World.
Ellie Jean
Ms. Kirkpatrick
Proposal Writing
February 23, 2015
I.PROBLEM OVERVIEW
Within the United States the lack of availability and importance of foreign language in
schools k-12, dismantles young generations ability to succeed within the globalized and
cultivated world. In American schools there is minimal attention to foreign language compared to
other schools within different countries; while other regions of the world can speak multiple
languages and nourish their students with a variety of cultures, America seems to have no
intentions of doing the same. Rhodes argues Things cannot get any worse. We are at the bottom
of the barrel now revealing the deficiency of foreign literacy in United States Education and
that must change (Beale). While the diversity and immigration rates continue to flourish America
with a plethora of cultures there is only a focus on English literacy and understandings
[Appendix A.]. However since the nation is called the melting pot and has no official language,
neglecting language diversity within school systems is unacceptable. In the Coventry School
District no language other than English is taught within the elementary grades and without any
mandated world language learning this limits the intellectual development of current students.
Berman asserts in his article The Real Language Crisis that the second-language absence
subsidizes to the declining literacy within the nation and argues that there are simply no benefits
by not requiring world language. A study conducted by the American Council on the Teaching of
Foreign language revealed over time, second language learners have improved test scores, are
able to think divergently, achieve in their first language that supports the idea that language
learning can substantially help in intelligence capabilities and improve learning overall (Cade).
Unfortunately, with the presence of the No Child Left Behind legislation that directly targets
and focuses on the math and sciences departments, there is meager attention to language and its
advantages (Beale). As the world continues to interact and cultures continue to globalize, world
language learning is imperative for students so that they are accessorized with the most effective
tools needed in todays society. The next generations need to be equipped with foreign languages
that will allow them the ability to socially communicate as well as provide intelligence in the
workforce and everyday life. Coventry School systems must devote a greater attention to secondlanguage literacy to improve and effectively increase success rates among their students.
becomes an option to those interested in only grades seven and eight. The
unimportant stigma the middle school places for the foreign language department
illustrates to the students that there is no urgency and beneficial need to expand
and widen language literacy. Foreign language as an option and not a necessity
puts students at a disadvantage when going into the socially and economically
impacted workforce as well as limits their world language learning capabilities.
C. Coventry High School (ninth-tenth grade).
a. The most diverse and expanding opportunities are presented within
the high school curriculum. There are currently two teachers of Spanish and one
teacher of French that if necessary must accommodate the needs an
approximation of 500 students. Spanish 1, 2, 3, 4, and ECE are available along
with French 2,3,4 and ECE; as well as virtual high school foreign language
opportunities to those who need a more advanced education or would like to study
a different language that is not offered. The benefits of providing the levels of
Spanish and French allow middle school students to continue their studies and
expand their language knowledge as they transition into high school. ECE courses
of French and Spanish are advanced college courses taken within a high school
setting for those who have completed the required studies before and that wish to
continue learning. While the variety of classes provide options for students to
experience a different language and culture, theses courses are not required for
graduation, let alone required at all for students to take. Furthermore in an
interview with Mrs. Cryer, one of the two Spanish teachers in Coventry High
School, she revealed that this is the only school she has worked at that does not
require world language learning (Cryer). While many may be already enrolled in
foreign language classes, Coventry school systems should take the responsibility
and initiative to make sure all students are equipped with more than one language
before graduation. However, if students were introduced to foreign language since
elementary school, their cognitive processes and language capabilities would be
exemplary by high school.
V. IMPLEMENTING THE PLAN
A. Timeline
a. The process of building world language k-12 within the Coventry
School District will take about 6-10 years. While this may seem like a tedious and
long timeframe, providing world language as a requirement for all grade levels
would be nothing but beneficial. The change must consider how to accommodate
students who are already taking a foreign language versus those who have had no
exposure at all between the middle school and high school systems. The
implementation of this curriculum will also have to consider requirements for
students who will not experience language learning in the k-12 system. The
program will begin in the year 2017 for the incoming kindergarten class and after
this is in progress, each consecutive year the next grade level learning
components will be added. This is to make sure the original class is continually
exposed to world language and also supplies language learning to every class that
enters after.
