1.This Act may be cited as the
Excellence and Innovation in Language
Learning Act
.
2.
(a)Congress
finds the following:
(1)According to a
2007 report by the National Research Council, a pervasive lack of knowledge
about foreign cultures and foreign languages in this country threatens the
security of the United States, as well as its ability to compete in the global
marketplace and produce an informed citizenry.
(2)According to a
2007 report by the National Research Council, early language learning in
elementary school and secondary school is key to establishing a pipeline of
students who can eventually reach a high enough level of proficiency in foreign
languages and cultures to meet national needs.
(3)According to a
2006 report by the Committee for Economic Development, current efforts to
develop language skills and knowledge of world regions at an early age are
clearly inadequate to prepare high school graduates with the skills necessary
for productivity and citizenship in an integrated global economy.
(4)The American
Council on the Teaching of Foreign Languages found that only 18.5 percent of
students in kindergarten through grade 12 were enrolled in foreign language
classes in the 2007–2008 school year. Furthermore, the length of time students
spent studying languages at school has stagnated, so that many students reach
only introductory levels of proficiency.
(5)According to a
2009 report by the Center for Applied Linguistics, language instruction in
schools has declined dramatically over the past decade. The percentage of
elementary schools and middle schools offering foreign language instruction
decreased significantly from 1997 to 2008, declining from 31 percent to 25
percent for elementary schools and 75 percent to 58 percent for middle
schools.
(6)Research
demonstrates that success lies not only in the number of years of learning but
also in having carefully sequenced, articulated programs of language learning
across a student’s school experience, requiring bridging the gaps between
levels in foreign language education.
(7)According to
research collected by the American Council on the Teaching of Foreign
Languages, children derive cognitive, academic, and social benefits from the
opportunity to learn another language at an early age.
(8)According to the Center for Applied
Linguistics, in 2008 significant disparities existed in language learning
opportunities, with students at suburban schools having more opportunities than
students in rural schools, and students in private schools having more
opportunities than those in public schools. For example, 15 percent of public
elementary schools teach second languages in their classrooms as opposed to 51
percent of private elementary schools.
(b)The
purposes of this Act are as follows:
(1)Protecting our
national security interests by increasing the number of American students who
have access to quality kindergarten through grade 12 foreign language
instruction in order to achieve a high level of proficiency in such
languages.
(2)Preparing American
students to graduate high school able to communicate in a second language and
operate within another cultural framework in order to foster the
competitiveness of the United States in the global economy.
(3)Closing achievement gaps domestically and
internationally by providing American students equal access to quality
kindergarten through grade 12 foreign language instruction.
(4)Providing every student access to quality
language instruction as part of articulated kindergarten through grade 12
language sequences in order to give every student the opportunity to become
proficient in other languages in addition to English by high school
graduation.
(5)Strengthening
innovative preparation and recruitment initiatives for future foreign language
teachers and enhance professional development opportunities for current
teachers.
(6)Exposing
elementary schoolchildren to foreign languages early in their educational
career.
(7)Widely
disseminating information on programs that demonstrate success.
3.
(a)From the amounts made available to carry out this
section, the Secretary of Education shall carry out the following national
activities:
(1)Coordinating with
the Secretary of State, Secretary of Defense, Secretary of Commerce, and the
heads of other relevant Federal agencies to share best practices in teaching
and learning foreign languages.
(2)Providing
incentives for States to adopt and implement nationally recognized standards
that are developed and widely accepted by the language education professionals
community for foreign language instruction in elementary and secondary
education and to disseminate information on effective language assessments
aligned to those standards.
(3)Supporting and
disseminating research in the areas of best practices in teaching and learning
foreign languages at elementary and secondary education levels, including best
practices with respect to the instructional time and intensity of programs that
achieve high levels of student proficiency.
(4)Supporting the
development and expansion of existing nationally recognized proficiency-based
valid and reliable assessments for foreign languages.
(5)Providing
scholarships for study-abroad opportunities for students in grades 6 through 12
and for the teachers and prospective teachers of such students.
(6)Providing
scholarships for study-abroad opportunities linked to language learning for
foreign language teachers who teach at the elementary or secondary education
levels.
