[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