the voices in our profession as possible? What research agenda for our profession will best inform future practices while prompting them to influence and guide further research in the area of language teaching and learning?

Teacher Development (The Heart of our Concern at the Seminar)

What possible new paths for professional development can we design to address the diverse needs of teachers in the field, and of course, in our projects and programs? How do we link our leadership development programs to broader professional development and certification agendas such as the National Board for Professional Teaching Standards?

What are the alternative ways to address more effectively the critical foreign language teacher shortage in California? How can we design additional and more effective teacher recruitment strategies (i.e. the CLTA student workshop in teaching), and make them more readily available to meet this critical need?

It is the fundamental conviction of language educators in California that the acquisition of a second or third language is vital for all individuals. Consequently, our proposed vision for the twenty-first century is that in advanced societies the study of another language or languages must be part of the core curriculum required of all students. Unfortunately, this view is not presently shared by all. Therefore, we language educators propose that: (1) all language teachers collaborate to form a professional community that will assume leadership and advocacy roles in order to advance our mission; and (2) members of the profession communicate the critical importance of second language learning and the profession’s goals to policy makers, community members, and all educational stakeholders. In other words, we language educators must be visible, audible and proactive.

The ultimate challenge to the profession is how we restructure and renew our commitment to continuously improve our practices and thus elevate the status of language teaching and learning. It is only when we reach the goal of enabling all learners to succeed in acquiring multiple language competency that the profession will merit society’s recognition.

1. Lack of status due to the fact that foreign language is not a core subject and not assessed in SAT 9.
2. Need to relate the relevance of foreign language to personal and career goals to students, parents and society at large.

1. Need for all foreign language teachers to pursue continuous professional growth and to attain the goal of effectively teaching languages to all students.
2. Lack of consensus in the profession that foreign language is for all students.
3. Need for greater articulation with other subject areas.

We, the foreign language professionals, in order to ensure successful, inclusive language learning for a diverse student population believe that there need be:

• Foreign language standards on which to base curriculum and instruction;
• Assessment of language proficiency aligned with curriculum and instruction;
• Clear multi-dimensional articulation from Pre-K to 16+; and
• Equitable availability of multiple resources, including technology, for teachers and students.

1. Need to start language instruction at a younger age and make it \an integral part of the K-16 curriculum.
2. Need to make language a core subject; a high school graduation requirement (separate from fine arts).
3. Lack of a coherent state policy that addresses a variety of issues related to native Spanish speakers and other heritage groups.
4. Lack of prepared, trained teachers who receive ongoing, effective mentoring.
5. Lack of state standards and framework with clear curricular goals.

 

Research is one of the persistent concerns of the language teaching profession. In order to impact policy, the major issues that language research addresses must stem from goals established collaboratively by all stakeholders. This, along with sufficient financial support, will allow for equal opportunity to access, design, modify, and disseminate existent and future research of foreign language education.

II. List of five major confirmed priorities of concern

1. Lack of financial resources and support needed in conducting research and disseminating results of research at schools
2. Lack of understanding of the purpose and value of research among legislators, administrators, teachers, districts and communities in order to impact on policy.
3. Lack of sufficient effort on the part of researchers in disseminating research findings to the public and consequently lack of access for general public
4. Lack of information on the relevance of research among teachers and lack of understandable research results available to the community as well as teachers
5. Lack of involvement by all stakeholders (politicians, teachers, students, community, researchers) in designing research and lack of teachers’ voice on what needs to be researched

III. Recommendations for resolving at least the three top identified priority concerns

Foreign language teacher development must support teachers who are not yet proficient and continue to develop proficiency in both content and instruction for all teachers. Quality support includes time for training in methodology, technology and diversity issues specific to California; mentoring; selecting and developing materials; accessing resources; and working with the professional community. The State must allocate sufficient financial support and reform the certification process.

1. Lack of validation and financial support for teaching foreign language
• Not part of core curriculum
• Inadequate instructional time in elementary school and in alternative schedules
• Not consulted in curriculum/schedule planning
• Lack of specific foreign language staff development
• Lack of funding for teaching training and student enrichment
• Lack of compensation for student and master teachers

2. Lack of methodology training aligned to standards
• No language-specific courses
• Lack of awareness among university programs on language standards
• Lack of links among existing programs and pre-service teachers’ needs
• Too much theory; not enough application
• Regular curriculum is too overcrowded
• Lack of classroom management issues not dealt with
• Foreign-educated teachers aren’t ready for American students

3. Lack of Appropriate Resources and Materials
• Technology training for teachers
• Update software and hardware equipment
• Readers/textbooks/ancillaries updated and aligned to Standards
• Sufficient funding and administrative support and professional growth material
• Career links and identification of promoters within the business industry

4. Paths to alternative certification
• Lack of uniform requirements for all languages
• Flexibility acknowledging prior experience and change
• Off-site technology supported certification programs
• Certification for multiple levels pre—K through 16

5. Inadequate Training for Less Prepared Teachers
• Emergency credentialed teachers or with waivers
• Teachers with insufficient student teaching time
• Lack of required and ongoing in-service or mentoring
• Lack of institutional responsibility
• Lack of community of colleagues
• Lack of opportunity to continue enhancement of language skills

III. Recommendations for resolving at least the three top identified priority concerns:

We feel strongly that well-planned foreign language teacher recruitment is essential to the competitive future of California.

1. Need for competitive salaries and benefits.
2. Need to provide foreign language instruction beginning in kindergarten and extending through university.
3. Need to provide incentives for potential foreign language teachers to obtain credentials (remove road blocks).
4. Need for governmental agencies (federal, state, local) to promote the study and teaching of foreign languages.
5. Need to create foreign language teacher preparation programs which involve students early in their academic career.

Title of the Group Area: Teacher Recruitment