Expanding Chinese Language Capacity in the United States:Opportunities and Challenges

Vivien Stewart

Vice President, Education, Asia Society

Establishing K-12 Critical Language Programs WorkshopPortland, Oregon

April 26, 2007

Why Chinese?

Economic: China accounts for 1/3 of global economic growth and presents important new markets for U.S. companies

Linguistic: Chinese is the most widely spoken first language in the world

Political: China’s political importance in the Asia-Pacific region is critical

Cultural: China has a long history of contributions in literature, philosophy, religion, film, dance, art, music, cuisine, and medicine

Demographic: In the U.S., the Asian and Pacific Islander population is projected to grow nearly 70 percent by 2020

Technology: China is the world's second-largest Internet market after the United States with more than 110 million users.

Howard Schultz, Chairman, Starbucks

China's emerging as one of the centers of the world, if not the center of the world….

If my kids were of very young ages today, I would be asking them, and encouraging

them, to learn Chinese.

December 25, 2005Seattle Times

Current Status of Chinese Instruction

Language Enrollment Percent of Total

Spanish 746,267 53.50%

French 201,979 14.50%

German 91,100 6.50%

Italian 63,899 4.60%

Japanese 52,238 3.70%

Chinese 34,153 2.40%

Foreign Language Enrollments in United States Institutions of Higher Education, 2002

ADFL Bulletin, Modern Language Association Survey

Current Status of Chinese Instruction

Foreign Language Enrollments in Public Secondary Schools (Grades 7–12), 2000

American Council on the Teaching of Foreign Languages*and Princeton University Survey

Language Enrollment Percentage of Total

Spanish 4,757,373 68.70%

French 1,270,510 18.30%

German 332,980 4.80%

Italian 79,006 1.10%

Japanese 53,889 0.80%

Chinese 24,000* 0.30%

Current Status of Chinese Instruction

Current Status of Chinese Instruction Chinese Heritage Schools

National Council of Associations of Chinese Language Schools (NCACLS) | www.ncacls.org

Chinese School Association in the United States (CSAUS) | www.csaus.org

Over 150,000 students enrolled

Challenges

“Expanding Chinese Language Capacity in the

United States”

What would it take to have 5 percent of high school students

learning Chinese by 2015?

Challenges

1. Lack of teachers is the key bottleneckLess than 10 institutions prepare Chinese language

teachers

Challenges

2. Lack of Knowledge and Resources Raise awareness of importance of languages

Share best practices from existing programs

Seed funds for schools

Challenges

3. Lack of Materials and Delivery Systems Materials supply growing but gaps, e.g.

elementary schools, heritage learners, immersion programs

Need online and distance learning programs

Research on effective programs

Opportunities and New InitiativesRapidly growing interest!

2,400 schools want to offer AP Chinese

Opportunities and New Initiatives National Security Language Initiative 2006

Departments of State, Defense, and Education

$114 million to be requested in FY07

Three Broad Goals: 1. Expand critical need languages (e.g., Arabic, Chinese,

Russian, Hindi, Farsi, and others) and start at a younger age 

2. Increase high proficiency in a language, particularly on critical languages through K-16 language study pipelines

3. Increase the number of foreign language teachers and the resources for them

Opportunities and New Initiatives Foreign Language Assistance Program (FLAP)

2006 No Child Left Behind Act of 2001 Purpose: To improve the quality and extent of foreign

language instruction, particularly in elementary schools.

Priority: Critical languages

State Education Agencies grants support systemic approaches to improving foreign language learning in the State; Range of awards $50,000 to $400,000

Local Education Agencies grants support programs of Local school districts; Range of awards $50,000 to $300,000

Opportunities and New Initiatives

FLAP Grantees (States) Ohio: K-6 Mandarin Program (2,000

students in pilot year)

North Carolina: Development of Online Mandarin courses (25 students per year in pilot)

Wisconsin: Mandarin and Arabic programs K-12. (1,800 students by end of grant period)

Opportunities and New Initiatives College Board-Hanban Agreement

The College Board Advanced Placement (AP) Chinese Language and Culture Course

Bring guest teachers from China to American classrooms

Provide financial assistance to American teacher-candidates in support of their efforts to attain state certification to teach Chinese

Support the development of instructional materials from elementary school through Advanced Placement courses

Opportunities and New Initiatives K-16 Flagship at the University of Oregon and

Portland Public School District--National Flagship Language Initiative | www.nflc.org/nfl

Asia SocietyFive Year Plan of Chinese Language Initiatives

Goal 1: Create a Support System for New School Programs

Goal 2: Strengthen and Expand Existing Programs

Goal 3: Increase the Number and Expertise of U.S. Teachers of Chinese

Goal 4: Promote Leadership and Communication

Goal 5: Increase Demand for Chinese Language Programs

Resources

See AskAsia.org/Chinese

Resources: www.AskAsia.org/Chinese

Resources:Chinese Language Newsletter

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