ERIC ED482030: The State of World Languages, 2001-02. Excerpted from "Profiles of Our Schools: The Condition of Education in Connecticut, 2001-2002."

27 Pages·2003·0.55 MB·English

by  ERIC

DOCUMENT RESUME
ED 482 030
FL 027 886
The State of World Languages, 2001-02. Excerpted
TITLE
from
"Profiles of Our Schools: The Condition of Education in
Connecticut, 2001-2002."
INSTITUTION
Connecticut State Dept. of Education, Hartford.
PUB DATE
2003-00-00
NOTE
24p.
AVAILABLE FROM
State of Connecticut Department of Education, Publications
Office, 165 Capitol Avenue, Hartford, CT 06016. Tel:
860-713-
6523; Fax: [phone].
PUB TYPE
Reports
Descriptive (141)
EDRS PRICE
EDRS Price MF01/PC01 Plus Postage.
DESCRIPTORS
Advanced Placement; Computer Uses in Education; Credits;
Elementary Secondary Education; Enrollment Trends;
Extracurricular Activities; International Education;
Language
Laboratories; Language Teachers; *Second Language
Instruction; Second Language Learning; State Standards;
Teacher Shortage
IDENTIFIERS
*Connecticut
ABSTRACT
This report addresses the extent to which students in
Connecticut are receiving world language education that meets
the Board's
expectations. Data are presented on key world language
opportunity-to-learn
indicators, such as the following: staffing (e.g., with dramatic
increases in
enrollments in world languages at all levels, the demand for
staffing has
inc.reased, and programs in world languages
are starting in earlier grades);
hours of instruction (e.g., since 1993, the average number of hours
per year
of instruction in world languages at the elementary and middle
levels has
increased); credits for graduation (the percentage of students taking
three
or more credits in a world language has increased steadily over time);
facilities (e.g., language labs and computers are major instructional
resources for such programs and curricular offerings); extracurricular
offerings (many schools offer extracurricular activities related
to specific
languages); advanced placement tests (since 1993, the number of
students
taking advanced placement tests in world languages has increased
significantly); and international education (e.g., international
trips and
exchanges are an excellent way for students to experience different
cultures,
languages, and traditions)
A district summary profile of world languages is
.
included.
(SM)
Reproductions supplied by EDRS are the best that
can be made
from the original document.
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Office of Educational Research and Improvement
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Schools:
Excerpted from Profiles of Our
Connecticut 2001-2002
The Condition of Education in
of Education
Connecticut State Department
AVAILABLE
BEST COPY
_
STATE OF CONNECTICUT
John G. Rowland, Governor
STATE BOARD OF EDUCATION
Craig E. Toensing, Chairperson
Janet M. Finneran, Vice Chairperson
Amparo Adib-Samii
Donald J. Coolican
Natalie Ivanoff
Patricia B. Luke
Terri L. Masters
Timothy J. McDonald
Derek Smitt
Allan B. Taylor
Annika L. Warren
Valerie Lewis (ex officio)
Commissioner of Higher Education
Theodore S. Sergi
Commissioner of Education
3
The State of World Languages, 2001-02
World languages are an essential component of the core curriculum for all students. This report on world languages
is highlighted in the Condition of Education to provide citizens and policymakers with information about the current
our state and to
track improvements
quality.
baseline
in
status of world languages
to
a
establish
in
This report addresses the extent to which students in Connecticut are receiving world language education that meets
In the following pages, data are presented on key world language opportunity-to-learn
the Board's expectations.
indicators, such as staffing, instructional hours, facilities and curricular offerings. These data provide important clues
schools.
to the general condition and trends in world language education in Connecticut public
World Languages
The State Board of Education maintains that the
acquisition of more than one language by all students is
in Connecticut:
interest of the
State of Connecticut.
best
the
in
Five Essential Goals
Therefore, it is the belief of the Connecticut State Board
of Language Learningt
of Education that:
1. every student should attain writing and speaking
competency in at least two languages;
2. individuals who are competent in more than one
language, and are knowledgeable about more than one
culture, are an essential asset to the state's schools,
communities and work force, and to the national and
international marketplace; and
1. Communicate in at least one
language other than English. 3. individuals who are competent in more than one
language will be among those best suited to assume
leadership and other important positions in the national
2. Gain knowledge and understanding
and international marketplace.
of other cultures.
Connecticut State Board of Education (1996)
3. Make connections with other areas
of study and acquire information.
The Components of a Quality World Language Program
4. Understand the nature of language
and cultures through comparisons.