B. Elementary Schools (Grammar School and Robertson School)
a. In the year 2017, the incoming kindergarten class will be exposed
to brief lessons of early Spanish grammar, literacy and vocabulary. Within the
kindergarten curriculum, the teachers must develop a world language plan 10
minutes a day that correlates to the level of what they are learning in English;
Mrs. Cryer urges that student should be learning numbers and songs (Cryer).
Then from first grade to third grade the implementation of world language will be
20 minutes a day, two days a week, that still correlates to learning capabilities of
English. Once in fourth grade and fifth grade the world language curriculum
continues to match English capabilities and can be implemented in whatever way
the teacher chooses daily. Spanish will be the only language taught in the
elementary schools, this is decided based on Glastonbury Public Schools world
language program receiving national recognition for the world language success
of their students (Brown). Being exposed to Spanish within their earliest
developing years will only benefit the students once they reach middle school and
officially start more complex learning.
C. Middle school and High School
a. In the year 2017, the students in middle school will continue to
have the option of taking a world language however in the high school, it will be
required for all incoming freshman to take at least two years of foreign language
within their four years as students. The curriculum for the middle school and high
school will change for the incoming 6th grade class of 2023 because they are the
original class who have had language since kindergarden. From this class and on
world language will be required until graduation. Entering middle school students
will have the decision to start Spanish 1 or French 1. This not only adds variety
but allows the student to choose which language they would prefer learning and
does not force the student into learning a language they may not enjoy. The high
school will then begin to offer higher levels of Spanish and French because the
middle school students will have already completed levels 1-3. Also the high
school will also offer Chinese Mandarin because of the deemed importance as
well as the other two languages (Hunt). Implementing three different languages
within the school system supports that Coventry provides modern curriculum and
is up-to-date on the languages that are most essential to todays world.
D. Administration and Teachers
a. A department head must be chosen who will oversee all of the
world language departments in each school. This department head needs to hold
regular meetings within each school to organize and make sure students are
growing in their development and learning the appropriate materials. As the
incoming 6th grade class of 2023 enters the department head must make sure that
teachers are teaching levels 1-3 within the middle school and then the high school
provides levels 4-7 (or ECE) world language that will accommodate to the
students that started the k-12 program.
VI. GAINING SUPPORT
World language learning is imperative so that Coventry students have the linguistic skills
necessary for social communication situations within the workforce, traveling, or everyday life.
Without a k-12 foreign language program, current Coventry graduates will continue to lack the
necessary abilities needed to succeed within the 21th century.
A. Parents and Students
a. As technology, travel, and economics continue to mix and
influence the world there is no doubt that globalization will continue to connect
people and cultures. However, not having the necessary tools to contribute to this
globalization movement puts students and young generations at a severe
disadvantage. 82% of US residents are monolingual which illustrates the isolated
social communication many will experience only being able to talk to one
(Mullaly). Without the implementation of the k-12 system students will always be
lacking the necessities that would allow them to excel within the cultured world.
B. Administration and Teachers
a. The mission statement conducted by Coventry Public Schools
argues The Coventry Public Schools will prepare every student for life, learning
and work within the 21st century however the deficiency of foreign language
learning consisting of options and an absence of a k-12 program are not preparing
Coventrys students effectively to ensure success upon graduation. In Europe,
90% of children begin learning English within elementary schools that illustrates
the effective productivity and European understanding of how important
communication is among people (Beale). Foreign language learning is beneficial
in numerous ways other than improved social skills. Starting students in
elementary school with foreign language is recommended most because of the age
young students possess where researchers say brains are more receptive in
speaking a new language fluently and with little trouble (Abdul-alim). While the
Coventry school system provides options to students involving world language,
supplying this curriculum sooner within their educational careers will only create
experts in communication. As Coventrys School district is predicted in having a
decline of enrollment within the school systems in the years ahead, a required k12 foreign language program could be an aid in influencing more students to
attend. Less than one-third of American elementary schools offer foreign language
courses (Baele); and if Coventry implemented this program, Ms. Mullally agrees
that it would be a viable marketing tool that many people wouldnt be able to find
anywhere else (Mullaly). As these programs are uncommon yet vital to learning
Appendix A.
