Leveling the Playing Field Tina Walker sees the closing of the digital divide as key to overcoming the achievement gap
Mutual Understanding Clorinda Donato and Pierre Escudé explain how intercomprehension is the basis for their Multilingual Romance Languages Learning Project
In for the Long Haul Mary Soto, Yvonne S. Freeman, and David Freeman offer strategies to help understand and support secondary long-term English learners
Grade Expectations Language Magazine finds out what’s being done to fairly accommodate English learners in the Common Core assessments
Making Conversation Stick Laurie A. Massery offers practical tips to make the most out of talking in any language
A Recipe for ELL Student Success Mary Anne Mather explains how careful analysis of test data can facilitate changes to help close the achievement gap
Last Writes Richard Lederer takes us to the home of rhetoric
According to an analysis of the 2011 American Community Survey by the Pew Research Center, a record 37.6 million people above the age of five speak Spanish at home, of which nearly three million are non-Hispanics.
Spanish is, by far, the most spoken non-English language in the U.S. The next most spoken non-English languages are Chinese (2.8 million speakers), Hindi, Urdu or other Indic languages (2.2 million), French or French Creole (2.1 million), and Tagalog (1.7 million).
The number of Spanish speakers in the U.S. has grown rapidly in recent decades, reflecting the arrival of new immigrants from Latin America and growth in the nation’s Hispanic population.
However, not all Spanish speakers are Hispanic. According to the analysis, some 2.8 million non-Hispanics speak Spanish at home today. That places Spanish at the top of the list of non-English languages spoken by non-Hispanics along with Chinese and ahead of all other languages.
About 60% of the non-Hispanics who speak Spanish at home trace their ancestry to non-Spanish European countries such as Germany, Ireland, England, and Italy. An additional 12% say they are of African American descent. Nonetheless, about one-in-five (18%) non-Hispanic Spanish speakers trace their heritage to a Spanish-speaking country. By comparison, among the non-Hispanic U.S. population, about two-thirds (64%) trace their ancestry to non-Spanish European countries, 13% say their ancestry is African American and 1% trace their heritage to a Spanish-speaking country.
Nine-in-ten (89%) of non-Hispanic Spanish speakers were born in the U.S., a share similar to that for all non-Hispanics ages 5 and older (91%).
The racial composition of non-Hispanic Spanish speakers mirrors that of the U.S. non-Hispanic population. Overall, three-quarters (77%) of non-Hispanics who speak Spanish at home are white, 14% are black, and 9% say they belong to some other racial group. Among the non-Hispanic U.S. population ages five years and older, 76% are white, 14% are black, and 9% are some other race.
Many non-Hispanic Spanish speakers reside in a household where at least one other member is Hispanic. Overall, 26% of non-Hispanic Spanish speakers live in these types of households. By comparison, just 3% of all non-Hispanics ages 5 and older live in such households.
Three-in-ten (28%) non-Hispanics Spanish speakers who are married live with a Hispanic spouse. By comparison, only 2% of non-Hispanics are living with a Hispanic spouse.
When it comes to English proficiency, eight-in-ten (80%) non-Hispanics who speak Spanish at home say they speak English “very well”, 11% say they speak English “well”, and 9% say they speak English “not well” or do not speak English. This compares with 96% of all non-Hispanics 5 years and older who speak English only or speak it “very well”, 2% who speak English “well”, and 2% who speak English “not well” or do not speak English.
Posted on August 27, 2013 on Homeroom, the official blog of the US Dept of Education by Arne Duncan
I’ve often said that education is the civil rights issue of our time. I’m not the first to say it. But what does that mean?
Civil rights means having the same opportunities that other people do –regardless of what you look like, where you come from, or whom you love.
And in today’s world, to have real opportunity, you need a world-class education.
Fifty years after the March on Washington, how far has the struggle for young people’s civil rights come?
With Jim Crow segregation ended and an African-American president speaking tomorrow at the 50th anniversary of the March, our progress is undeniable.
