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The Chinese Language Field in the US: An Overview, Challenges & Opportunities
2009 ICICE Conference
Shuhan C. Wang, Ph.D.Executive Director
Chinese Language InitiativesAsia Society
June 19, 2009Taipei, Taiwan
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1. A framework of world language education
2. The Chinese language field: Pre- and Post-2004
3. Accomplishments
4. Challenges and opportunities
OVERVIEW
1. A framework of world language education
The Architecture of the Language Field (Brecht & Walton, 1994)
A Language Field
Government
Formal educational
system
Private providers
Heritage communities
Home government
Government
Home Government
Private Providers
OnlineMultimedia
NGOs
Formal education system
LearnersHeritage Communities
A System View of the Language Field(Wang 2009)
Educational System: K-16 Articulation
Institutions of Higher EducationCommunity Colleges-
UndergraduateGraduate
Public K-12 schools, including charter &
vocational schools
Private/parochial/religious schools
Non-school time
Interface of Different Sub-SystemsLanguage Planning FWK
Language Ecological Perspective
Points of Discussion
Status Planning Language Environment Status of the Language:(1) English Language
Learner education;(2) HL education; &(3) WL/FL education
Corpus Planning Language Evolution in the host environment
Teaching & learning the TL as a (1) HL & (2) WL/FL
Acquisition Planning
Language Effects: Endangerment, Counter-Endangerment, or Language Spread
Strategies to promote the TL as a (1) HL & (2) WL/FL
Infrascture of a Learner-Centered Language Field
Program establishment &
sustainability
Technology
Research
Assessment &evaluation
Materials
Instructional planning &
strategies
Curriculum
Teachers
Learners
2. The Chinese language field: Pre- and Post-2004
Historical Major Efforts in Spreading Chinese in US Secondary Schools
1. The National Defense Education Act (NDEA) (1958)
2. Carnegie Initiatives (1960s-1980s)
3. Geraldine Dodge Initiatives (1980s-2000)
4. FLAP Grants (enacted 1988 & 1990)
Status of Chinese as a Foreign/World Language: Pre-2004
Perceived to be a difficult languagePolarized views about US-China-Taiwan relationshipsTraditionally for elite or college-bound studentsIntellectual & humanistic pursuitsMental disciplineLinguistic benefitsNational securityInternational economic competitiveness
(e.g., Brecht & Ingold, 2002; Brecht & Walton,1994; Gardner, et al. 1983; Lambert, 1986; Lantolf & Sunderman, 2001)
Group Type Chinatown Chinese Schools
National Council of Associations of Chinese Language Schools (NCACLS)
The Chinese School Association in the United States (CSAUS)
When 19th Century Early 1970s Early 1990s
Family Origin
Southern China;After 1976, Ethnic Chinese from Southeast Asia
Taiwan & Hong Kong.After late 90s: adoptive and interracial families
People’s Republic of China, adoptive families
Language Taught
Cantonese, Taishanese, Hakka
Mandarin, a few teach Taiwanese (a Min Dialect)
Mandarin
Types of Chinese Heritage Language Schools
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Pre-2004: Total Student Enrollment in Chinese
HEd 7-12 HL
34,153 (MLA, 2002)
24,000(ACTFL, 2000)
100,000 (NCACLS,
2005)
60,000
(CSAUS, 2005)
160,000 Total:
238,000 roughly
The expansion of the Chinese language field:
2004-2009
Chinese Language in the Public Discourse
National securityEconomic competitivenessA ticket to the China ExpressA player in the global economy and global issuesMandarin as a global phenomenonMixed feelings from other world languages
Market Economic Status of Chinese: If Chinese Were Stores
Home Language: No market value (in schools)
Heritage Language: Neighborhood mom and pop shops
Foreign Language:--Prior to 2000: Neiman Marcus—only for the
elites--After 2004/05: Costco—an upscale wholesaler(Adapted from H. Tonkins, personal communication, 2000)
Post 2004: Major Initiatives for
Chinese Language in the US
Private Providers:
e.g., Berlitz, Rosetta Stone
Online
Multi-Media
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Post 2004: Major Initiatives (Cont.)