(7)Requiring the
National Center for Education Statistics to annually collect, analyze, and
internationally benchmark data on—
(A)the number of
students reaching proficiency benchmarks at the elementary and secondary
education level;
(B)the number of
public elementary and secondary schools, private elementary and secondary
schools, and private heritage schools that offer foreign language
instruction;
(C)the languages
taught and the levels of instruction offered at public elementary and secondary
schools, private elementary and secondary schools, and private heritage
schools;
(D)the number of
teachers providing foreign language instruction at public elementary and
secondary schools, private elementary and secondary schools, and private
heritage schools, including the languages and the levels of instruction taught
at such schools; and
(E)the number of
public elementary and secondary schools that provide academic credits for
proficiency in language abilities acquired outside of the public school
system.
(8)Working with State
educational agencies to develop a standardized data collection method described
in section 4 to collect the data described in paragraph (7).
(9)Disseminating
nationally, including through a Web-based clearinghouse, promising foreign
language learning and teaching practices and successful program models for
students in kindergarten through grade 12, as developed under this section and
through other Department of Education programs.
(10)Supporting
partnerships of local and State educational agencies with institutions of
higher education and other nonprofit educational organizations to identify
innovative, state-of-the-art technologies and platforms that have been proven
to be successful for effective language instruction.
(b)The
activities described in
subsection (a) may be carried out by the
Secretary directly or through grants to, or contracts with, institutions of
higher education or public and private nonprofit agencies and
organizations.
(c)Not
later than 5 years after the date of the enactment of this Act, the Secretary,
after consultation with State educational agencies, shall submit a report to
the Committee on Education and Labor of the House of Representatives and the
Committee on Health, Education, Labor and Pensions of the Senate on—
(1)the use of funds
authorized under this Act; and
(2)how the programs
and activities carried out with such funds impacted—
(A)student language
proficiency;
(B)the availability
of foreign language education programs in kindergarten through grade 12;
(C)the number of
early foreign language programs; and
(D)the number of
elementary school and secondary school foreign language teachers.
(d)Authorization of
appropriationsThere are authorized to be appropriated such sums
as may be necessary to carry out this section for fiscal year 2012 and each
succeeding fiscal year.
4.
(a)From the amounts made available to carry out this
section, the Secretary shall award grants, on a competitive basis, to States to
improve elementary school and secondary school foreign language learning
programs in the State.
(b)In
order to receive a grant under this section, a State educational agency shall
submit an application to the Secretary at such time, in such manner, and
containing such information as the Secretary may require.
(c)A State educational agency receiving a grant under this
section shall use such grant funds to carry out the following:
(1)Develop foreign language and international education
policy and programs in the State to—
(A)provide for
articulated pathways toward language proficiency beginning in kindergarten
through high school graduation; and
(B)build capacity for
delivering foreign language and international education to students
statewide.
(2)State foreign
language and international education advisory council
(A)Appoint
a State foreign language and international education advisory council (in this
section referred to as the Council
) that includes
representatives from—
(i)the
State’s business community;
(ii)State economic
development and trade agencies;
(iii)small business
bureaus;
(iv)military
facilities;
(v)individuals with
international and area studies expertise; and
(vi)teachers and
individuals with professional expertise in language acquisition from each of
the following educational levels:
(I)Kindergarten
through grade 8.
(II)Grade 8 through
grade 12.
(III)Higher
education.