The Connecticut State Department of Education is committed to
encouraging all districts to offer a comprehensive world language
5. Participate in multilingual
program beginning in kindergarten and continuing through Grade
communities within a variety of
12. In this way, students can develop and maintain proficiency in
a second, and even a third, language.
contexts.
t A Guide to K-I2 Program Development in World
In 1998, the Connecticut State Board of Education adopted world
of
Department
Connecticut
State
Languages,
language standards which articulate what students should know
World
Connecticut
The
Education,
1999.
and be able to do upon completion of a comprehensive world
Languages Curriculum Framework encompasses
C's of world language education
the
five
language program. The standards encompass the cornerstones of
connections,
cultures,
communication,
namely,
Language
Standards;
Foreign
National
the
and is based on
comparisons, and communities
and
comparisons
connections,
cultures,
communication,
the document Standards for Foreign Language
Learning: Preparing for the 2PCentury, published
communities.
by the national standards task force in 1996.
4
World Languages, 2001-02
Profiles of Our Schools: The Condition of Education in Connecticut
World Language Staffing
Staffing 2001-02
With dramatic increases in enrollments in world languages
at all levels (see page 4), the demand for staffing has
increased. From 1993-94 to 2001-02, the number of full-
Number of Full-time Teachers
1,474
time equivalent world language teachers increased from
1,166 to 1,617. The percentage of teachers who teach
Number of Part-time Teachers
241
multiple languages has declined from 26 percent in 1993-
94 to 15.2 percent in 2001-02.
This decrease can be
Full-Time Equivalent (FTE)
1,617.1
explained by the overwhelming increases
Spanish
in
enrollments, and also by the higher proficiency levels and
Percent Female
81.2%
advanced training required to teach longer sequences.
Districts are facing difficulty in finding certified world
Percent Minority
14.4%
Connecticut's international partnerships
language staff.
filling some of the demand.
Approximately 30
are
Percent with Advanced Degree
73.4%
Connecticut-certified teachers are working in Connecticut
schools each year through partnerships with Spain, France
Percent Trained as BEST
Route to
Certification (ARC)
Alternate
and
Italy.
Mentors, Assessors or
22.6%
programs have been
developed response
the
to
in
Cooperating Teachers
shortages. Between 2000-01 and 2001-02, ARC programs
have graduated almost 80 world language teachers. At the
Median Age
48.0
same time, universities have expanded their programs for
teacher certification and initiated programs of professional
of state
development related
to implementation
the
Median Years of Experience
16
standards.
All of these efforts, however, have not been sufficient to fill the increasing demand for certified world language
teachers. In 2001-02, 1,681 teachers taught a world language as their primary assignment. Of the 1,681, 11 (0.7
percent) were serving under a long-term substitute permit and 95 (5.7 percent) were serving under a durational
shortage area permit. Moreover, some schools have not started programs or have significantly curtailed offerings due
to their inability to find qualified teachers. In 2001-02, 29 schools reported having to take such steps.
Count of Teachers by Language Taught
The
increase world
in
language FTE teachers since
1993-94 and 2001-02
1993-94 is most pronounced
in Spanish, but has impacted
2001-02
1993-94
almost all languages.
Only
Count Count
Subject
FTE
FTE
Russian saw a decrease in
FTE teachers from 1993-94
French
529
519
342.7
364.3
to 2001-02 (5.2 FTE to 3.2
Spanish, on the other
FTE).
22.6
German
38
21.1
35
hand, grew by almost 60
Italian
50.0
77
77
56.5
percent
from to
670.2
1,068.8.
Latin
87.6
69.3
120
111
Russian
5.2
3.2
14
7
670.2
1,068.8
Spanish
872
1,294
Other Languages
7.2
17
14.1
21
2
COPYAVAILABLE
Profiles of Our Schools: The Condition of Education in Connecticut
World Languages, 2001-02
World Language Offerings
While
languages.
Programs in world languages are starting in earlier grades, and more students are taking world
schools continue to offer the traditional Spanish, French, Latin, German and Italian, they offer limited or no courses
critical
in Chinese, Arabic, Korean, Japanese or Russian. These are languages designated by the U.S. government as
time to build proficiency.
to our national economic and security interests, and languages that typically require more
the percentage of
In 2001, almost 50 percent of schools required students to take a world language in Grade 8, double
Grade 8 students.
schools in 1993; however, 12.5 percent of schools in the state still did not offer a world language to
Status of Grade 8 World Language Instruction, 1993 and 2001
70%
60%
50%
40%
0 1993
2001
30%
20%
Required
Elective
Not available
language program
Of those elementary and middle schools that offer world languages, 65 percent begin their world
school districts in
before Grade 7. The growth of world language instruction below Grade 6 is steady, from seven
languages until high school
1993 to 51 in 2001. At the same time, the percentage of districts that do not offer world
In 2001, 26 schools began world language instruction in kindergarten as
dropped from 15.8 percent to 8.8 percent.
