STARTALK Outreach

Research, Publications & Papers

The Teachers We Need
Transforming World Language Education in the United States

Ingold, C. W., & Wang, S. C. (2010). College Park, MD:
National Foreign Language Center at the University of Maryland.

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This white paper serves as a roadmap for government agencies and educators in their efforts to transform world language education and the teacher supply system. It draws on data from a range of resources, including leading professionals and organizations in world languages and certification, the federally-funded STARTALK project, a national survey of states, and international comparison data on top industrialized countries and emerging powers. Based on these data, this paper demonstrates not only the changing need for linguistic and cultural competency for the global age, but also the world language education gap that has developed in the United States over the past few decades. In order to develop globally competitive language education, the United States must adopt a new agenda that is inclusive, nationally-advocated, state-implemented, and results-oriented.

The Teachers We Need
Resource Guide to Developing Linguistic and Cultural Competency in the United States

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This Resource Guide to Developing Linguistic and Cultural Competency in the United States is a companion to the White Paper, The Teachers We Need: Transforming World Language Education in the United States. The guide includes a variety of resources to support American educators in implementing effective World Language education and transforming the World Language teacher supply system to meet 21st century needs. Among the resources that the guide brings together are summaries of research studies demonstrating the benefits of world language study, survey results, examples of best practices, and established standards and assessment tools specific to the field of world language education. Also included are tools for advocacy and information regarding examples of support for language students, teachers, and program heads.

Building the Foreign Language Capacity We Need:
Toward a Comprehensive Strategy for a National Language Framework

Frederick H. Jackson, National Foreign Language Center, University of Maryland
Margaret E. Malone, Center for Applied Linguistics

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A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes

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Xu, X., Padilla, A. M., Silva, D. and Masuda, N. (2012), A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes. Foreign Language Annals, 45: 622-638. doi: 10.1111/j.1944-9720.2013.12005.x

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This article describes a STARTALK intensive summer high school Mandarin language and culture program that was conducted for three summers. Participants across the three years included 40 Mandarin Level II and 53 Mandarin Level III high school students. Quantitative and qualitative data are presented to show the effectiveness of the program. Students' language proficiency scores showed significant improvement between pre- and posttests for listening, speaking, reading, and writing. Interview and observational data are also discussed to show students' improvement in all four Mandarin language skills, as well as their increased knowledge of Chinese culture. A detailed program description including program goals, curriculum, instruction, and assessment is also shared for those who are interested in replicating the program model.

News & Media Clips

Learn, share, and collaborate with other STARTALK participants, parents/guardians, or other like-minded parties online via the following social media tools:

STARTALK Facebook Pages

Twitter

Many opportunities exist where you can continue learning and develop strong language and culture skills. Several provide financial support.

For a list, visit: www.nflc.org/beyond-startalk

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