California Department of Education
Taking Center Stage – Act II

DOCUMENT LIBRARY

FOREIGN LANGUAGE EDUCATION

Foreign language is considered a core academic subject under NCLB legislation: The term “core academic subjects” means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography [NCLB, Title IX, Section 9101(11)].

To emphasize the importance of foreign languages, 2005 was declared the Year of Languages by U.S. Senate Resolution 170 (Dodd). The initiative promoted the concept that every American should develop proficiency not only in English, but also in other languages.

The ability to communicate in another language enables students to grow academically and personally. To be most effective in today’s global society, a person must have knowledge of other cultures and the ability to interact with people from different cultures in both California and throughout the world. Moreover, learning a second language helps pupils from different backgrounds to interact with each other and build self-esteem. As California corporations continue to establish production facilities in developing world countries, there is an increasing need for linguistic competence and cultural understanding in languages other than English.

Instruction in Foreign Languages

Frameworks. The new Foreign Language Framework focuses on developing the highest levels of foreign language proficiency in California students and outlines the content of the foreign language curriculum. This new edition is anchored in the Language Learning Continuum, published by the College Entrance Examination Board. The continuum provides clear benchmarks for measuring students’ ability to perform in the target language in culturally appropriate ways. It outlines five stages of student progress, beginning with stage one, when a student first begins to learn a second language. Each stage includes the following categories: function, context, text type, accuracy, and content.

The framework also provides guidance on assessment and professional development, along with the role of parents or guardians, administrators, and the community in foreign language education.

Instructional Resources. The last chapter of the Foreign Language Framework sets forth the evaluation criteria to guide the development and govern the adoption cycle of kindergarten-through-grade-eight instructional materials, which took place in 2003. The criteria may also be used by publishers and local educational agencies as a guide for the development and selection of instructional materials for grades nine through twelve.

Standards Legislation

Senate Bill 5 Chapter 826, Statues of 2003 (Education Code Section 60605.3) requires the State Board of Education to adopt content standards for teaching foreign languages in kindergarten and grades one to twelve, inclusive, pursuant to recommendations developed by the State Superintendent of Public Instruction on or before June 1, 2009. These standards are intended to guide schools that offer programs of instruction in languages other than English. Further, it requires these standards to support the goal of providing programs of instruction in languages other than English as early as feasible, and to include a description of the skills to be attained at each grade level and alignment of the course content with the entrance requirements of the California State University and the University of California. This bill also authorizes the Commission on Teacher Credentialing to align the teacher subject matter standards and examinations with the state content standards for pupils in the content area of foreign languages.

Foreign Language Education Requirements

Education Code. The following Education Code Sections outline the foreign language education and adopted course of study:

  • Intent to establish foreign language programs. Education Code Section 51212. It is the intent and purpose of the Legislature to encourage the establishment of programs of instruction in foreign language, with instruction beginning as early as feasible for each school district.

  • Adopted course of study. Education Code Section 51220. The adopted course of study for grades 7 to 12, inclusive, shall offer courses in the following areas of study:
    (c) Foreign language or languages, beginning not later than  grade 7, designed to develop a facility for understanding, speaking, reading, and writing the particular language.

  • Graduation requirements. Education Code Section 51225.3 stipulates that (a) Commencing with the 1988-89 school year, no pupil shall receive a diploma of graduation from high school who, while in grades 9 to 12, inclusive, has not completed all of the following:
    (E) One course in visual or performing arts or foreign language. For the purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in foreign language.

Foreign language education and university admission requirements.

  • University of California: Two years of study in the same language is required for admission to the University of California system; three years of study is recommended.
  • California State University: Two years in the same language is required for admission to the California State University system.

Toolkit Items

  1. Professional Organizations. Sites that provide information on groups dedicated to the advancement of foreign language instruction.
  2. Funding Sources and Grant Awards.   The following sites contain information on professional development opportunities for foreign language teachers.
    • NCLB. Title II, Part A funding of NCLB allows a Local Educational Agency to carry out activities that focus on increasing the subject matter knowledge of teachers [NCLB, Title II, Part A, Sections 2113(c)(1)(c), 2123(a)(3)(A)]. The primary purpose of this funding is to increase teachers’ subject matter knowledge so that teachers may become highly qualified and effective teachers. For further information on highly qualified teachers under NCLB.

    • Fulbright Teacher Exchange Program (PDF; Outside Source)
      Administered by the U.S. Department of State, the Fulbright Teacher Exchange Program allows teachers at K-12 schools and two-year colleges to participate in exchanges abroad. This program promotes mutual understanding between citizens of the United States and other countries. Schools and communities gain the expertise and perspective of the visiting exchange teacher and, subsequently, share the experiences of their returning faculty members.

  3. Professional Development. The California Foreign Language Project (Outside Source) is one of the California Subject Matter Projects, a statewide network of subject-specific professional development programs for teachers. The project sponsors multiple long-term, content-focused programs and opportunities for participants to pursue professional growth and to develop leadership capacity. It supports teachers in increasing subject matter content knowledge, strengthening linguistic competence, and expanding pedagogical practices. The project also supports teachers in developing linguistic and cultural competence in their students.
  1. Resources for Foreign Language Education. The following sites provide research on foreign language education.
    • Center for Applied Linguistics (CAL) (Outside Source). CAL is a private, non-profit organization comprised of scholars and educators, that uses the findings of linguistics and related sciences in identifying and addressing language-related problems. CAL’s activities include research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis.  

    • Language Acquisition Resource Center (LARC) (Outside Source). One of fourteen Title VI funded Language Resource Centers established by Congress in 1989, LARC is housed at San Diego State University. LARC seeks to develop and support the teaching and learning of foreign languages in the United States through research, technology, and publications. Particular emphasis is placed on the less commonly taught languages, cross-cultural issues, language skills assessment, and teacher training.

  2. Advocacy for Foreign Language Education.
    • Joint National Committee for Languages and National Council for Languages and International Studies (JNCL-NCLIS) (Outside Source). The JNCL and the NCLIS are united in the belief that all Americans must have the opportunity to learn and use English and at least one other language. Their goals include: 1) ensuring support for languages and international competence at every level of educational reform and 2) assisting language and international educators in becoming activists in policy and legislative initiatives in their states and communities.

    • Discover Languages (Outside Source) is an initiative sponsored by the American Council on the Teaching of Foreign Languages. This will be a long-term effort to raise public awareness about the importance of learning languages and understanding cultures in the lives of all Americans.

  3. Promising foreign language programs at the middle school level
    • International Baccalaureate (IB) programs (Outside Source).

    • In particular, two schools in California with strong programs are as follows:
      • Winston Churchill Middle School (San Juan Unified)
        Mr. Guy Roberts, Middle Years Program
        4000 Edison Avenue
        Sacramento, CA 95821
        Phone 916-487-7817

      • Burnett Academy
        Ms. Liz Seabury, IB Coordinator
        275 North 24th Street
        San Jose, CA  95116
        Phone 408-535-6320