(B)The Council shall be coordinated by the
Chief State School Officer or his or her designee and—
(i)shall—
(I)advise the State
educational agency on the development of a State needs assessment of—
- (aa)the
demand for people with foreign language skills in various professions and
employment sectors throughout the State;
- (bb)the
number and percentage of elementary and secondary schools in the State that
offer language programs;
- (cc)the
foreign languages taught in the State’s elementary and secondary
schools;
- (dd)the
number of foreign language teachers in the State’s elementary and secondary
schools; and
- (ee)the
number of comprehensive statewide sequences of foreign languages from
kindergarten through high school graduation;
(II)recommend
approaches to improve the teaching of foreign languages for students statewide
based on research-based best practices;
(III)recommend ways
to expand foreign language and international education opportunities for
students statewide through innovative approaches, such as immersion, online,
and other hybrid language and international educational learning experiences
that use pedagogically sound approaches;
(IV)work with
professional standards boards and State licensing bodies, review teacher
certification requirements and, as needed, recommend changes to State
certification requirements to ensure high-quality foreign language
teachers;
(V)recommend
strategies to address any shortages of elementary and secondary education
teachers in common and less commonly taught languages within the State;
(VI)develop pathways
for students to achieve the advanced level of proficiency on the American
Council on the Teaching of Foreign Languages proficiency scale or by other
nationally recognized measures of advanced standards of proficiency; and
(VII)develop and
assist in implementation of a statewide outreach and communications campaign to
the public on the importance of foreign language and international education as
one of the prerequisites to success in the 21st Century; and
(ii)may
recommend alternative routes to certification that employ equally rigorous
standards for highly skilled teachers of less commonly taught languages.
(3)State language
and international education coordinatorDesignate a State
language and international education coordinator, or, as appropriate,
coordinators to oversee and coordinate foreign language programs within the
State to oversee the planning, development, and implementation of the State
foreign language policies described in paragraph (1).
(4)Foreign language
proficiency standardsAdopt nationally recognized foreign
language learning proficiency standards as well as student foreign language
assessments aligned to the proficiency standards.
(5)Professional
development programsCarry out teacher in-service and pre-service
professional development programs, including summer institutes, that address
the shortage of foreign language teachers in the State. Such activities may be
in partnership with local educational agencies, institutions of higher
education, and nonprofit organizations, and may be consistent with model
program established under section 5.
(6)Scholarships and
incentivesProvide scholarships and incentives to recruit new
teachers and encourage practicing teachers to take advantage of professional
development opportunities.
(7)Provide technical assistance to local programs for
foreign language education carried out in elementary schools or secondary
schools in the State.
(8)Carry out
recommendationsCarry out recommendations of the State foreign
language and international education advisory council, as appropriate.
(d)Authorization of
appropriationsThere are authorized to be appropriated such sums
as may be necessary to carry out this section for fiscal year 2012 and each
succeeding fiscal year.
5.Foreign language
education partnership programs
(a)
(1)From the amounts made available to carry out this
section, the Secretary shall make incentive grants to eligible partnerships to
develop and maintain, or to improve and expand, model programs that support
articulated foreign language learning in elementary schools and secondary
schools.
(2)For the first 2 fiscal years an eligible partnership
receives funds under paragraph (1) for a model program on a
less-commonly-taught foreign language, the Secretary may allow that
partnership, based on demonstrated need, to use funds for planning and
development activities based on nationally recognized standards in foreign
language education, including—
(A)development of an
articulated instructional curriculum for the less-commonly-taught foreign
language to which the model program relates;
(B)in-service and
pre-service development of teachers, and development of curriculum and language
assessments in the less commonly taught foreign language to which the model
program relates; and
(C)development of
contextual programs and curriculum materials related to the less commonly
taught foreign language to which the model program relates, as described in
subsection (d).
(b)
(1)Each eligible partnership desiring a grant under this
section shall submit an application to the Secretary such time, in such manner,
and containing such information as the Secretary may require, including the
information described in paragraph (2).
(2)Each
application shall—
(A)identify each
member of the partnership, provide contact information and letters of
commitment for each such member, and describe the responsibilities of each such
member, including—
(i)identifying the
member that will receive and manage the grant;
(ii)specifying how
each member will be involved in the planning, development, and implementation
of the activities proposed under the grant;
(iii)describing the
resources to be provided by each member; and
(iv)describing how
each member will contribute to ensuring the continuity of student progress in
foreign language proficiency from kindergarten through grade 12;
(B)describe how an
articulated curriculum for students to achieve an advanced level of proficiency
by grade 12 will be developed and implemented;
(C)identify target
proficiency levels for students at critical benchmarks, and describe how
progress toward those proficiency levels will be assessed at the
benchmarks;
(D)describe how the
partnership will support and continue the program after the grant has expired,
including how the partnership will seek support from other sources, such as
State and local governments, foundations, and the private sector;
(E)describe which
assessments will be used or, if assessments are not available, how assessments
will be developed; and
(F)describe how the
proposed program will meet nationally recognized standards in foreign language
education.