US Government: -- Federal Government (National
Security Language Initiative)-- State and Municipal governments
PRC & ROC GovernmentsNGOs:
-- College Board -- Asia Society
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Chinese Flagship Programs1. Brigham Young University2. The University of Mississippi3. Ohio State University 4. The University of Oregon and Portland Public
School District K-16 Chinese Flagship1. Arizona State University2. Indiana University-Bloomington 3. University of Rhode Island4. Western Kentucky University
Diffusion of Innovation Grants http://www.thelanguageflagship.org/funding_institutions.html
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Foreign Language Assistance Program (FLAP): Chinese Programs
Programs 2006 2007 2008
Number 48 LEAs
3 SEAs
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Funding amount
$9.66 millions $3.65 millions 0.79 millions
Total: $14.1millions
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STARTALK Project: Chinese Student and Teacher Programs
2007 2008
27 student programs18 teacher programs
37 student programs18 teacher programs
744 students 1,884 students
355 teachers 787 teachers
Administered by the National Foreign Language Center (NFLC) at the University of Marylandhttp://[email protected] or [email protected]
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Sample Municipal Chinese Initiatives
Chicago: in 2008-09, 12,000 students learn Mandarin
Los Angeles: Language Resolution (October 2008)
New York Chinese Task Force (Asia Society and China Institute, May 2009)
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Sample State Initiatives
Connecticut
Indiana
Kansas
Minnesota
New Jersey
North Carolina
Ohio
Oklahoma
Utah
Wisconsin
And more…
K-12 Virtual Chinese Language Programs in the US(Asia Society, April 2009)
16 states currently have Distance Learning/Web-Based Programs for Chinese Language
15 states offer Chinese I
11 states offer Chinese II (12 in 2010)
3 states offer Chinese III (5 in 2010)
3 states are expected to provide Chinese IV in 2010
3 states offer AP Level (8 in 2010)
2 states are in the process of implementing Distance Learning/Web-Based programs
Data Source: NCSSFL online survey
STATES WITH VIRTUAL CHINESE LANGUAGE PROGRAMS(April 2009, NCSSFL Listserv Responses; compiled by Asia Society)
Level 1 Level 2 Level 3 Level 4
Connecticut Expected
GeorgiaHawaiiPennsylvania Expected
IndianaKansasKentucky Expected Expected
MississippiMinnesotaNorth Carolina Expected
OklahomaUtah Expected
VirginiaWashingtonWisconsinWest Virginia
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Chinese Government
Hanban/Confucius Institute Headquarters
Worldwide Promotion of Chinese as a WLChinese Bridge DelegationVisiting Teacher programsConfucius Institutes: 56 in the U. S., March 09
http://english.hanban.edu.cn
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Memorandum of Understanding (MOU):States and Cities with China
12 StatesConnecticutDelawareIndianaKansasKentuckyMaineNorth CarolinaOhioOklahomaSouth CarolinaUtahWisconsin
2 Cities
ChicagoLos Angeles
Taiwan K-12 Mandarin Chinese Teaching Program in the US
Yr/5 States
2005 2006 2007 2008 Total
Indiana 2 0 0 5 7
Ohio 0 0 1 0 1
Michigan 0 0 0 10 10
Pennsylvania 0 0 0 1 1
Nevada 0 0 0 4 4
Total 2 0 1 20 23
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The College Board
In collaboration with Hanban
AP Course and Exam, beginning in 2007Chinese Bridge Delegation: 1,200 educatorsVisiting Teacher Programs: 200 teachers in 32 states at 130 institutions
Chinese Cultural SeminarsStudent Summer in China Program
Data Source: The college Board internal study, April 2008
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Asia Society
Chinese Language Initiativeshttp://asiasociety.org
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A Chinese Handbook and DVD
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http://AskAsia.org/Chinesehttp://internationaled.org
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National Chinese Language Conference: April 30-May 2, 2009, Chicago
Making Connections,Building Partnerships!