Yet in a time when so many young people don’t enjoy rights as basic as safety from violence, and when so many children lack the educational opportunities they deserve, there is a lot of work still ahead of us. The vision that electrified the country in 1963 – the vision of Martin Luther King Jr., John Lewis, and the other leaders of the March – remains ahead of us. And it will take struggle to get there – a struggle our young people must lead.
Today, I had the privilege of speaking to students and civil rights leaders at the School Without Walls in Washington, D.C., about the state of civil rights for our young people. At the event, hosted by the King Center and Discovery Education, I urged the students to join a heroic struggle that began long before they were born.
A treasure trove of indigenous language documents from across Australia may help in the revitalization of the country’s struggling native tongues.
The accounts of early contact between Aboriginal people and European settlers were discovered during a forensic search of the unpublished papers filed away in the basement of the colonial New South Wales State Library.
Making notes of indigenous vocabulary helped early colonists to communicate and map the landscape but this was not their primary task, so the word lists had been ignored. Click here for more
Dr. Kate Kinsella offers strategies for prioritizing vocabulary for competent text analysis, discussion, and constructed response
Shifts in Text Emphases and Response Tasks
The Common Core State Standards (CCSS, 2010) call upon students to tackle increasingly complex informational and narrative texts and articulate their comprehension using academic register. Beyond the primary grades, developing readers must digest detailed concept- and data-driven passages and extract essential content in order to respond to text-dependent questions. Whether countering an argument during a formal class debate or crafting an evidence-based constructed written response, students must adeptly draw from sources using advanced syntax, precise vocabulary, and accurate grammar. To read more of Dr. Kinsella, click here.
Learning French in Canada has never been easier, and the quality has never been better
It’s not surprising that close to 200,000 students come to study in Canada every year, and that number looks set to double over the next few years. Canada’s quality of life has been ranked in the top three for seven years in the UN Quality of Life Index, and it is renowned for having the highest penetration of post-secondary education in the world.
The cultural, scientific, and social contributions of Canadians are too long to list, but perhaps the most important benefits for studying French in Canada stem from the relationship of language to the Canadian identity and the resultant value placed upon language. It is safe to say that language is a cornerstone of Canadian identity. Bilingualism is embedded in the constitution and in its history, second language is favored in education, and the federal government alone invested over $1.1 billion in official languages (French and English) in the “Roadmap for Canada’s Linguistic Duality 2008-2013.”
And French is certainly not on the wane in Québec — according to the latest figures from Statistics Canada’s National Household Survey, 94% of Quebecers spoke French at work in 2011, the same as five years previously.
The province’s two major cities, Montréal and Québec City, have also been receiving a lot of attention recently. Montréal was listed among the top ten cities to visit in 2013 according to Lonely Planet’s Best in Travel 2013, and it was one of only two North American cities on the list. The authors underline the unique art of living and joie de vivre travelers can experience in the city. They also point out the great variety of festivals and events held in the city, plus its numerous cultural and natural attractions.
“We chose Montréal for Best in Travel 2013 due to its mélange of cultures, socially responsible businesses, great food, and unique style,” says Jennye Garibaldi, Lonely Planet’s commissioning editor for Canada. “And with the launch of the new Rio Tinto Alcan Planetarium, the unveiling of the Grévin Wax Museum, and the 50th anniversary celebrations of the Place des Arts, Montréal’s social calendar is overflowing in 2013.”
The city’s reputation for cutting-edge creativity has led to the recent publication of the Guide to Creative Montréal which showcases the city’s buzzing arts and culture scene. The guide includes ten self-guided tours throughout various city neighborhoods. Each tour features five major themes: digital arts, visual arts, performing arts, music, and design.
“With an abundance of events and venues highlighting the city’s creativity, Montréal is a vibrant city distinguished for its modernity, originality, and inspiration,” underlines Charles Lapointe, president and CEO of Tourisme Montréal. With the objective to develop cultural tourism, we believe that our creativity is worth showcasing as one of our city’s greatest assets and a motor to tourist appeal.”
According to a recent study, 75% of respondents agreed that Montréal stands out from other major international destinations because of its creative cultural activities.
