[Federal Register Volume 73, Number 222 (Monday, November 17, 2008)]
[Notices]
[Pages 67920-67921]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E8-27233]


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DEPARTMENT OF STATE

[Public Notice 6426]


Establishment of an Online English Language Program

ACTION: Request for information.

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SUMMARY: The United States Department of State's Bureau of Educational 
and Cultural Affairs (ECA) seeks to tap private sector ingenuity and 
capacity by partnering with the private sector to create an online 
English language learning and literacy series for economically 
disadvantaged youth outside the United States that will be made 
available without charge. Through English learning programs, 
traditionally underserved populations will gain access to diverse 
sources of information, the ability to participate in the global 
marketplace, and a better understanding of the values that shape 
responsible citizens of the world.

DATES: The Department will accept comments from the public up to 
December 17, 2008.

ADDRESSES: You may submit comments, identified by any of the following 
methods:
     Persons with access to the Internet may view this notice 
and provide comments by going to the regulations.gov Web site at: 
http://www.regulations.gov/index.cfm.
     Mail (paper, disk, or CD-ROM submissions): U.S. Department 
of State, Attn: Ms. Suzanne Matula, Office of English Language 
Programs, SA-44, 301 4th Street, SW., Room 304 Washington, DC 20547.
     E-mail: [email protected]. You must include the 
Title in the subject line of your message.

FOR FURTHER INFORMATION CONTACT: Ms. Suzanne Matula, Office of English 
Language Programs, (202) 453-8856; SA-44, 301 4th Street, SW., Room 304 
Washington, DC 20547.

SUPPLEMENTARY INFORMATION: This Request for Information (RFI) is a 
general solicitation of public comments that seeks to gather input as 
to the best technical platforms and delivery mechanisms for this 
learning series (whose content will be provided by ECA) and to 
determine which private sector institutions are active in the 
development and integration of these platforms and mechanisms and which 
are able to provide these platforms free of charge
    This RFI is issued solely for information and planning purposes and 
does not constitute a Request for Proposal (RFP). In accordance with 
FAR 15.209(c), responses to this RFI are not offers and will not be 
accepted by the Government to form a binding contract. The Government 
will not award a contract based on this RFI, nor will it pay for the 
information provided pursuant to this RFI. Responses to this RFI will 
be treated as general information only. Responses to this RFI will not 
be returned.
    Background: The global demand for English language instruction is 
at an all time high. English is the ``entry point'' that allows people 
to participate in the increasingly globalized world economy, access 
diverse sources of information, broadens their understanding of 
democratic traditions and contributes more robustly to the socio-
economic prosperity of their own families, communities and societies. 
In much of the world, demand for English language instruction far 
outpaces supply, and available instruction is often far beyond the 
financial means of the average language learner.
    The United States Government (USG), academia and business leaders 
have a rare opportunity to work together to help the world's estimated 
2 billion individuals desiring to learn English to master this 
universally-valued skill. Developing and providing a new means of 
gaining English language skills will be a powerful way for the USG and 
private sector to respond to what is both an unprecedented challenge 
and opportunity.
    ECA wishes to collaborate with the best of U.S. business, NGO and 
academic communities to create an online English language literacy and 
communication series: English Access Online. This program will be 
sponsored by ECA's Office of English Language Programs, which creates 
and implements high quality, targeted English language programs 
overseas. More information on these programs can be found at http://exchanges.state.gov/englishteaching/.

Detail

Goals and Parameters

    ECA seeks to develop a compelling, technologically innovative, 
multi-media online English language learning and literacy series that 
will be available free of charge to economically disadvantaged youth 
around the world. The typical user has been defined as a foreign 
secondary school student with little or no English language ability.
    We seek proposals that have several or all of the following 
characteristics:
     Free and oriented to self-study so that all learners, from 
all economic backgrounds and geographic areas, have access and 
opportunity.
     Designed to encourage creative and critical thinking.
     Immersive, to allow interactive language learning, 
interpersonal connections and collaboration among language learners. We 
would like to consider virtual reality and 3-D environments.
     Multi-level, to allow progression from a novice-low level 
to an intermediate-high level of proficiency.
     Designed to use a variety of instructional technologies to 
support diverse learning styles.
     Designed to monitor and record user performance and select 
appropriate learning tasks based on the learner/user's demonstrated 
level of language proficiency.
     Designed to provide automated assessment and user 
performance tracking.
     Oriented around stories or themes that highlight American 
culture and values to provide a context for language learning, 
encourage critical thinking, and promote mutual understanding.
     Technologically scalable, so that individuals with varying 
levels of telecommunications infrastructure and capacity, and available 
hardware can access instruction.
    To support learner autonomy and linkages across different national 
educational programs, the language learning framework for English 
Access Online will be based on the norms and guidelines of the National 
Council of State Supervisors for Languages

[[Page 67921]]

