A World Transformed:

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A World Transformed

• Preparing Virginia Students for the
  Interconnected World of the 21st Century
• Virginia Association of School Superintendents
• May 9, 2007

Dr. Linda M. Wallinger Assistant Superintendent
for Instruction Virginia Department of Education
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1. Challenge Our Students Lack Knowledge and Skills
   Needed In Global Age
2. Competitor Countries Invest in International
   Education
3. New Developments State and National Initiatives
4. What Future for International Education in
   Virginia?

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Challenge

• Students today will be
• Selling to the world
• Buying from the world
• Working for international companies
• Managing employees from other countries and
  cultures
• Competing with people on the other side of the
  world for jobs and markets
• Working with people all over the world in joint
  ventures
• Solving global problems such as AIDS, avian flu,
  air and water pollution, and disaster recovery

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The International Knowledge Gap Reports Find A
Disconnect

• Levels of Student Knowledge are Weak (Asia
  Society and National Geographic Society)
• Six in 10 cannot find Iraq on a map of the Middle
  East
• 80 did not know that India is the worlds
  largest democracy
• More than half significantly over-estimate the
  population of the United States
• Nearly three-quarters incorrectly select English
  as most widely spoken native tongue (its
  Mandarin Chinese)
• Young Americans next to last in nine country
  survey of knowledge of current events
• However, Students Are Interested in the World
• 90 believe it is important to know more about
  other world languages, people and cultures

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Why is Global Knowledge Important?
Increased knowledge of Asia and other world
regions, cultures and languages is vital to our
economic prosperity and national security

• Globalization is driving demand for an
  internationally competent workforce
• One in five jobs is tied to international trade
• Trade with Asia now equals over 800 billion per
  year. All states seeking trade connections in
  China, India
• Future growth will be in overseas markets

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Why is Global Knowledge Important?

• Access to good jobs will require new skills
• Future careers in business, government, health
  care, law enforcementall sectors will require
  greater international knowledge and skills
• Businesses like UPS look for a new skill set
• Trade literate
• Sensitive to foreign cultures
• Conversant in different languages
• Technology savvy
• Capable of managing complexity
• Ethical

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Why is Global Knowledge Important?

• New national and human security challenges
• Terrorism, AIDS, Avian Flu, Environmental
  concerns all underscore need for global knowledge
• US State and Defense Departments have issued
  strong calls to develop higher levels of
  proficiency in world languages
• National Security Requires Critical Languages
  Experts (Arabic, Korean, Farsi etc)

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Why is Global Knowledge Important?

• Increasing diversity in our schools and
  workplaces
• Increased populations from different parts of the
  world require a citizenry with increased
  understanding of other cultures
• Since 1995
• Hispanic population in the U.S. has grown 34
  projected to grow 73 in the next 20 years
• Asian and Pacific Islander population in the U.S.
  has grown 41 projected to grow 86 in the next
  20 years
• The LEP student population in Virginia has grown
  71

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Why is Global Knowledge Important?

• International education needs to be a two-way
  street
• To address tremendous misinformation about the US
  among young people in many parts of the world
• To promote mutual understanding and problem
  solving

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New Developments Competitor Countries Invest in
International Education

• Languages Most European countries start a first
  foreign language in the elementary grades. China
  teaches English from 3rd grade. 25 of
  Australian students learn an Asian language.
• Exchanges In China, education leaders study
  education practices in other countries, teachers
  are encouraged to study abroad, and schools are
  strongly urged to form sister school partnerships
  with schools in other countries.
• Technology South Korea, Singapore and Taiwan
  have developed master plans to put high-speed
  computers in schools as a means of connecting
  students to world knowledge.
• Study Abroad Whereas 0.5 of U.S. students
  studied abroad in 2000, the comparable figures
  were 3 for France and China, 16 for Ireland and
  30 for Singapore.

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What Future for International Education in
Virginia?

• What does it mean to be an educated citizen in
  the 21st century?
• Mastery of knowledge in core content areas
  reading, math, science, history, geography,
  economics (updated to include international
  content)
• Ability to communicate in a second language
• Able to work in global and cross-cultural
  contexts
• Tech and trade savvy
• Able to apply knowledge in new contexts
• Interest in lifelong learning

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Virginia

• Significant foreign investment Virginia has
  proven to be an attractive location for
  international employers, ranking 13th in the
  United States in the number of employees
  supported by U.S. subsidiaries
• Proximity to political, diplomatic hub
• What can Virginia education system do to leverage
  these advantages to better prepare students to
  compete in global economy?

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Where is Virginia Now?

• International Education infused into Standards of
  Learning of history and social science
• Advanced Studies Diploma has a foreign language
  requirement
• Two years of two languages or three years of one
  language
• Commonwealth Scholars Program of Study has a
  two-year foreign language requirement
• Martinsville City Public Schools
• Increased the requirements for a Standard
  Diploma, effective with the ninth-grade class of
  2006-2007, to include two additional credits in a
  foreign language

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Where is Virginia Now?