And Québec City has just been voted the top destination in Canada and the eighth best in North America by the readers of the prestigious tourism magazine Travel+Leisure. In its 2013 World’s Best Awards, Québec City has moved up a rung since last year, surpassing Vancouver as the most popular Canadian destination. This achievement means Québec City keeps its prized spot in the Hall of Fame, a select group of destinations that have ranked highly for ten or more consecutive years.
College Platon
College Platon is a coeducational, multicultural private language school dedicated to the highest standard of linguistic instruction while maintaining the most reasonable tuition fees in North America.
The school was founded 56 years ago with a guiding mission that learning languages is a fundamental key to higher learning and to securing a career in a global economy. Moreover, integral to this philosophy is that education is not a prerogative of the elite and that education should be financially accessible. College Platon is committed to providing a high-quality, academically comprehensive curriculum with the most effective and efficient learning instruction. Students from all over the world can expect a positive and engaging academic atmosphere, which assists them in their pursuit of the language proficiency needed to reach their educational goals or careers, or simply for self-improvement.
College Platon embraces students from every continent, and often their experience here is the vehicle in forging lifelong friendships. Courses available include intensive English/French courses, semi-Intensive English/French courses, evening English/ French courses, 28 languages in a group, and private lessons. New sessions start on the first Monday of each month.
École internationale de français (ÉIF) de l’Université du Québec à Trois-Rivières (UQTR)
Located on the shore of the St. Lawrence River, halfway between Montréal and Québec City, Trois-Rivières offers an ideal site for a total French immersion experience.Founded in 1969, UQTR has welcomed 13,000 students enrolled in more than 165 programs. The campus is a quiet, pleasant, and safe environment including plenty of green space.The ÉIF has designed programs to provide students with the ability to communicate effectively in French with an emphasis on written and oral skills. Programs are offered year-round in a relaxed, informal atmosphere in which students and professors work together closely in learning activities.Their French immersion programs consist of three-hour classes every morning with workshops in the afternoon (conversation, diction, theater, songs), and social activities in the evening. There are several outings on the weekends (Montréal, Québec City, La Mauricie National Park).
Spring and summer French immersion programs include: intensive (one to six weeks) spring/summer; teacher and professionals (three weeks). Possibility of bringing children along in summer only; Road Scholar (three weeks) 45 years and older. www.roadscholar.org; ADO (3 weeks) 12- to 16-year-olds, summer only.
Facilities include a modern gym, an Olympic indoor pool, a twelve km cycling path, banking services, student café, and campus residence/homestay.
École Québec Monde
École Québec Monde is a language school offering French classes to anyone in the world who wishes to experience a French-language-study stay in Québec City. The ultimate goal of their programs — Intensive French: group of eight students maximum, 20 hours/week; Individual French: one to 35 hours/week; Personalized French combination of intensive and individual — is to enable students to communicate in French, with self-assurance, ease, and accuracy. We achieve this by helping them develop skills in reading, writing, and especially speaking and listening. We focus on improving all students’ language levels, recognizing their strengths, and zeroing in on their weaknesses.
École Québec Monde is located in downtown Québec City, across from the Gabrielle-Roy public library, close to numerous restaurants, cafés, shops, parks, and cultural institutions. It is a few minutes’ walk from Le Château Frontenac, Le Vieux-Québec, La Gare du Palais — which houses the city’s train station and bus terminal and pedestrian and bike paths.
École Québec Monde offers a unique and personalized approach where the student soaks in the French-speaking environment and Québécois’s joie de vivre. An experienced management staff, a team of qualified and skilled teachers, a warm atmosphere, and an exceptional geographical location speak volumes in its favor.
The school is right in the heart of Québec City, the flagship location of French-language culture and the oldest city in North America.
ILSC
ILSC is located in the heart of charming Old Montréal in a state-of-the-art new facility where a wide range of courses at various levels are taught. Their small classes are taught using a student-centered approach and communicative methods by highly qualified instructors. ILSC is a member of Languages Canada. They also offer specialty programs such as DEFL preparation, French through Montreal, French through Fashion and Design, or French through Filmmaking and Photography. They can also organize customized group programs for you and your students. Language Coop programs and University Pathway programs are also available. In addition, ILSC has created a unique teacher-training program for French instructors (current or future): CEFLE (Certificat en enseignement du français langue étrangère). This certification uses a communicative approach and has been accredited by l’UQO (Université du Québec en Outaouais). It is ideal for anyone wanting to travel and teach French abroad or existing teachers who want to obtain a recognized teaching certification in four weeks.
