WORLD LANGUAGES FOR THE
21ST CENTURY
WORLD LANGUAGE STRATEGIC PLAN
GOAL:
Increase student proficiency in world
languages and expand critical language programs
21st CENTURY MANDATE

Success in the global economy demands mastery of 21st Century content skills such
as world language proficiency.
 Proficiency in world languages increases students’ ability to understand global
issues, learn and work with people from diverse cultures, and communicate
effectively within the international community.
WHY WORLD LANGUAGES?

In addition to developing a lifelong ability to communicate with people from their
countries and backgrounds, other benefits include improved overall school
performance and superior problem-solving skills. 1

Americans fluent in other languages improve global communication, enhance our
economic competitiveness abroad, and maintain our political and security
interests. 2

The U.S. government has expressed a need for fluent speakers of languages other
than English particularly less commonly taught languages such as Arabic and
Chinese.3
West Virginia Data (2006)
1
Bamford & Mizokawa, 1991; as quoted by the Center for Applied Linguistics
U.S. General Accounting Office, 2002; as quoted by the Center for Applied Linguistics
3
U.S. General Accounting Office, 2002; as quoted by the Center for Applied Linguistics
2
2
National Perspective
New Jersey:
 1996 state mandated world language instruction at the K-8 level.
 Preliminary Results: An extensive study of program efficacy is being conducted to
determine program strengths and weaknesses. As a result, a voluntary statewide
assessment at the 8th grade level has been implemented with an expectation of
students reaching the proficiency level of Novice-High. Early findings suggest that
the duration, intensity and lifetime hours of the program affect student performance.
Other findings indicate that Social Economic Status has little impact on student
speaking proficiency.
Wyoming:
 2004 state legislated mandate to establish early language learning in fifty elementary
schools.
 Preliminary results: Wyoming is continuing a middle school articulation project to
build upon the elementary initiative. Instruction is content and performance based
and delivered by native speakers of the language who reinforce other content area
knowledge using the target language of study. The 6th & 7th grade curriculum for this
project is developed for the Novice-Mid to Novice-High learner.
South Carolina:
 2004 hybrid distance-learning elementary program for grades 3, 4 & 5 that draws
from grade-level content standards (primarily social studies, language arts, science,
and mathematics) to teach French, German, and Spanish.
 Preliminary results: South Carolina is in the process of reviewing SOPA results to
determine program effectiveness.
Virginia:
 2006 all students in grades one through five in Loudon County, Va., have been given
30 to 60 minutes of Spanish instruction each week. Last year, officials in Fairfax
County, Va. - which, with 165,439 students, is the nation's 13th-largest school system
- decided to expand the study of foreign languages to all 137 elementary schools
over a seven-year period. Twenty-five Fairfax schools provide 30-minute lessons
twice a week in Spanish, Japanese, Arabic, Chinese or French starting in the first
grade.
 Preliminary Results: The demand is increasing to bring language learning to earlier
levels in order to prepare students for bilingual careers.
Nebraska:
 2004 LinguaFolio Assessment for Learning tool
 Preliminary results: Initial study results have indicated that the instrument has been
pivotal in positively changing student perspective and motivation toward language
learning.
3 KEY STRATEGIES
20th Century
21st Century
Traditional foreign
language instruction has
been largely concentrated
at the high school level
with a limited two year
focus. The primary goal of
the instruction was to
create a basic foundation
for study to be conducted
at the university level.
The focus of traditional
foreign language instruction
was grammar-based and
teacher centered.
Technology was limited to
sterile and irrelevant audio
recordings with little
opportunity for adaptive
interaction with language.
Achievement tests typically
measured isolated skills
and grammar functions.
Students had little
opportunity to apply
knowledge and
demonstrate functional
proficiency.
YOUNGER students…
Developing in Students a love for Early Language
Learning:
Studies show that there is a direct
correlation between the amount of time devoted to
language study and the language proficiency that the
students attain (Curtain & Pesola, 1988). In order to
achieve high levels of language proficiency, language
learning must be an integrated component of all early
learning, beginning in the Pre-K classroom.
SMARTER delivery…
Using Technology to Deliver Language Programs
in More Efficient and Effective Means Technology tools
such as virtual courses and electronic media for
students, and online professional development for
teachers can enhance world language instruction.
These tools offer opportunities for students to engage
in authentic instructional tasks including listening,
speaking, reading and writing activities. Technology
tools are especially crucial for creating equitable
access to world language study and enhancing
students’ social and cultural perspectives.
BETTER results…
Tracking Student progress through Language
Assessments: The use of assessment for learning to
modify language instruction can increase the positive
language learning outcomes for students. Authentic
performance assessments allow students to showcase
their language proficiency and empower them to set
meaningful goals for improving language skills.
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Executive Summary
YOUNGER students

