International Education and Foreign Languages Keys to Securing America's Future (2007) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-12
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Although there have been times in the country's history when foreign languages were considered as important as mathematics and science, they have reemerged as a significant concern primarily after major events that presented immediate and direct threats to the country's future. Most recently, the events of September 11, 2001, compelled the federal government to reflect on the expertise of its personnel and to focus attention on the need for more and better language skills, particularly in certain languages considered critical.
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4. Supporting research, education, and training in foreign languages and international studies, including opportunities for such research, education, and training overseas.
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In reaching our conclusions, the committee relied on the combined weight of the few program evaluation studies, public testimony, historical funding data, grantee data, select commissioned analyses, and a series of site visits to universities that receive Title VI funding. In many cases, however, the limited evidence available did not support making specific recommendations related to the specified key areas.
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Additional resources are needed to develop an integrated and articulated approach in multiple systems, beginning in K-12, to help address this critical shortcoming. The current administration recently announced the National Security Language Initiative (NSLI)
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Producing relevant instructional materials (Key Area 5) • The Title VI/FH programs develop a variety of instructional and assessment materials, with many aimed at developing proficiency in less commonly taught languages.
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The Title VI/FH programs play a unique role among the array of federal programs by focusing on creating a broad infrastructure in higher education, whereas FLAP provides resources to K-12 education. DoD's Defense Language Institute and the State Department's Foreign Service Institute are designed to address specific governmental needs for particular language skills at specific points in time.
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For example, one of the primary criticisms directed at the Title VI/FH programs was that they do not produce graduates with sufficient levels of language proficiency. ED requires recipients of FLAS Fellowships and Doctoral Dissertation Research Abroad, the primary programs aimed at advanced language study by individual students, to provide, upon completion of their fellowship, self-ratings of their proficiency before and after their fellowship.
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Investment in research and development that marries language instruction and assessment efforts with technology would benefit the range of federal agencies concerned with international education and foreign languages. It will also require coordinated effort by individuals with a range of specific areas of expertise.
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Recommendation: The Department of Education should work with universities to create a system of continuous improvement for the Title VI and Fulbright-Hays programs. The system would help develop per formance indicators and other improvement tools and should include networks of similar centers (National Resource Centers, Language Resource Centers, Centers for International Business Education and Re search)
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Recommendation 5.1: The Department of Education should modify its policy guide lines to encourage overseas study by Foreign Language and Area Studies fellows. Recommendation 5.2: The Department of Education should stop using its current self-assessment approach and develop an alternative approach to measuring foreign language proficiency with demonstrated reliability and validity.
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The system would help develop performance indicators and other improvement tools and should include networks of similar centers (National Resource Centers, Language Resource Centers, Centers for International Business Education and Research) and university officials with overall responsibilities in language, area, and international studies.
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