(c)A model program may not receive an incentive grant
under this section unless it includes a dimension, carried out in conjunction
with foreign language instruction, under which each foreign language learner
also participates in programs to expand the understanding and knowledge of
historic, geographic, cultural, economic, and other contextual factors of
countries with populations who speak the foreign language to which the model
program relates.
(d)
(1)An eligible partnership shall use an incentive grant under
this section—
(A)to design programs
and teaching strategies informed by the best practices recognized by the
foreign language education field and by the best available research;
(B)to develop
curriculum materials based on an articulated framework or approach designed to
bring students to an advanced level of foreign language proficiency by grade
12;
(C)to recruit
students and teachers for model programs that support articulated foreign
language learning in elementary schools and secondary schools; and
(D)to carry out
teacher in-service and pre-service professional development programs, including
summer institutes, that support the model programs.
(2)An eligible partnership may use an incentive grant under
this section—
(A)to develop
nationally recognized assessments for the foreign language to which the model
program relates, if such assessments do not exist for that language;
(B)to enhance
nationally recognized assessments for the foreign language to which the model
program relates, if such assessments already exist for that language;
(C)to provide
scholarships and incentives to recruit new teachers and encourage practicing
teachers to take advantage of the professional development
opportunities;
(D)to provide
opportunities for maximum foreign language exposure for students domestically,
such as the creation of immersion environments in the classroom and school, on
weekend or summer experiences, and special tutoring and academic
support;
(E)to provide for the
possibility for multiple entry points for studying the foreign language;
(F)in an amount equal
to not more than 20 percent of such grant received in a fiscal year, to provide
scholarships for study-abroad opportunities related to the foreign language to
which the model program relates for students in grades 9 through 12 and
teachers and prospective teachers of such students;
(G)to create
partnerships with elementary and secondary schools in other countries to
facilitate language and cultural learning and exchange;
(H)to carry out
activities to integrate foreign languages into the school curriculum and
generate whole-school collaboration, including activities and support for
teachers of other subjects and administrators;
(I)to carry out
activities to encourage community involvement;
(J)to obtain
technical assistance in the development and implementation of the model program
funded under this section;
(K)to incorporate
effective and innovative uses of technology to enhance student learning and
teaching;
(L)to recruit or
appoint a language supervisor to oversee and coordinate the progress of the
articulated foreign language program across grade levels in the local
educational agency funded with the incentive grant;
(M)to work with
professional standards boards and State licensing bodies, review teacher
certification requirements and, as needed, recommend changes to State
certification requirements to ensure high-quality foreign language teachers;
and
(N)recommend
alternative routes to certification that employ equally rigorous standards for
highly skilled teachers of less commonly taught languages.
(e)
(1)A model program may not receive an incentive grant under
this section unless it includes a research and evaluation component, under
which—
(A)information is
collected and analyzed regarding the effectiveness of activities carried out
under the program, including—
(i)program
design;
(ii)student and
teacher recruitment strategies;
(iii)curricular
approaches;
(iv)teacher
development and proficiency levels; and
(v)foreign language
assessment instruments;
(B)information is
collected and analyzed regarding the impact of each activity in subparagraph
(A) on the foreign language proficiency of the students;
(C)information is
collected and analyzed regarding program participation, including data on
student enrollments and numbers of foreign language teachers; and
(D)the information
collected, and the analyses of that information, are made widely available to
the public.
(2)The
Secretary shall provide guidelines to standardize the categories of information
collected and analyzed under paragraph (1) and the manner in which that
information is collected, analyzed, and made available to the public.
(f)
(1)An initial incentive grant under this section
shall be awarded to an eligible partnership awarded for a period of 4
years.
(2)An eligible partnership that received an initial
incentive grant under this section may be eligible for 2 additional 5-year
awards under this section, but only if the partnership demonstrates, based on
nationally recognized standardized foreign language assessments, that the model
program carried out with funds received under this section is effective.