(NCSSFL), which in turn have equivalents in the Common European 
Framework of Reference (CEFR) for languages.
    The NCSSFL approach uses Can-Do statements associated with 
different modes of language (i.e., listening, speaking, reading, 
writing) and a ten-level scale of language proficiency. There are 125 
Can-Do statements associated with the five levels encompassed by this 
range of proficiency. For each Can-Do statement, there will be:
    (a) An instructional component, which presents, explains, and 
models new linguistic and cultural content (one per Can-Do statement);
    (b) A series of language-use tasks of varying levels of difficulty 
(called a ``lesson cycle''), which provides learners with multiple 
opportunities to practice and produce English in an immersive virtual 
reality environment (three lesson cycles per Can-Do statement x three 
difficulty levels x two tasks per difficulty level = 18 language-use 
tasks per Can-Do statement); and
    (c) A series of feedback components, which provide learners with 
detailed feedback on their performance on specific language use tasks 
(three feedback components per lesson cycle x three lesson cycles per 
Can-Do statement = nine feedback components per Can-Do statement).
    Request for Information: ECA has completed the first phase of the 
pedagogical development work for English Access Online and is in the 
process of identifying its potential content development partners. ECA, 
along with its content development partners, will be responsible for 
authoring the system's instructional content (creating scripts and 
storyboards, determining how instructional content will be presented, 
specifying the nature of language production tasks, specifying how 
feedback will be presented to the user, etc.).
    ECA in this RFI is seeking private sector entities as partners to 
undertake software and application development, Web-enablement of the 
content, production (music, animation, video, etc.), and development 
and integration of a global and scaleable delivery mechanism and 
systems integration. ECA requests comment from any interested members 
of the public on the following questions, and is also seeking 
companies, universities, NGOs and other partners willing to contribute 
their resources, time and vision free of charge to develop these 
aspects of English Access Online.
    1. Our vision is to provide English Access Online in a Web-based, 
virtual reality environment that would be of interest and engaging to 
young learners. Our preference is that learners be able to use English 
Access Online from any computer anywhere, and have opportunities for 
interactive learning. Is this the most appropriate delivery platform? 
If so, which virtual reality environments are most appropriate for this 
purpose? In not, would another platform be preferable? What interfaces 
would need to be purchased/developed to ``enable'' content on these 
platforms?
    2. ECA would like English Access Online to be a long-term 
initiative that evolves as technology evolves. Of the available 
computing platforms, which are more or less suited to dynamic growth 
and incorporation of new technologies, including mobile technologies 
(e.g., cell phones)?
    3. Are there off-the-shelf products that could be used as the 
application interfaces for English Access Online, or do new systems 
need to be developed? Which private sector entities are adept at 
modifying existing systems or developing new ones?
    4. Should the development of English Access Online be separated 
from ongoing hosting and management? If so, which private sector 
entities can provide content hosting and management?
    5. English Access Online will require a learning management system 
that will provide automated assessment and user performance tracking. 
The adaptive software will monitor learner success rates on activities, 
offer more detailed tutorials for areas of difficulty, and redirect the 
learners to lower/higher level learning activities. English Access 
Online will track an individual student's progress and allow the 
student to log on anytime anywhere and pick up where he/she last left 
off. Are there available learning management systems that could be used 
for English Access Online or will it be necessary to develop a new 
learning management system that can be integrated with the delivery 
platform? Which private sector entities have expertise in developing, 
integrating, and/or modifying learning management systems?
    6. How could voice recognition be used as part of the learning and 
assessment process?
    7. What role could Voice Over Internet Protocol (VOIP) play in 
facilitating collaboration and interaction with the learning series and 
among learners?
    8. Some English Access Online learners may not have access to high 
bandwidth or up-to-date hardware platforms. Should the platform for 
this program use the lowest common denominator platform available or is 
there a way to span the high-tech/low-tech gap with a dual capability 
system? What technologies should be used?
    9. Which entities or organizations can provide English Access 
Online with video, music and animation that would represent American 
culture, comply with copyright laws and regulations and would be free 
of charge?
    10. All of the above requires coordination between all parties and 
systems integration, as well as the expertise of a company with global 
reach that can ensure delivery of English Access Online to intended 
audiences. Which private sector entities have the expertise and global 
reach to contribute to this endeavor?
    11. What privacy and security considerations, including compliance 
with relevant USG regulations, need to be addressed in the development 
of this system?
    12. What is the timeframe required to accomplish our goals?
    13. ECA believes that the viability of this project depends on a 
strong partnership among the USG, academia, and the private sector. Is 
a public-private partnership a viable framework for achieving the goals 
of this program? ECA and its academic partners can ONLY provide the 
pedagogical framework and curriculum content for English Access Online. 
What type of financial model could be used to provide for the technical 
platform/delivery mechanism, integration, and operations and 
maintenance of the system? Do private sector entities view this 
initiative as compatible with their corporate social responsibility 
objectives and/or to grow future markets and create new customers?

    Dated: November 7, 2008.
Goli Ameri,
Assistant Secretary for Educational and Cultural Affairs, Department of 
State.
[FR Doc. E8-27233 Filed 11-14-08; 8:45 am]
BILLING CODE 4710-05-P