YMCA International Language School
The YMCA International Language School, located in Montréal, was established in 1965 and is a part of YMCA’s international network, present in over 130 countries. The school is located in the heart of downtown, near shopping, restaurants, and a plethora of tourist attractions. Each year, YMCA’s international language school hosts over 4,800 students from all over the world. They offer a variety of courses with three to 15 students per class in order to maximize learning. The recently renovated campus includes 27 well-lit classrooms, two language laboratories, wireless internet, and a student lounge. The YMCA international language school enjoys membership in Imagine Education au / in Canada, LC (Langues Canada), ALTO (Association of Travel Organization), and WYSE (World Youth Student and Educational Travel Confederation). Students enrolled in intensive programs have access to the cutting-edge sports and recreation center, located in the same building as the school. The school often organizes different activities that students can enjoy with their teachers to move language education out of the classroom and into a more relaxed setting. These activities allow students to discover Montréal and the Québécoise culture. The YMCA international language school invites students to discover the many cultural events in Montréal, such as the Jazz Festival, the FrancoFolies in the summer, and Igloofest and la Nuit blanche in the wintertime.
The League of United Latin American Citizens (LULAC) has asked both Achieve, Inc. and the Partnership for Assessment of Readiness for College and Careers (PARCC) to support the development of a Spanish version of the Common Core State Standards (CCSS)-aligned assessment.
“LULAC supports providing our states with the tools necessary to ensure that our students benefit from the implementation of the Common Core State Standards,” said LULAC President Margaret Moran. “Once CCSS is implemented it’s critical that they be monitored, and adequately supported, in order for all students to benefit from a quality education.”
Below is the text of Moran’s letter:
Re: Spanish Language Assessment as an Accommodation for ELLs
Dear Achieve, Inc., PARCC Executive Committee, and PARCC Governing Board:
The League of United Latin American Citizens (LULAC), the nation’s oldest and largest Latino civil rights organization, is committed to advancing the educational attainment of Hispanics across the country. Of great importance to our organization, is closing the
achievement gap between Latino students and their peers, and of particular concern are our country’s English language learners (ELLs). With the move nationally towards adopting and implementing Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), we write in support of the development of a Spanish language version of the PARCC assessment aligned with the teaching of new Common Core State Standards.
As states across the country move to implement the CCSS, our organization believes it is critically important to ensure that ELLs have the opportunity to demonstrate mastery of academic standards through objective assessment. Federal non-regulatory guidance on
standards and assessment (2003) states that “to the extent practicable, states must make every effort to develop and administer native language assessments, if doing is likely to yield the most accurate and reliable information about what those students know and can do.” In addition, given the ever-increasing percentage of ELLs in public schools across the country, it is imperative that appropriate assessment accommodations are provided to all students, including ELLs.
It has come to our understanding that some states within the PARCC consortium need Spanish language assessments to continue to provide ELLs in their states the widest range of assessment accommodations possible. For example, New Mexico’s state assessment policy and regulation follows the federal guidance and provides eligible ELLs with native language assessment in Spanish. To administer the coming PARCC assessments without offering Spanish language version of the assessment would mean New Mexico would violate its own assessment policy and regulation and would, to the detriment of students, narrow the range of tools used to adequately monitor and assess the content knowledge of ELLs in that state. Given the demographic and state policy on the issue, other states share similar concerns as New Mexico.
Therefore, on behalf of ELL students in PARCC member states, our organization urges you to move forward with the development of Spanish language assessments for tested content areas (i.e. Reading/ Language Arts and Mathematics) as quickly as possible.
Accurate student assessment data provides educators with the necessary information to drive informed decision-making about instructional programming for students, including ELLs. To close the achievement gap, we must know what all students can do and plan
for their academic and language learning needs accordingly.
