BoardDocs Agenda Item: G.05. Board Policy Proposal: Language Learning Opportunities for All District Students, Pre-K through Grade 12 (Board Governance Policy: OE-10)

			Agenda Item
G.05. Board Policy Proposal: Language Learning Opportunities for All District Students, Pre-K through Grade 12 (Board Governance Policy: OE-10)
Meeting:	08/04/2009
Category:	G. STUDENT INSTRUCTIONAL MATTERS
Agenda Type:	Action	Preferred Date:
Fiscal Impact:		Absolute Date:
Dollar Amount:	$0.00	Budgeted:
		Budget Source:

Agenda Item Content

RECOMMENDATION: Approve the proposed policy to sustain, strengthen, and where possible, expand language learning opportunities including Biliteracy/Dual Language programs, Language Immersion programs, World Language courses, and World Language enrichment programs so that all students pre-K – 12 grade in SDUSD are provided opportunities to reach advanced levels of proficiency in another language. The policy also includes a recommendation, consistent with Education Code (51220..c), that beginning in Grade 7 all students will be provided with access to World Language courses aligned with University of California a-g requirements.

FISCAL IMPACT: No immediate fiscal impact. There may be additional costs for textbooks and materials as programs and courses are expanded. Most of these costs would be included in the textbook adoption cycles. Additional costs for magnet programs and biliteracy programs would come from appropriate categorical funds. Schools may also need to prioritize costs for world language courses against other elective offerings.

BACKGROUND: In January 2009, the California State Board of Education (SBE) adopted the World Language Content Standards for California Public Schools, Kindergarten through Grade Twelve¹. In his commendation to the SBE, State Superintendent of Instruction, Jack O’Connell, noted that California’s diverse population represents over 100 languages and dialects, and thus there is a need to effectively learn about the languages and cultures that are reflected in this diversity.

“Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework”², a paper recently published by the National Foreign Language Center, University of Maryland, and the Center for Applied Linguistics, re-affirms the urgency to “develop American citizens who fully understand and can communicate effectively with people of other cultures.”

This urgency derives from national security concerns and global economic requirements, as well as recognizing that a well-educated 21^st century citizen must have functional knowledge of a foreign language and culture in order to succeed and prosper in the global community. The unique geographical location of San Diego indicates a need for providing rich opportunities to learn languages that hold importance for this region, as well as expanding opportunities for learning those less commonly taught, critical languages with economic and strategic significance.

The Center for Applied Linguistics, and the American Council on the Teaching of Foreign Languages³ report on the broader benefits of developing proficiency in another language. These benefits include:
· Enhanced cognitive development, divergent and critical thinking, and problem solving skills
· Improved understanding of one’s native language
· Greater appreciation of other cultures
· Increased job opportunities

Achieving advanced levels of knowledge and proficiency in another language takes many years and must start early with young children. The National Research Council Report on Foreign Languages and International Education (2007)⁴ included in its recommendations a need to develop capacity in a broad range of languages and a need to provide and increase enrollment in systematically articulated K-12 language programs.

As of June 1, 2009, districtwide enrollment in World Languages is:
Grade 7: 1,581 students (25.1%) Grade 10: 4,420 (52.9%)
Grade 8: 2,044 students (32.9%) Grade 11: 3,047 (42.7%)
Grade 9: 4, 638 students (50.7%) Grade 12: 1,188 (19.0%)

Currently in SDUSD, Longfellow Elementary, Language Academy, and Barnard Elementary provide the recommended early start in language with the goal of advanced levels of proficiency in the target language (Spanish, French, Mandarin Chinese). The students from Longfellow and Language Academy have a well-established pathway for continuing their language studies at San Diego High School of International Studies.

Seventeen of the middle schools in SDSUSD offer World Language courses, however, this is the first experience with learning another language for the overwhelming majority of the students enrolled at this level.

During the 2008-09 school year, the Latino Advisory Committee (LAC) at the monthly meetings with the Superintendent, has advocated for an expansion of biliteracy programs in the district. As noted above, the recommendation to sustain, strengthen and where possible, expand language learning opportunities for all students pre-K-12 grade includes Biliteracy/Dual Language programs. During the 2008-09 school year, 11 school sites offered a range of biliteracy programs in response to parents exercising the waiver provision according to Ed Code regulations. In response to the LAC’s request, a Biliteracy Task Force was formed and facilitated by personnel in the Office of Language Acquisition. The Biliteracy Task Force included biliteracy classroom teachers, principals of school sites with biliteracy, representatives from the LAC, parent representatives through DELAC board members, and the district’s Parent Involvement office. The Biliteracy Task Force provided input into the Language Learning Opportunities policy statement and has also developed a draft plan detailing research-based foundational/guiding principles for evaluating, strengthening, and rebuilding effective biliteracy programs.

This district language policy brings forward a district commitment and vision for increased language learning opportunities for all district students.

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Related Administrative Procedures: 4050, 4105, 4106, 4250, 4251

¹World Language Content Standards for California Public Schools, K-12 ,
www.clta.net/standards/index.html
²Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework, www.cal.org/resources/languageframework.pdf
³American Council on the Teaching of Foreign Languages (ACTFL): www.actfl.org
⁴Recommendations from the National Research Council study, International Education and Foreign Languages: Keys to Securing America’s Future, are cited in the document listed above.

[Originator/Contact: Teresa Walter, Director, Office of Language Acquisition, Office of the Deputy Superintendent, 619.725.7264, twalter@sandi.net]

Created on 07/09/2009 at 03:13 PM by Kathy Siverio. Last update on 08/03/2009 by Josefina Viorato.