Fall 2008: Implement “World Language Stories and Songs” pilot program in
10 West Virginia Pre-K programs

Fall 2009: Expand Pre-K program statewide

Fall 2009: Implement K-2 content-based program in 10 schools using
“Language Aide/Para-professional model”.

Fall 2010- Fall 2012: Incrementally add 10 new elementary schools each year
in the K-2 project

Fall 2012: Continue articulation of K-2 program in grades 3-5
SMARTER delivery

Fall 2008: Implement middle school “LinguaPod” modules developed in the
languages of French, Spanish, Japanese and Chinese.

Spring 2009: Offer World Language professional development eLearning
course for language teachers related to 21st Century proficiency-based
instruction.

Fall 2010: Implement critical language virtual school offering at the middle
school level.
BETTER results

Spring 2008: Pilot LinguaFolio student self-assessment tool.

Spring 2010:
proficiency.
Student assessment results documenting increases in
5
STRATEGIC OBJECTIVES
1. Enhance instruction in the language classroom to target high levels of
proficiency

Using the WV eLearns platform, create an eLearning Course that provides
professional development for language teachers related to 21st Century
proficiency-based instruction.

Establish Language Immersion Academies that exemplify best practices
including standards-based units and project-based assessment for
learning in the target language.

Identify, target and support 100 teachers’ participation in short-term
international exchanges.
2. Expand world language programs to reach younger learners and provide more
critical language offerings

Implement articulated and content-based world language programs in 100
Pre-K programs by Fall 2009

Implement articulated and content-based world language programs in 40
elementary programs by 2012

Develop middle school delivery model options that address scheduling,
staffing and sequencing needs.

Expand high school delivery model options that address scheduling,
staffing and sequencing needs.

Support additional districts in implementing new critical language
programs.
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3. Increase authentic “real-life” language experiences in Pre-K -12

Identify, target and support students’ participation in academic year/study
abroad

Establish an annual World Language Fair to showcase student proficiency
and achievement
4. Promote the world language teaching profession & address future teacher
recruitment

Collaborate with teacher preparation programs and undergraduate
language programs to emphasize proficiency-based delivery models and
critical languages.

Initiate student-focused recruitment activities designed to encourage
youth to explore the profession of teaching languages.

Employ visiting teachers to meet world language staffing demands.
5. Implement formative assessment for learning and summative assessment of
learning to measure student language proficiency and track growth

Utilize a standards-based measurement of language proficiency as an
assessment of learning tool.

Implement LinguaFolio as an assessment for learning self-assessment
tool.

Provide schools/district-level incentives in state accountability plan for
implementing world language programs and assessments
For more information, please contact:
Robert Crawford
Coordinator, World Languages
West Virginia Department of Education
Bldg. 6 Room 318, 1900 Kanawha Blvd. E
Charleston, WV 25305
phone: (304) 957-9833 ext. 53015
fax: (304) 558-6268
e-mail: rcrawford@access.k12.wv.us
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