What’s Global Beyond World Languages?

Creating a Global Context for Teaching

and Learning Chinese

Shari Albright

National Chinese Language Conference

May 1, 2009

Microlab Question One

Share a time that happened recently when you had the realization of “how global the world is really becoming”. What did it make you think at the time?

Microlab Question Two

When you hear talk about “internationalizing” or “globalizing” the curriculum, what does that mean to you?

Microlab Question Three

Why do you think it is important for students to learn about the world and for you to engage in this work?

A Changing World Demands Changing Skills

The Next Economy is

A Science and Knowledge Economy- need scientific and technological literacy

A Resource-Challenged Economy- need critical thinking about sustainable economies

A Globally Interdependent Economy- global competence is a core competence

A Demographically Diverse Economy- requires cross-cultural leadership skills

An Innovation-Driven Economy- requires students who can learn how to learn and adapt to rapid change

What is Global Competence?

Knowledge of other world regions, cultures, and global/international issues

Skills in communicating in languages other than English, working in global or cross-cultural environments, and using information from different sources around the world

Values/perspectives of respect and concern for other cultures and peoples

Global Competence is a Core Competence because:

Globalization is driving demand for an internationally competent workforce

One in five jobs is tied to international trade

Most future business growth will be in overseas markets

Global Context / Economic Trends

1945 – 1990: U.S. Dominant World Economy Europe and Japan recovering from World War II

Russia, China, India, Africa – not market economies

1990: End of Cold War Market economies in China, Russia, India World Trade Organization (1995) Three billion people move from closed economies into global

economy

Global Context / Economic Trends

Source: Keystone India

12%20%

2%

4%

34%28%

India

China

Japan

EUUS

Other

7%

21%

5%

15%

25%27%

India

China

Japan

EUUS

Other

4%

10%

17%

28%

15%

26%

India

China

JapanEU

US

Other

2004 2025 2050

Percentage of World GDP

Importance of China:• China, India, Japan move from 18% to 50% of world GDP• 1990’s Chinese economy grew 9% per year• Has overtaken Germany as world’s third largest economy

Global Context / Demographic Trends

If we shrank the earth’s population to only 100 people and kept all existing human ratios:-61 from Asia

-21 from China-17 from India

-13 from Africa-12 from Europe-8 from Latin America-5 from the U.S.-1 from Oceania

Global Context / Technology Trends “The World is Flat” Tom Friedman.

Wiring of world from 1998 on means that much work can be done anywhere. 24/7 global production teams.

77.6% of Americans older than age 12 are on the Internet. Similar Internet usage is found in developed countries such as South Korea, Singapore.

In Japan 67%, in China 11% (143 million people) and in India, 3.5%. However, these percentages are all growing exponentially.

Human Security and Citizenship Our challenges are international challenges – global health,

global warming, energy/water, terrorism Our security is intertwined with our understanding of other

cultures Increasing diversity in our schools and workplaces require a

citizenry with increased understanding of other cultures

Education Growing global talent pool – U.S. now 18th in the world in HS

graduation rates U.S. 15 year olds rank 25th in math performance and 21st in

science compared with other countries Only 50% of U.S. high school students study a foreign

language, and less in lower grades

New Global Trends

In the 21st century students will be: Selling to the world

Buying from the world

Working for international companies

Managing employees from other countries and cultures

Competing with people on the other side of the world for jobs and markets

Working with people all over the world in joint ventures and global work teams

Solving global problems such as AIDS, avian flu, environmental problems, and resolving conflicts

ARE THEY READY?

Our Students Are Not Ready

Levels of Student Knowledge are Weak (Asia Society and National Geographic Society)

Six in 10 cannot find Iraq on a map of the Middle East Over half do not study geography, economics or Non-

Western history More than half significantly over-estimate the population of

the United States Nearly three-quarters incorrectly select English as most

widely spoken native tongue (it’s Mandarin Chinese) Young Americans are next to last in a nine country survey of

knowledge of current events

Students Must Prepare for the Global Age

“To compete successfully in the global marketplace, both

U.S.-based multinational corporations as well as small businesses increasingly need employees with knowledge of

foreign languages and cultures to market products to

customers around the globe and to work effectively with

foreign employees and partners in other countries.”

Committee for Economic Development

Increasing Calls for GlobalKnowledge and Skills

We must better prepare out students to succeed in an increasingly competitive world. This can’t be accomplished with a 20th century education model…we need to educate the whole child for the whole world. Our economic competitiveness depends on it.

- Gene Carter, Executive Director, Association for Supervision and Curriculum Development

Innovations in Schools

Innovations in Schools John Stanford International

School

Public K-5 bilingual immersion school in Seattle

Students spend half day studying math, science, culture and literacy in either Japanese or Spanish; the other half of the day is spent learning reading, writing and social studies in English

Partnerships with local offices of multinational businesses

Offers ESL courses for children and after-school courses for their parents

Seattle now plans 10 internationally focused schools

**Schools identified throughthe Asia Society/Goldman Sachs Foundation Prizes for ExcellenceIn International Education

Innovations in Schools

Walter Payton College Prep High School Diverse school in Chicago Every student takes 4 years of language

(Chinese, Japanese, Latin, French and Spanish)

Partnerships with schools in China, France, North Africa, Japan, Switzerland, Chile, Italy and South Africa. (Videoconferences, homestays, sister schools)

Video from John Stanford and Walter Payton Schools

Innovations in Schools - ISSN Asia Society’s International Studies Schools Network

(ISSN): 12 schools serving low-income students in CA, CO, NY, NC, IL, and TX. Funded by the Bill & Melinda Gates Foundation.

