Intergovernmental Policy Forum
Strasbourg, 6-8 2007
The Common European Framework of Reference for
Languages (CEFR) and the development of language
policies: challenges and responsibilities
Language Learning Policies
in the United States
Jacque Bott Van Houten
National Council of State Supervisors for
U.S. National Education Policies
NCSSFL
 No Child Left Behind Act (NCLB) of 2001
 Accountability--adequate yearly progress
Local flexibility in spending and testing
 Priority areas of Reading, Math, English
 Focus on :
STEM (Science, Technology, Engineering, Math)
Early Childhood Education, High School Redesign
The Role of World Languages
in U.S. Policy
NCSSFL
 NCLB core subjects also include:
Science, Foreign Languages, Arts, History
Geography, Civics/Government
 NCLB new requirements for teacher qualifications
 National Security Language Initiative
• Expand critical language mastery
• Increase numbers of advanced speakers
• Increase number of teachers & resources
 New Interest in International Education
State and Local
Language Policies
NCSSFL
 16 states require 2 years or more language study
for graduation or college admission
 Most states and/or school districts have:
• Foreign Language Frameworks based on
national standards
• Benchmarks for achievement
 Most school districts have foreign language
curricula
 Federal grant funding sets priorities
Support for Language Learning
NCSSFL
 U.S. Department of Education, Office of English
Language Acquisition
 National Council of State Supervisors for Languages
 National Association of District Supervisors for Foreign
Languages
 15 National Language Resource Centers
 American Council on the Teaching of Foreign
Languages
 National Network for Early Language Learning
 Joint National Committee on Languages
 Modern Language Association
National Tools for Teaching
and Learning
 Standards for Foreign Language
Learning in the 21st Century
 ACTFL Proficiency Guidelines
 ACTFL Performance Guidelines for K-12
 Assessment tools, such as the Oral
Proficiency Interviews
NCSSFL
Why CEFRL Appeals
to Americans







NCSSFL
Makes language learning transparent
Motivates and empowers the learner
Promotes reflective learning
Provides a new way of looking at culture
Recognizes and values heritage languages
Records individual progress
Facilitates articulation among language
programs
 Provides a common criteria/scale
 Promotes language learning as a life-long
endeavor
American Interest in
CEFRL
NCSSFL
 Cornell University German Studies Dept.
 University of Dayton research
 Brigham Young University, use of
ELP/CEFR
 Virginia Commonwealth University
 Kennesaw University (GA)
 Others (Missouri State U., University of
Kentucky, Murray State Univ., etc.
American Interest in the
ELP - LinguaFolio
NCSSFL
 2003 Goethe-Institut sponsored seminar for
NCSSFL members in Düsseldorf
 2004 Kentucky Meeting
 LinguaFolio versions in Kentucky, Nebraska,
Virginia, Indiana,Virginia
 NCSSFL LinguaFolio Year of Language Project
 5-state pilot, NE research
 Concordia Language Village
 STARTALK
Why the interest?




Shared communicative focus
Parallels to our ACTFL scales
Supports U.S. trends and research
Addresses the individual learner
Challenges in the U.S.
 Question of ELP/LF validation
 Alignment of ACTFL scales with Global
Scale
www.ncssfl.org
NCSSFL