(g)
(1)An eligible partnership that receives a grant under this
section shall provide, toward the cost of carrying out the activities supported
by the grant, from non-Federal sources an amount equal to not less than the
applicable percentage of the amount of the grant.
(2)For purposes of paragraph (1), the term
applicable percentage means—
(A)for the first
fiscal year of the first grant received under this section, 20 percent;
(B)for the second
fiscal year of the first grant received under this section, 30 percent;
(C)for the third
fiscal year of the first grant received under this section, 40 percent;
and
(D)for the fourth
fiscal year of the first grant received under this section and for each fiscal
year of each succeeding grant received under this section, 50 percent.
(3)The non-Federal share required under paragraph (1) may be
provided in cash or in kind.
(4)The
Secretary may waive, in whole or in part, the matching requirement in paragraph
(1) for any fiscal year if—
(A)the eligible
partnership demonstrates hardship and the waiver will best serve the purposes
of this section; or
(B)the foreign
language to which the model program relates is a less commonly taught foreign
language as determined by the Secretary.
(h)Grant funds provided under this section shall be used to
supplement, not supplant, other Federal and non-Federal funds available to
carry out the activities described in this section.
(i)Data collection,
analysis, dissemination, and technical assistance
(1)The Secretary may reserve not more than 3 percent of the
total amount appropriated for this section for any fiscal year to—
(A)annually collect
and analyze data on the programs under this section; and
(B)disseminate
nationally, including through a Web-based clearinghouse—
(i)aggregated data
collected under subparagraph (A);
(ii)promising
kindergarten through grade 12 foreign language learning and teaching practices
and successful program models developed under this section;
(iii)provide grant
application technical assistance to prospective grantees through the website
established under this subsection, including foreign language education
resource information and contacts available at State and local educational
agencies, institutions of higher education, and nonprofit educational
organizations.
(2)The
activities described in paragraph (1) may be carried out by the Secretary
directly or through grants and contracts to institutions of higher education
and public and private nonprofit agencies and organizations.
(j)Authorization of
appropriationsThere is authorized to be appropriated such sums
as may be necessary to carry out this section for fiscal year 2012 and each
succeeding fiscal year.
6.In this Act:
(1)Early foreign
language programThe term
early foreign language program means a foreign language program
offered as part of a prekindergarten program.
(2)
(A)The term eligible partnership means a
partnership that—
(i)shall
include—
(I)one or more local
educational agencies or State educational agencies, or both; and
(II)subject to
subparagraph (B), 1 or more institutions of higher education, where the
institution has and may include in the partnership—
- (aa)a
school, department, or program within the institution or institutions of higher
education that provides a teacher preparation program;
- (bb)a
school, department, program, or center within the institution or institutions
of higher education that provides a program of study or research in foreign
languages; and
- (cc)a
school, department, program, or center within the institution or institutions
of higher education that provides programs of study about the historic,
geographic, cultural, economic, and other contextual factors of the world area
or country with populations who speak the foreign language to which the model
program relates; and
(ii)may
also include 1 or more businesses, or nonprofit organizations with expertise in
kindergarten through grade 12 language learning.
(B)The Secretary may waive the requirement in
subparagraph (A)(i)(II), if the prospective grantee demonstrates the inability
to secure an institution of higher education as a partner for the purposes of
receiving a grant under section 5, including as a remote, digitally connected
partner, after making a good faith effort to secure such institution.
(3)Advanced level
of proficiencyThe term advanced level of
proficiency means the advanced level as measured by the American Council
on the Teaching of Foreign Languages, or level 2 as measured by the Federal
Interagency Language Roundtable or by other nationally recognized measures of
advanced standards of proficiency.
(4)The
term articulated means that each grade level of the foreign
language program is designed to sequentially expand on the student achievement
of the previous level with a goal toward achieving an established level of
language proficiency.
(5)The term heritage school means a school
that—
(A)offers foreign
language instruction or tutoring, and cultural education related to a foreign
country; and
(B)serves students
who are enrolled, on a full-time basis, in a public or private elementary
school or secondary school that is not a heritage school.
(6)Institution of
higher educationThe term institution of higher
education has the meaning given in section 101 of the Higher Education
Act of 1965.
(7)The
term Secretary means the Secretary of Education.