kindergarten. Typically,
compared to 1993, when no schools reported offering world language instruction in
in Japanese, Italian and French are also offered.
programs below Grade 4 are in Spanish; however, a few programs
District Beginning Grade of World Langauge
Instruction
High School
No instruction
8%
offered
7%
Grade 8
8%
K-3
Grade 71
33%
3
6
World Languages, 2001-02
Profiles of Our Schools: The Condition of Education in Connecticut
World
Offerings
Language
High School World Language
(continued)
Offerings and Enrollment
At the high school level, 93.3
1993 and 2001
percent of comprehensive high
schools in the state offer both
Number of Schools
Number of Students
Spanish and French, but fewer
Offering
Enrolled
than half offer languages other
Percent
Percent
than Spanish, Latin and French.
Change
Change
Language
While the number of schools
2001
1993
2001
1993
offering
French
and
Spanish,
Spanish
4%
43,437
139
58,665
145
35%
remained
relatively
Latin has
stable since 1993, the number of
French
139
140
16,646
2%
1%
17,005
schools
German
offering
and
Latin
-1%
99
100
4,676
7,687
64%
Russian has decreased markedly.
Overall,
only
Japanese
Italian
40
45
3,119
13%
4,251
36%
experienced significant growth in
the number of schools offering it.
German
-34%
32
1,344
21
-2%
1,371
The state-run vocational-technical
Japanese
233%
49
433%
10
261
3
school system does not offer a
systematic and ongoing world
Russian
20
-60%
255
-30%
8
178
language program. All other high
Portuguese
-50%
2
86
62%
139
schools in the state offer world
1
language instruction, except a few
Chinese
0%
2
37
2
-65%
13
alternative schools.
Other
0%
53
89%
100
3
3
of
number
high
The
school
enrolled
students
world
in
languages
increased
has
by
ahnost 28 percent since
1993.
Supplementing World Language Instruction:
Chinese,
German
While
and
Instruction at Other Institutions
Russian saw
decreases
in
other languages
enrollment,
all
Higher
notable
saw
increases,
except
education and
French, which remained stable.
districts
Higher
Many middle and high schools
10%
education only
supplement
their
world
own
32%
Nonpublic
language offerings by allowing
f
institution only
students to take language courses
1%
at other institutions and districts.
over 30 percent of high
Just
Other and
schools and middle schools allow
Nonpublic
students to take world language
institutions
courses at colleges or universities,
12%
All 3
private
and/or
schools,
other
Other districts
39%'
districts. Of the
public school
only
schools offering this option, 82.8
6%
percent were high schools.
4
7
3ESTCOPYAVAILABLE
Profiles of Our Schools: The Condition of Education in Connecticut
World Languages, 2001-02
Hours of Instruction
Since 1993, the average number of hours of
instruction per year in world languages at
World Language Hours of Instruction Per Year
the elementary and middle school levels
1993 and 2001
The largest percentage
have increased.
120
increases are at Grades 2 and 5 (400% and
102
In Grade 8, world
94
266%, respectively).
100
per year
hours of instruction
language
increased by 8.5 percent to 102 hours.
80
The average hours of instruction per year for
60
1:3 1993
Grades 2 and 5 remain low, which may be
2001
attributed to the fact that most schools start
40
If we account for
instruction after Grade 5.
this factor by eliminating schools that do not
20
11
5
language instruction,
offer world
2001
3
I
average hours of instruction per year for
Grade 8
Grade 5
Grade 2
kindergarten through Grade 5
increases
from 7.5 hours for all schools to 35 hours
for schools that offer some world language
instruction.
Credits For Graduation
In accordance with Connecticut General Statutes, Section I0-16b, high schools are required to offer a planned
While there is no state world language requirement for
program of instruction in at least one world language.
graduation, some districts do have a local requirement for graduation, and many universities require world language
study for admission.
The percentage of students taking three or more credits in a world language has increased steadily over the years,
from 32.2 percent for the class of 1984 to 47 percent for the class of 1993 to 56 percent for the class of 2001. In
Connecticut, each graduation credit represents at least 120 hours of instruction.
Percentage of Graduates Taking Three or More Credits
in the Same Language, 1993-2001
60%
-
56%
55%
54%
50%
54%
52%
52%
51%
-
50%
_
47%
40%
^
30%
-
_
20%
-
10%
0%
.
.