Since 1929 the League of United Latin American Citizens has fought hard to ensure the Latino students have equitable access to the supports and resources necessarily to obtain a good quality education. The CCSS, through proper implementation, monitoring, and
assessment, offers our students the opportunity to obtain an internationally benchmarked education. We expect that you will agree with our conclusions regarding the need for a Spanish language version of the coming PARCC CCSS assessment and will honor our
request to move forward with its development to support ELLs and Latino students across PARCC member states.
Our organization is glad to discuss this issue further and looks forward to working with you to provide our schools with the adequate tools to ensure that Latino students have equitable access to the supports and resources needed to benefit from the implementation
of CCSS.
8/16/13 PARCC Responds to LULAC
On behalf of the Partnership for Assessment of Readiness for College and Careers (PARCC), I would like to thank you for reaching out to us with your recommendation to develop Spanish language versions of the PARCC summative assessments.
Currently, the states that comprise PARCC have varying policies around providing native language translations or native language alternate assessments. Some states have regulations, policies, and legal language that require or allow for translation for state assessments; other states do not allow for translation of state assessments.
At this time PARCC is reviewing the most current research on translation and developing a proposal to present to the PARCC Governing Board in the fall.
Thank you for offering to serve as a thought partner on this important work. We will be in touch as we continue to work on this issue.
Over a hundred new teachers from China are ready to serve in the Chinese Guest Teacher Program, a collaboration between the College Board and China’s Confucius Institute. The program places qualified visiting teachers from China at schools in the U.S. for one to three years, in order to jump‐start or expand school Chinese language and culture programs.
“As I extend a warm welcome to our guest teachers, I also want to thank them for helping to bring an understanding of Chinese language and culture to thousands of American students,” said College Board President David Coleman. “This program increases the global awareness of our students and strengthens the ties of friendship and collaboration forged by educators and school communities in both countries.”
The new teachers just completed the STARTALK Chinese Guest Teacher Summer Institute (GTSI), a 10-day pre-service training hosted by the UCLA Confucius Institute. The training covers such topics as the structure of U.S. K–12 education, K–12 foreign language teaching standards, communication strategies, course design, classroom management and materials development.
This year, approximately 170 K-12 students from the Los Angeles area also attended a 3-day intensive Chinese language and culture program at University High School, taught by the guest teachers. “We are very excited to be able to enhance the program with this hands-on learning component,” said Susan Pertel Jain, executive director of the UCLA Confucius Institute. “University High School is one of our Confucius classrooms, and the children who participated have been thrilled. It has been a wonderful opportunity to further our mission of expanding global education.”
The teacher training is organized by the College Board in collaboration with the National Council of State Supervisors for Languages (NCSSFL) and UCLA Confucius Institute, and made possible by support from Confucius Institute Headquarters and a grant from STARTALK. STARTALK is one of the projects of the National Security Language Initiative, a multiagency effort to expand foreign language education in critical languages.
Before departing China, the guest teachers attend a six-week training organized by Confucius Institute and College Board. In addition, Confucius Institute Headquarters provides the teachers with international transportation and partially subsidizes the guest teachers’ salaries to lessen the costs to host schools and districts. As part of the selection process, the College Board and NCSSFL interview guest teachers individually to assess teaching skills, adaptability and English proficiency. NCSSFL collaborates with the College Board to provide training and support for the teachers and the Institute of International Education serves as the visa sponsor for the program.
The College Board and Confucius Institute launched the Chinese Guest Teacher Program to support the growth of Chinese education in U.S. schools by staffing Chinese programs with experienced Chinese language teachers. The Program, which is the largest visiting Mandarin teacher program in the U.S., also helps to build a solid foundation for the Advanced Placement Program Chinese Language and Culture course. Participation in AP Chinese Language and Culture has nearly tripled in the years since it was first offered in 2007.
Participation in the Chinese Guest Teacher Program has grown since the first group of 37 teachers arrived in January 2007. This year, 187 teachers will be in service at public and private elementary, middle and high schools across 30 states, with the largest concentration in the states of Utah, North Carolina and Ohio. Since 2007, over 800 guest teachers have served in the program and have reached over 100,000 students.
