[Congressional Record Volume 145, Number 39 (Thursday, March 11, 1999)]
[Senate]
[Pages S2600-S2601]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. COCHRAN:
  S. 601. A bill to improve the foreign language assistance program; to 
the Committee on Health, Education, Labor, and Pensions.


       foreign language education improvement amendments of 1999

  Mr. COCHRAN. Mr. President, today I am introducing a bill to amend 
the Foreign Language Assistance Program which is administered under the 
Elementary and Secondary Education Act.

[[Page S2601]]

  The Foreign Language Education Improvement Amendments of 1999 make 
changes that encourage and make possible the teaching of a second 
language to students in elementary and secondary schools with limited 
resources--in particular, those schools heavily impacted by the unique 
problems of educating a high population of disadvantaged students.
  My bill also provides schools an incentive to initiate foreign 
language programs, promotes technology, distance learning, and other 
innovative activities in the effective instruction of a foreign 
language.
  Recent research about the human brain and language acquisition, which 
we've heard a lot about in connection to the teaching of reading and 
early childhood development, revealed that the ability to learn new 
languages is highest between birth and age six. ``Windows of 
opportunity'' is how a February 3, 1997, Time article described this 
neurological function, which effectively is open and pliable during the 
early years of life and closes by the age of ten.
  We all know, from personal and other practical experience, that of 
course, people learn foreign languages beyond the age of ten. But, the 
enlightening fact of the research is that humans learn languages 
easier, and best at an early age.
  The National School Boards Association publication, School Board 
News, printed an article in July, 1997 that describes early foreign 
language programs, and the benefits of learning languages early:

       According to the Center for Applied Linguistics (CAL) in 
     Washington, D.C., the early study of a second language offers 
     many benefits for students, including gains in academic 
     achievement, positive attitudes toward diversity, increased 
     flexibility in thinking, greater sensitivity to language, and 
     a better ear for listening and pronunciation. Foreign 
     language study also improves children's understanding of 
     their native language, increase creativity, helps students 
     get better SAT scores, and increase their job opportunities.

  The evidence shows that children who learn foreign languages score 
higher in all academic subjects than those who speak only English. Most 
developed countries recognize this and, according to the National 
Foreign Language Center, the United States is alone in not teaching 
foreign languages routinely before the age of twelve. Congress 
recognized the need for foreign language study when it passed Goals 
2000 in 1994, making foreign language acquisition an education 
priority.
  In February of this year, the Center for Applied Linguistics released 
the results of a U.S. Department of Education funded survey of foreign 
language teaching in preschool through 12th grade in the United States. 
The results show a rising awareness and increase in the teaching of 
foreign languages, but in the 31 percent of elementary schools that 
offer foreign language instruction, only 21 percent have proficiency as 
the goal of the program. Among the most frequently cited problems 
facing foreign language programs were inadequate funding, inadequate 
in-service teacher training, teacher shortages and a lack of sequencing 
from elementary to secondary school.
  This survey is a good snapshot of the state of the teaching of 
foreign languages K-12 in our country. It can be read as encouraging: 
that we know we should be teaching languages earlier; that more schools 
are attempting to teach foreign languages; and that more languages are 
being taught. It also clearly shows where we need improvement: that we 
need to show accomplishment in teaching our students foreign languages; 
that more schools need to have the resources to offer the necessary 
course work for attaining this skill; and, that foreign languages 
should be a priority.
  The advantages of having foreign language ability range from greater 
opportunities for college admission to fulfilling national security 
needs. The National Council for Languages and International Studies 
found that the top attainable skill cited as a determining factor for 
likely college admission is foreign language proficiency. There are 
also social and cultural tolerance advantages that the National Council 
for Languages and International Studies and others cite, which most of 
us can appreciate. According to a February 1998, USA Today survey, top 
executives of America's businesses cited a need for and lack of foreign 
language skills twice as great as any other skill in demand.
  The National Foreign Language Center published a 1999 report titled, 
Language and National Security for the 21st Century: The Federal Role 
in Supporting National Language Capacity. This report is very 
compelling in its review of the need for military and civilian 
personnel with foreign language capability, and the lack thereof in our 
current and rising workforces. Here are some quotes from that report:

       For example, the admission of a DEA official in September, 
     1997 that the agency lacks sufficient Russian language 
     expertise to combat organized crime in groups from the former 
     Soviet Union indicates a shortfall in supply of such 
     expertise.

                           *   *   *   *   *

       The Foreign Service reports that only 60% of its billets 
     requiring language are at present filled, with waivers 
     applied to the other 35%.

                           *   *   *   *   *

       Clearly, the academic system falls short in producing 
     speakers minimally qualified to hold jobs requiring the use 
     of foreign language, which is why the federal language 
     programs exist and why the language training business in the 
     private sector is so successful.

  The same report further explains that the language training business 
is estimated to be $20 billion internationally. That is money spent by 
our government, our businesses and individuals to teach adults a skill 
essential in the global relationships of industry, diplomacy, defense, 
and higher education.
  The evidence of need is great, and yet there is a lack of sufficient 
foreign language training at the K-12 level. We have one program in the 
Elementary and Secondary Education Act aimed at providing incentives 
and giving grants to schools for this purpose. It is a program that is 
currently funded at just $5 million for a few matching grants in a 
handful of states. However, the section of this law providing a grant 
for schools that offer foreign language instruction programs has never 
been funded. A frustrating aspect of this good program is that the 
schools in the most need of the assistance can't afford the ante. My 
amendments establish a 50 percent set aside for schools serving the 
most disadvantaged students, and eliminates the matching share 
requirement for those schools. This bill also increases the annual 
authorization for the program from $55,000,000 to $75,000,000.
  I hope that we will give greater attention to this program when we 
make funding decisions, so that schools without the advantages of 
plentiful resources can provide their students with a high quality and 
competitive education.
  My amendments to the ESEA Foreign Language Assistance Program will 
provide new opportunities and encouragement to our school children, 
teachers, and parents, so we can better meet our global business 
challenges and national security needs.
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