Teachers, administrators, school board members, policy makers, business, and international leaders
Connecting K-12 and higher education
Creating partnerships between U.S. and Chinese educators, schools, and universities
Visit classes in the Chicago Public Schools
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A WORLD LANGUAGE TEACHER WHITE PAPER (Summer 2009)
A national project co-sponsored by
The National Foreign Language Center (NFLC) at the University of Maryland
Council of Chief State School Officers (CCSSO)
Asia Society
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4. Effects of Efforts
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Growth of Chinese Language Programs in K-12 Schools
Data Source: The College Board internal study, April 2008
263
779
0
100
200
300
400
500
600
700
800
2004* 2008
Number ofSchools/Districts
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Languages Taught in Elementary Schools(CAL, 1997 & 2008)
L SP FR *SPSpSp
LA **CH
GE ASL
HB IT JP AR RU
97 79 27 8 3 0.3 5 2 2 2 3 0.1 1
08 88 11 7 6 3 2 2 1 2 1 1 0.2
(http://cal.org/flsurvey)
* SP SP SP: Spanish for Speakers of Spanish** Chinese: + 900% increase
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Languages Taught in Secondary Schools (CAL, 1997 & 2008)
L SP FR GE
LA SP
Sp
Sp
*CH
ASL
IT JP HE AR
GRE
RU
‘97 93 64 24 20 9 1 2 3 7 0.2 0 1 3
‘08 93 46 14 13 8 4 4 4 3 1 1 1 0.3
(http://cal.org/flsurvey)
* Chinese: + 300%
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Enrollments in Higher Education Language Courses:Fall 1998, 2002, and 2006
1998 2002% Change 1998-2002 2006
% Change 2002-06
Spanish 656,590 746,267 13.7 822,985 10.3French 199,064 201,979 1.5 206,426 2.2German 89,020 91,100 2.3 94,264 3.5ASL 11,420 60,781 432.2 78,829 29.7Italian 49,297 63,899 29.6 78,368 22.6
Japanese 43,141 52,238 21.1 66,605 27.5
Chinese 28,456 34,153 20.0 51,582 51.0
Latin 26,145 29,841 14.1 32,191 7.9
Russia 23,791 23,921 0.5 24,845 3.9
Arabic 5,505 10,584 92.3 23,974 126.5Source: Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006. MLA, accessible at http://www.mla.org/enroll_survey06_fin.
2009: Heritage Language Programs
Type of System
Schools Students Est. Teachers
NCACLS (Taiwan)
800+ 100,000 3,000
CSAUS
(PRC)
405 80,000 3,000
Personal Communications with Presidents of both association, March 2009
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National Accomplishments of the Chinese Field
Launched federal, state, local initiatives
Increased student enrollment in all levels
Increased K-12 school programs
Began to develop curricula, materials, and assessment
5. Future Direction
Needs, Trends, and Strategies
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Needs and Challenges1. Limited teacher education and supply capacity
2. Most programs are under 3 years old
3. Almost no early language learning infrastructure
4. Need to tap into the resources in the heritage language communities
5. Lack of K-16 articulation leading to the attainment of high language proficiency—pockets of excellence
6. Need to develop virtual programs for students and teacher training: opportunity and access to learn
7. Lack of national coordination of initiatives and efforts
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Trends Indicating Demands for
World Language Education in the US
Awareness of the need for global competencefor this interconnected world, which includes the study of languages and culturesImmersion and early language learning programs
WL as an exit or high school graduation requirement
K-16 articulation aligned with Standards and real life use
Lessons Learned
1. Take a system approach, connect all sectors
2. Enhance teacher development capacity
3. Take an incubator approach to build programs and infrastructures; simultaneously develop and field test curricula, materials, assessment, and research
4. Build high human capital: identify and develop teams of specialists who know the language, understand cultures, SLA, pedagogy, curriculum, material, assessment, research, and K-16 contexts and heritage communities in the US
Government
Home Government
Private Providers
OnlineMultimedia
NGOs
Formal education system
Heritage Communities
A System Approach:1. Think about supply, demand, & infrastructure 2. Create flywheels that convert energy into
synergy (Wang, 2007)
Questions for Chinese Language Fields in Other Parts of the World
How does your language learning system look like?
What is the macro language environment like? What is in place for the micro language learning and teaching environment? What kind of efforts are in place?How has the language field evolved? What resources can be leveraged? What gaps can be bridged or barriers be removed?
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Big Questions for the US as a Nation
How do we advocate for US students’ development of global competence, which includes linguistic and cultural capital?
How do we expand our schools’ offering of world languages?
What are our goals for language education for the global age? What are our goals 5 years and 10 or 20 years from now?