Bonnie Flint, World Languages supervisor at the Davis School District in Utah described how the teachers have served her community, “Davis School District is a proud participant in the Guest Teacher program. Over the past several years, the addition of Chinese guest teachers has allowed our district to build a strong and growing Chinese program. Our guest teachers teach Chinese in our traditional, secondary programs as well as in our elementary Chinese Immersion programs. These teachers bring enthusiasm, experience, and depth to our programs, but the best part of participating in this program is the priceless knowledge that they are touching the lives and hearts of the children and adults they interact with daily.”
Interested schools can apply to the program for the 2014-15 school year starting in December 2013. More information is available at www.collegeboard.com/guestteacher.
This year’s observance of International Youth Day focuses on the issue of youth migration. Of the annual total of some 214 million international migrants, young people constitute more than 10 percent, yet too little is known about their struggles and experiences.
The reasons young people migrate are many. Some are fleeing persecution, others are escaping economic hardship. Some are alone, others part of a family – with parents, siblings and even children of their own. Some have communities to go to, others must make new connections. In transit and at their final destinations, many young migrants face equal or greater struggles, including racism, xenophobia, discrimination and human rights violations. Young women, in particular, face the risk of sexual exploitation and abuse.
Poverty, crowded and unsanitary living conditions and the challenges of finding decent employment are regular features of the migrant experience. These challenges are exacerbated by the current global economic and financial crisis. Migrants are also often accused by communities and politicians of taking jobs from local people, exposing them to further risk of discrimination. In other cases, young people left behind by migrating parents face psychological and social challenges and greater vulnerability.
It is important to emphasize the positive contribution young migrants make to societies of origin, transit and destination – economically and by enriching the social and cultural fabric. Most work hard to earn a living and improve their circumstances.
The remittances they send to support families in their home countries are a major contributor to economies worldwide. When they return home, young migrants often enhance development by applying skills and ideas acquired abroad. And, in many cases, women are empowered through migration as they gain financial and social independence.
“In October, the United Nations General Assembly will host the second High-Level Dialogue on International Migration and Development. I urge Member States to consider youth migration. Working with and for young people is one of my top priorities. On this International Youth Day, I encourage Member States, youth-led organizations and other stakeholders to act to promote the rights of all young migrants and maximize the development potential of youth migration.”
2013 Theme: “Indigenous peoples building alliances: Honoring treaties, agreements and other constructive arrangements”
The International Day of the World’s Indigenous People (9 August) was first proclaimed by the UN General Assembly in December 1994, to be celebrated every year during the first International Decade of the World’s Indigenous People (1995 – 2004).
In 2004, the Assembly proclaimed a Second International Decade, from 2005 – 2014, with the theme of “A Decade for Action and Dignity.” The focus of this year’s International Day is “Indigenous peoples building alliances: Honoring treaties, agreements and other constructive arrangements.”
The theme aims to highlight the importance of honoring arrangements between States, their citizens and indigenous peoples that were designed to recognize indigenous peoples’ rights to their lands and establish a framework for living in proximity and entering into economic relationships. Agreements also outline a political vision of different sovereign peoples living together on the same land, according to the principles of friendship, cooperation and peace.
A special event at UN Headquarters in New York was held on Friday, 9 August, starting at 3pm, featuring the UN Secretary-General, the Chairperson of the UN Permanent Forum on Indigenous Issues, a delegate of Panama, a representative of the Office of the UN High Commissioner of Human Rights, and an indigenous representative. The event is being webcast live at webtv.un.org.
Also today, hundreds of indigenous and non-indigenous rowers are scheduled to arrive at Pier 96 at 57th Street in Manhattan at 10am, after having collectively traveled thousands of miles on rivers and horseback to honor the first treaty -– the Two Row Wampum -– concluded between Dutch immigrants and the Haudenosaunee (a confederacy of six nations, with capital in the Onondaga nation, in NY State) 400 years ago, in 1613. They will gather with members of the UN Permanent Forum on Indigenous Issues at Dag Hammarskjold Plaza at 1:30pm.
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