VanHouten forum07

Intergovernmental Policy Forum
Strasbourg, 6-8 2007
The Common European Framework of Reference for
Languages (CEFR) and the development of language
policies: challenges and responsibilities

Language Learning Policies
in the United States

Jacque Bott Van Houten
National Council of State Supervisors for


U.S. National Education Policies

NCSSFL

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No Child Left Behind Act (NCLB) of 2001

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Accountability--adequate yearly progress
Local flexibility in spending and testing

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Priority areas of Reading, Math, English

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Focus on :
STEM (Science, Technology, Engineering, Math)
Early Childhood Education, High School Redesign


The Role of World Languages
in U.S. Policy
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NCSSFL

NCLB core subjects also include:
Science, Foreign Languages, Arts, History
Geography, Civics/Government
NCLB new requirements for teacher qualifications
National Security Language Initiative
• Expand critical language mastery
• Increase numbers of advanced speakers
• Increase number of teachers & resources
New Interest in International Education


State and Local
Language Policies

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NCSSFL

16 states require 2 years or more language study
for graduation or college admission
Most states and/or school districts have:
• Foreign Language Frameworks based on
national standards
• Benchmarks for achievement
Most school districts have foreign language
curricula
Federal grant funding sets priorities


Support for Language Learning
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NCSSFL

U.S. Department of Education, Office of English
Language Acquisition
National Council of State Supervisors for Languages
National Association of District Supervisors for Foreign
Languages
15 National Language Resource Centers
American Council on the Teaching of Foreign
Languages
National Network for Early Language Learning
Joint National Committee on Languages
Modern Language Association


National Tools for Teaching
and Learning
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Standards for Foreign Language
Learning in the 21st Century
ACTFL Proficiency Guidelines

ACTFL Performance Guidelines for K-12
Assessment tools, such as the Oral
Proficiency Interviews

NCSSFL


Why CEFRL Appeals
to Americans
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NCSSFL

Makes language learning transparent
Motivates and empowers the learner
Promotes reflective learning
Provides a new way of looking at culture
Recognizes and values heritage languages
Records individual progress
Facilitates articulation among language
programs
Provides a common criteria/scale

Promotes language learning as a life-long
endeavor


American Interest in
CEFRL
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NCSSFL

Cornell University German Studies Dept.
University of Dayton research
Brigham Young University, use of
ELP/CEFR
Virginia Commonwealth University
Kennesaw University (GA)
Others (Missouri State U., University of
Kentucky, Murray State Univ., etc.


American Interest in the
ELP - LinguaFolio
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NCSSFL

2003 Goethe-Institut sponsored seminar for
NCSSFL members in Düsseldorf
2004 Kentucky Meeting
LinguaFolio versions in Kentucky, Nebraska,
Virginia, Indiana,Virginia
NCSSFL LinguaFolio Year of Language Project
5-state pilot, NE research
Concordia Language Village
STARTALK


Why the interest?
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Shared communicative focus
Parallels to our ACTFL scales
Supports U.S. trends and research

Addresses the individual learner


Challenges in the U.S.
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Question of ELP/LF validation
Alignment of ACTFL scales with Global
Scale

www.ncssfl.org

NCSSFL