The Language Flagship supports efforts to improve foreign language teaching at the elementary school, middle school, and high school levels. The focus is on language immersion and measurable results in language proficiency.
Follow links below to learn more about the unique opportunities available through The Language Flagship to build usable language proficiency at the K–12 level.
The Language Flagship supported the development of a secondary Arabic curriculum through which Arabic teachers in over 17 states received in-service training in research-based best practices, curriculum, and standards for their Arabic language instructional programs. The four level, Modern Standard Arabic curriculum based on the National Standards includes audio files, engaging activities, and performance-based tasks that enable learners to build solid proficiency. This curriculum has been enhanced by a partnership with Arabic STARTALK programs nationally and through collaboration with the federally funded Arabic K–12 program out of the National Capital Language Resource Center. The first two levels of the Arabic Curriculum are now available here and levels three and four are forthcoming.
Portland Public Schools/University of Oregon K-16 Chinese Language Flagship
The University of Oregon and Portland Public Schools operate a collaborative K–16 Chinese Flagship Center. The Center has developed a replicable, fully articulated K–12 dual language Mandarin immersion program with an emphasis on literacy development and includes a two-week eighth-grade research residency/home stay in China. To meet the needs of learners, secondary courses and modules allow for more individualized instruction and motivate teenagers to keep learning. Students graduate from high school with advanced language proficiency and successfully matriculate into advanced content courses at the University of Oregon. Project oversight and direction comes from the Chinese Language Flagship program housed in the East Asian Language and Literature Department at the University of Oregon and from Portland Public Schools Dual Immersion personnel. An ethnography of the project, conducted by the Center for Applied Second Language Studies resource center, documents the conception, implementation, and sustainability of the model. More information about the Portland Public Schools Mandarin Immersion Program may be found here while the UO continuation is outlined here.
Portland State University / Portland Public Schools/Woodburn School District Russian Immersion Language Curriculum Framework
The Russian Flagship Program at Portland State University (PSU) worked in collaboration with Portland Public Schools (PPS) and Woodburn School District to create a comprehensive K-12 Russian Immersion Language Curriculum Framework (RILCF). Building on work already begun by the partner institutions (K-5 Forms and Functions, 2012) and heavily informed by PPS's experience in developing language curriculum frameworks for its existing Chinese, Japanese, and Spanish immersion programs, the RILCF was presented to educators at the national meetings of AATSEEL and ACTFL in 2015. The final product is available free of charge in electronic format at the PSU Flagship website for use in Russian immersion programs nationwide.
In June, 2012, The Language Flagship launched the Flagship-Chinese Acquisition Pipeline (F-CAP), a consortium led by Brigham Young University and the Utah State Board of Education (USBE) to develop curriculum and improve K-12 Chinese language instruction throughout the US. In November 2014, F-CAP expanded to include Portuguese and has subsequently been renamed the Flagship-Language Acquisition Network (F-LAN). The initiative enlisted leading K-12 experts, six State Education Agencies, Local Education Agencies in 22 states, and Chinese Language Flagship Centers across the country. The USBE is building out a research-based K-12 dual language immersion model with heavy emphasis on literacy and mathematics in Chinese and Portuguese. The model is informing other dual language immersion start-up programs throughout the consortium. In addition, consortium partners in several states, led by BYU and the Arizona State University Chinese Language Flagships, created curriculum frameworks and detailed lesson plans for early- and late-start secondary programs. Both efforts also included teacher training and support for district leadership. Estimates indicate that approximately 330,000 learners and over 600 educators nationwide have already been impacted through F-LAN.
Hunter College K-12 Blended Learning Pilot
The Language Flagship supported a pilot program between Hunter College and Jericho Schools (NY) for technology-enhanced blended learning in K-12. This pilot significantly changed the typical K-12 Chinese instructional design through personalized learning opportunities and demonstrated that it builds language proficiency through assessment results. The Language Flagship and Hunter College are dedicated to the improvement of language education and have clearly codified the model and instructional design to share with the larger community.
The Language Flagship has supported six state Language Roadmap initiatives to date, which address the question of K-12 foreign language education. The Language Flagship is committed to supporting these and other state-level initiatives to develop the multilingual workforce necessary for American economic competitiveness and national security. To read the full text of these roadmaps, click on the links below:
Arizona State University Chinese Linkages AP Project
The Arizona State University Chinese Flagship partnered with the ASU Confucius Institute and educators in five AZ schools to develop AP resources. The AP Curriculum, including units, lesson plans, PowerPoints (PPT), and assessments enables teachers to supplement existing resources while AP Minute (APM) Videos, complete with activities and study guides, reinforce students’ listening and viewing skills. The AP Cultural Project and narrated Mini Culture Presentation PPTs based on cultural knowledge, customs, and cultural symbols further students’ proficiency and cultural competence at their own pace in preparation for the AP exam. Teachers and students in Arizona and beyond are thrilled to have these resources just a click away.
SFSU Language Flagship and CCSF partnered to offer instruction to high school students who had graduated from Bay Area K-8 Mandarin immersion programs and students who had successfully completed the Chinese AP exam or demonstrated advanced-level Chinese for dual enrollment. Course offerings at CCSF were tailored to incoming student proficiency scores. The linkages team also recruited current and incoming CCSF students into beginning intensive Chinese Flagship-designated courses, measured proficiency gains, and ensured alignment between community college and university courses. Tutors and language aides were capacitated to help close students’ proficiency gaps in both pathways.
Key stakeholders in the PNW wanting to extend the successes of K-8 immersion developed K-16 Flagship Articulation Documents for Russian and Chinese by collecting assessment data and proficiency expectations, then setting targets and benchmarks based on various starting points. The Center for Applied Second Language Studies resource center at the University of Oregon and the Portland State University Russian Flagship also capacitated teachers and community college instructors through workshops, classroom observations with feedback, curriculum and assessment guidance, and/or OPI or MOPI training. The pathways documents, including embedded QR codes linked to student testimonials, as well as a searchable repository of Russian immersion resources developed by project teachers, are linked here.
The University of Georgia Portuguese Flagship Program partnered with the Georgia State Department of Education; the Brazilian Consulate in Atlanta; and three county school districts on the PAL Project. They administered baseline assessments to secondary students in GA and correlated results to survey responses on demographic, motivational, and language background factors, in addition to creating a database of K-12 Portuguese programs across the US. After designing standards-based levels one-through-five curriculum frameworks for secondary Portuguese programs, they capacitated a national team of teachers to draft and provide feedback to each other on year-one units based on the framework. Units, as well as the report on US Portuguese programs, will be available on the project website once finalized.