• Standards of Accreditation (8 VAC 20-131-80 90)
  
• Elementary schools are encouraged to provide
  instruction in foreign languages.
• Middle schools are required to offer foreign
  language courses for high school credit beginning
  in the eighth grade
• Virtual Virginia (http//www.virtualvirginia.org/)
  
• AP French Language and Composition
• AP Latin Literature
• AP Spanish Language
• AP European History
• AP Government and Politics Comparative
• AP Human Geography
• Chinese I-II
• Japanese I-III
• Latin I-III

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Where is Virginia Now?

• 2005 Year of Languages
• 30-minute video highlighting foreign language
  instruction in Virginia beyond the traditional
  classroom, with introduction by former Governor
  Mark Warner (http//www.vdoe.whro.org/Fairfax.wmv)
  
• Governors Summer Residential Foreign Language
  Academies
• International Space Olympics
• 35 Virginia public schools have IB Programs
• Infuse the study of world cultures and languages,
  and develop strong analytical skills while
  studying world issues

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Where is Virginia Now?

• LinguaFolio Virginia, a language learner
  self-assessment and portfolio system modeled
  after the European Language Portfolio
• MOU among the Ministry of Education and Sciences
  of Spain, the Visiting International Faculty
  Program (VIF), and the VDOE
• Placement of teachers from Spain through VIF
• Professional development opportunities sponsored
  by the Ministry
• MOU with the Embassy of China under consideration
  
• Would be designed to enhance and expand the
  teaching of Chinese in Virginias public schools
• DOEs Foreign Language Web Sitehttp//www.doe.vir
  ginia.gov/VDOE/Instruction/Language/

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International Education in the High School
Redesign Initiative

• 2005-2006 Grant from the Asia Society
• Explore ways to integrate International Education
  into the High School Redesign Initiative
• Conduct a survey to gather information
• Create an international education task force
• Sponsor an International Education Summit

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International Education in the High School
Redesign Initiative

• Identify strengths and weaknesses in Virginia
  students international education
• Identify opportunities for students and educators
  to participate in international study and
  activities to build cultural awareness
• Recommend strategies for an international
  education plan of action including universities,
  business and community partnerships

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Foreign Languages Offered by Virginia School
Divisions
Virginia Department of Education International
Education Survey 2005-2006
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Highest Level of Foreign Languages Offered in
Virginia School Divisions
Virginia Department of Education International
Education Survey 2005-2006
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At Least One Activity or Program in the School
Division that Supports International Education
Virginia Department of Education International
Education Survey 2005-2006
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Visiting International Faculty Assignments in
Virginia
Virginia Department of Education International
Education Survey 2005-2006
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Visiting International Faculty in
VirginiaCountries of Origin
Country Teachers Colombia 47 Spain 28 Uni
ted Kingdom 26 Argentina 23 Canada 21 Philippine
s 18 Costa Rica 13 Australia 11 Chile 10 Ecua
dor 10
Country Teachers Venezuela 9 Other 8 Sout
h Africa 7 Jamaica 6 New Zealand 4 Denmark 3 Ir
eland 3 Mexico 3 Kenya 2 Peru 2
Grand Total 254
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Visiting International Faculty in VirginiaCourse
Assignments
Subject Teachers Spanish 99 English as a
Second Language 39 Math 28 Elementary
Education 27 Science 15 Other 9 English 6 F
rench 4
Subject Teachers Spanish Immersion 4 Vocational
Studies 4 Home Economics 3 Latin 3 Physical
Education 3 Social Studies 3 Spanish/French 3 Ge
rman 2 Language Arts 2
indicates Middle School only
Grand Total 254
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Next Steps for Virginia

• Raise awareness of the urgency of responding to
  globalization
• Invest in teachers capacity to implement new
  curriculum goals through more rigorous training
  and higher education partnerships
• Develop a K-16 pipeline in critical languages
• Make high schools relevant to the global age
• Emphasis on International Knowledge and Skills in
  Standards and Assessments
• New HS Designs and Grad Requirements, including
  Languages, International Economics, World
  History, and Early College Exp.

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Conclusion

• The need for international education has never
  been greater.
• There is grassroots movement in different parts
  of the country, as well as growing interest at
  the state and federal level.
• Many opportunities exist for innovation at the
  local school district and state level.

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The world is like a book and those that never
leave home read but one page.
Saint Augustine First Archbishop of Canterbury
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For More Information from the Virginia
Department of Education

• Dr. Linda M. WallingerAssistant Superintendent
  for InstructionLinda.Wallinger_at_doe.virginia.gov(
  804) 225-2034Ms. Helen SmallForeign Language
  SpecialistHelen.Small_at_doe.virginia.gov(804)
  225-3666Dr. Beverly ThurstonInternational
  Education and History and Social Science
  SpecialistBeverly.Thurston_at_doe.virginia.gov(804)
  225-2893

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Resources

• Other Resources Available
• Internationaled.org (includes recap of state and
  national policies, research reports, best
  practices, and media clips)
• A World Class Education Community Action Kit with
  George Lucas Educational Foundation
• Expanding Chinese Language Capacity in the United
  States (AskAsia.org/Chinese)
• Education in China Lessons for U.S. Educators
• Two special issues of Phi Delta Kappan, edited by
  Lynn Kagan and Vivien Stewart
• Schools for the Global Age Promising Practices
  in International Education