The mission of each ISSN school is to prepare students to be college ready and globally competent.

Across grade levels and core subject areas, ISSN schools achieved at higher levels in the vast majority of comparisons to schools with similar demographic profiles.

What are the Elements of a

Globally-Oriented School or Classroom? Creating a Global Vision and Culture

Recruiting and Preparing Internationally-oriented Teachers

Transforming Curriculum and Instruction by Integrating International Content

Emphasizing Language Proficiency

Expanding Student Experiences - through harnessing technology, international travel and partnerships, international service learning and internships

Creating a Global Vision and Culture

Do your school mission statement, graduate profile, and graduation requirements focus on preparing students for the 21st century?

Example: The mission of Washington International School is to provide a demanding international education that will challenge students to become responsible and effective world citizens.

Example: In appreciation of our diverse community, the mission of Riverwood High School is to educate and challenge students to become respectful and responsible citizens equipped with knowledge and skills necessary to successfully communicate, solve problems, and use technology in the 21st century as a part of an ever-changing global society.

ISSN’s Graduate Profile (Handout)

25

Recruiting and Preparing Internationally-Oriented Teachers

Recruitment: Look for teachers with international experience and dispositions essential to effective teaching

Professional Development: At Evanston Township High School, teachers use Northwestern’s African history resources. ISA Teacher’s Book Studies create shared experiences and increased dialogue on international issues.

Travel – Teacher Melissa Wafer-Cross: “When we travel, we make ourselves vulnerable, and we learn in ways that surprise and delight us. These experiences both energize and inform our teaching because the culture and the people have dimension.”

Transforming Curriculum and Instruction by Integrating International Content

English Language Arts: Read world literature Create student international newspapers that utilize the web

to collaborate on stories with international peers.

Science: Study global issues relevant to science, e.g. global warming,

biodiversity, geo-genomics, disease and pandemics Academy of Science students partner with students in

Singapore on research projects throughout the year.

Transforming Curriculum and Instruction by Integrating International Content (cont.)

Math: Growth and decay as part of linear functions are essential to understanding the world, as are statistics and analysis.

Arts: Bushwick High School students studied cultures and lives of indigenous peoples of the Americas and created a mural depicting their culture and accomplishments while also creating indigenously inspired pottery.

Social Studies: World History as well as U.S., World Geography, Comparative Government and International Economics

Interdisciplinary and Simulations Simulations

Model UN, Capitol Forum, World Affairs Challenge, Institute of Peace

Interdisciplinary Evanston Township High School requires an area studies

course combining study of a world region, its history, culture, language, religion, arts, and language

International School of the Americas created a 9th grade Global Environmental Problems unit team-taught by biology, world geography, mathematics, and world literature

Many elementary schools organize their grade levels or yearly themes based on regions of the world or significant global issues

Emphasize Language Proficiency

Growth of Interest in Languages and Cultures:

A new PDK/Gallup poll states that 85% of Americans believe it is important for students to learn a second language and 70% believe it should begin in elementary school.

263

779

0

100

200

300

400

500

600

700

800

2004* 2008

Number ofSchools/ Districts

Data Source: The College Board internal study, April 2008

Growth of Interest in Chinese Language Programs

30

Harness Technology

Tap global information sources – universities, news organizations, companies and think tank websites

Online courses can offer students content they don’t usually have access to – Florida and Michigan Virtual Schools both offer international content and world languages

Create classroom-to-classroom collaborations through iEARN, GLOBE, or videoconferencing

International Travel and Partnerships

Walter Payton College Prep High School Creates ongoing partnerships with schools in other countries

through Sister City relationships Students prepare by studying the language and culture in

special seminars throughout the year ALL students fundraise for their trips Handbook for teachers assists in process - from advising

students on how to behave on exchange to what follow-up activities to conduct

John Stanford Elementary Sponsors a school in Mexico and makes annual visits there Utilizes virtual field trips to other Latin American and Asian

countries

Universities and colleges offer international specialists, Title VI Centers, and courses for teachers

Businesses offer student internships, donations, executive for a day

Cultural groups from local heritage organizations to museums to World Affairs Councils to embassies, offer activities, and materials

Resources and Community Partnerships

Addressing Student Challenges

Engagement

Hope

Understanding

Involvement

Apathy

Access

From “Students in Today’s Schools” (U.S. Dept. of Ed. 2007)

So, how are you helping your students to…

Collaborate Effectively Develop Multiple

Perspectives Understand

Interdependence of Systems

Make Ethical Decisions Think Critically and

Creatively

Become Literate for the 21st Century

Understand Complexity Manage Learning Communicate Effectively Achieve Expertise Make Healthy Decisions

Resources for Schools: www.AsiaSociety.org/Education

- Going Global: Preparing U.S. Students for an Interconnected World- Putting the World Into World-Class Education DVD

Join us in Washington, D.C. on July 9-11, 2009

for the PGL Forum!

Final Thoughts

To the extent that it is possible,You must live in the world todayAs you wish everyone to liveIn the world to come.

That can be your contribution.Otherwise, the world you wantWill never be formed. Why?

Because you’re waiting for others to doWhat you’re not doing;And they are waiting for you,And so on. - Alice Walker