Questions
Online program
What languages most important
The state trying to require foreign language to graduate?
With recent research predicting a decline in enrollment for CHS, do you think
adding a wider range of world language would increase appeal to attend CHS?
Italian, Mandarin, German
What about a VHS course to expand world language opportunities
if money or other financials is an issue?
As far as state requirements or mandates, is world language going to be a
graduation requirement in the near future?
Standardized tests
What steps are we taking toward meeting this demand and
preparing students for this transition?
Do you anticipate changing middle school world language from optional to
requirement?
Do you think adding world language as a special into the curriculum to the
elementary school would enhance their language, decoding, or critical thinking skills?
How receptive elementary and middle school teachers would be to including
world language or adding it as a special?
Questions for interiview with Mrs. Pease and Mrs. Cryer
Do you feel foreign education is important within school systems?
why?
why should it be implemented or importance with k-12?
From personal experience, how does a secondary language expand your
knowledge and make you a more social person?
make english language more easy to understand?
Do you agree that learning multiple languages can create a more successful and
social person within the global market?
Do you believe that language should be a requirement (k-12)?
How does the language arts budget compare to other programs?
If there was more of a budget do you believe you would be able to
do more as a teacher?
How do you think we could establish groundwork for language learning k-12?
basis
full on immersion
introducing?
What impact do you think having elementary students exposed to world language
starting in kindergarten would have? or lower grade levels (baby steps).
even if it was just once a week?
In what ways would providing world language create an appreciation of cultures
and teach students social skills?
Works Cited
Abdul-alim, Jamaal. "Elementary Pupils Immersed In Foreign Languages." Education
Week 32.13 (2012): 16.MasterFILE Premier. Web. 10 Feb. 2015.
Batalova, Jeanna. "U.S. Immigration Trends." Migrationpolicy.org. N.p., 23 Jan. 2013.
Web. 17 Feb. 2015. [Appendix A.]
Beale, Lewis. "US Students Trail Global Peers in Foreign Language Learning." Do
Schools Prepare Students for a Global Economy? Ed. Judeen Bardos. Detroit:
Greenhaven Press, 2012. At Issue. Rpt. from "U.S. Students Hurting in Foreign
Annotated Bibliography
Abdul-alim, Jamaal. "Elementary Pupils Immersed In Foreign Languages." Education
Week 32.13 (2012): 16.MasterFILE Premier. Web. 10 Feb. 2015.
This article reveals qualitative data involving foreign languages as well as quantitative data that
illustrates the availability of foreign languages within schools. Abdul-alim asserts that in 1997
31% of schools provided foreign language programs at the elementary level while in 2008 study
only 25 offer currently. This article argues that as a country there is a deficient lack of foreign
language learning and success of literacy capabilities. This article also provides the notion of
how learning a secondary language effectively overall improves intelligence and academic
performance. There is an urgency about developing students and the next generations so that they
are able to succeed in the 21st century. This article will help the proposal because it argues for
the urgency and emergency need of a more dynamic and improved focus on foreign language in
overall American education.
Batalova, Jeanne. "U.S. Immigration Trends." Migrationpolicy.org. N.p., 23 Jan. 2013.
Web. 17 Feb. 2015. [Appendix A.]
This chart about immigration rate provides support within the proposal to why foreign language
must be implemented. The chart illustrates that the immigration rate will continue to increase and
provides estimated data for future years; within the year 2020 there will be an approximately 40
million immigrants within the United States that argues not all will speak English. The author
of this chart, is a senior policy analyst for MPI and manager of the MPI Data Hub. Data Hub is
an online resources that provides immigrant data.
Beale, Lewis. "US Students Trail Global Peers in Foreign Language Learning." Do
Schools Prepare Students for a Global Economy? Ed. Judeen Bardos. Detroit:
Greenhaven Press, 2012. At Issue. Rpt. from "U.S. Students Hurting in Foreign
Languages." Miller-McCune 17 May 2010. Opposing Viewpoints in Context. Web. 3 Feb.