,
,
2000
2001
1999
1998
1996
1997
1995
1994
1993
Class of
5
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8
Profiles of Our Schools: The Condition of Education in Connecticut
World Languages, 2001-02
Facilities
Just as it is important to have areas designated for other core subject areas, it
is important for world language
instruction. Classrooms dedicated to world language instruction provide students with a wider variety of reference
and cultural materials and allow world language teachers to arrange the space to meet the specific needs of teaching a
world language. In many schools, these classrooms are further enhanced by the addition of computers, which allow
students to use instructional software, do research on other cultures and visit non-English Internet sites.
Language labs are another major instructional resource for world language students and teachers. These multimedia
areas are designed to allow students to practice and improve their world language skills through the use of video,
voice and data systems. Computers and Internet capability are integral components of language labs. Over half of
the high schools that have language labs reported having computers in their language labs. While language labs are
generally found at the middle and high school levels, 29 elementary schools reported having them in 2001.
Facilities Devoted to World Language Instruction,
Middle Schools and High Schools
Middle
High
Schools
Schools
23%
39%
Language Labs
73%
81%
Percent of schools that have classroom(s) dedicated to world languages
Percent of schools that have dedicated classrooms with computers
65%
69%
Percent of schools that have dedicated classrooms with Internet-connected computers
61%
65%
Extracurricular OfferinEs
Many schools offer extracurricular activities related to specific languages. These activities supplement the curricular
offerings that schools offer and allow students to practice their language skills. While participation in world language
extracurricular activities is relatively low, it has increased since 1993.
World Language Extracurricular Activities 2001-02
Enroll
Enroll
ment
Schools
Schools
ment
World Language Club (general)
2,912
Spanish Club
295
84
16
German Club
2,077
French Club
77
182
11
Japanese Club
2,979
World Language Honor Societies
56 47
4
Chinese Club
State Latin Day
40
1,997
2
51
Future World Language Teachers
34
1,129
Latin Club
2
5
Russian Club
29 827
40
Italian Club
1
International Club
521
21
6
9
BESTCOPYAVAILABLF
Profiles of Our Schools: The Condition of Education in Connecticut
World Languages, 2001-02
Advanced Placement Tests
Advanced Placement Tests
Since 1993, the number of students
1993 and 2001
taking advanced placement tests in
increased
has
languages
Number of
world
Number of
In 1993, 624 high
Examinees
significantly.
schools
took
advanced
students
school
2001
1993
2001
Exam
1993
world
tests
a
placement
in
By 2001, that number
language.
250
384
44
French Language
63
had increased to 1,455.
9
French Literature
10
31
3
Statewide, the percent of students
would
that
score
a
achieving
20
German
14
7
5
qualify them for credit in many
32
6
Vergil
Latin
15
7
colleges has decreased from 1993,
but that is to be expected with the
35
2
Catullus/Horace
Latin
3
12
large increase in participation.
In
percent scored high
303
952
48
93
Spanish Language
2001,
72.1
enough to earn college credit, as
28
2
9
Spanish Literature
1
compared to 78.4 percent in 1993.
International Education
Language study is integral to quality international education. Commissioner Theodore S. Sergi's August 2001 Back
"No School Is an Island: A Missing Piece in American and Connecticut Public
was entitled:
to School Message
In that message, he states that "Each of us should
Education - A Better Knowledge of the World and Its People."
broadening that learning
pursue engaging every student in the study of a second language in early elementary school,
experience to include culture, history, etc., and providing teachers and students more opportunities for exchanges and
communication with those from other countries by travel and the use of technology."
Student International Trips
The Connecticut State Board of Education's
and Exchanges 2000-01
Position Statement on International Education
Connecticut's
(February 2002) states
"
Number of Students
. . .
international
expand
should
public schools
Exchanges
Trips
Destination
education learning opportunities for all students
Grade
through
12.
pre-kindergarten
in
Africa
17
5
International education promotes a knowledge
and understanding of other countries - including
43
0
Asia
their language, history, geography, religion, arts,
It greatly
and political and economic systems.
Australia and New Zealand
3
3
to function
abilities
students'
enhances
843
Canada
0
a multicultural,
economically
successfully
in
interdependent world."
England
15
15
and exchanges are an
trips
International
N/A
250
Europe (multiple locations)
experience
to
students
for
way
excellent
656
166
France
different cultures, languages and traditions.
In
schools
students from
87
2000-01,
2,811
26
357
Italy
school-sponsored international
participated
in
The same year, 50 Connecticut schools
trips.
70
58
Mexico
participated in exchange programs that either
459
65
Spain
allowed Connecticut students to study abroad or
had international students attend Connecticut
48
Europe
Other Countries
103
schools. These exchanges involved 23 countries
The
33
Other Countries
62
on five continents and more than 420 students.
Americas
7
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