2015.
Within this article there is a problem discussed that emphasizes how American education rarely
focuses on foreign language and how detrimental it is compared to opposing countries. Beale
argues that the lack of secondary language intelligence the majority of Americans possess
inhibits the flexibility with the global market. This article also emphasizes how other educational
programs have greater focus within American school systems with support from the No Child
Left Behind legislation. This article will help the proposal because there is plenty of evidence
and argument that illustrates why there should be a more intense focus on foreign language
education and how that will successfully help the next generations supply in the future with mix
of cultures and globalization. Beale asserts that 90% of children within europe are learning
English and that American schools have never focused on providing foreign language as an
essential part of education. Lewis Beale is a journalist, film critic, and film lecturer, who has
appeared in many newspapers like the New York Times, Los Angeles Times, and USA Today.
Berman, Russell A. "The Real Language Crisis." The Real Language Crisis. N.p., 2011.
Web. 03 Feb. 2015.
In this article, there are points about lack of foreign language within colleges and how there
continues to be a decrease in the availability and overall focus on learning secondary languages.
There is quantitative evidence that supports the lack of foreign language within American. This
article also provides information on Canada and their multilingual country. There is also
arguments that provide evidence that learning a second language can improve overall
intelligence and help expand the english language that most Americans know so well. This article
will help in providing evidence to the capabilities a second language can offer other than just
knowing another language. This article also attacks the Department of Education which can
help my the argument of the lack of importance foreign language is experiencing. Russell A.
Berman is an American professor that experts in German studies and Comparative Literature, as
well as being a Walter A. Haas Professor at Stanford University. He has a bachelor degree of Arts
from Harvard University and a doctorate from Washington University.
Brown, Christine. "A Case for Foreign Languages: The Glastonbury Language Program."
(n.d.): n. pag. Www.sde.ct.gov. Web. 22 Feb. 2015.
Within this journal about Glastonbury Public Schools foreign language program there is a wide
description of how and why Glastonbury's foreign language program is so successful. Within this
writing there is mainly qualitative data especially on how the coordination of the language
teachers k-12 has made the program so effective. Christine Brown was once president of the
American Council on the Teaching of Foreign Language and served as a Chair of the k-12
Student Standards Task Force for the National Standards in Foreign Language Education project.
This piece of writing supports the proposal on the goals and objectives as well as the
implementation of the plan. Glastonburys successful program should help to shape and create
other programs within neighboring schools.
Burrows, Sonja. "Spanish Is the Language of the Future." Middlebury Interactive Blog.
N.p., 20 May 2014. Web. 03 Feb. 2015.
Within this article there is argument about languages that will continue to spread and connect
people as time passes on. There is qualitative data about the importance of foreign language as
well as quantitative data that illustrates exactly just how monumental spanish is becoming within
the globalized world. Burrows supplies data that 15% of the worlds population speaks spanish
with 500 speakers while Chinese has 1.2 billion. There is also evidence of how spanish will
affect America as the country continues to grow and globalize. This article illustrates its
importance within the global market. The evidence within this article will help the argument of
what languages should be required and taught in schools to help expand the capabilities of
students and next generations in the future. This article makes the argument that spanish will be
one of the most important languages and supports the proposal that it should be taught as a
mandatory language k-12 if students want a chance to succeed within the global market in the
next generations. This author has her PH.D in Spanish from the University of Oregon and has
taught at that university as well as Middlebury College.
Cade, J. M. "ACTFL." Studies Supporting Increased Academic Achievement. American Council
on the Teaching of Foreign Language., n.d. Web. 17 Feb. 2015.
From this website J. M. Cade did research in 1997 regarding the beneficial improvements foreign
language can have on children when exposed at a young age. There is no quantitative data within
this article but the author asserts that second language learners had improved test scores, are able
to think divergently and achieve in their first language. This supports the argument that learning
a second language can impair the primary but also that there are ample benefits from k-12
learning.
evidence within this article about how foreign language can help with overall academic
intelligence and test scores. Ryan Hunt is the digital marketing manager for manager for
Middlebury Interactive Language team.