Initiative
1. Develop and Implement a Public Awareness Campaign Promoting the Benefits of World Language Education
This action initiate a public awareness campaign aiming to educate the public about the benefits of a multilingual community. The Roadmap will establish dual language immersion programs statewide from Pre-Kindergarten -16 (PK-16) curriculum, using URI International Engineering Program (IEP) as a proven success model to enhance Rhode Island's economy worldly and locally. The goal of the this action is to emphasize the benefits of world language education especially in early child education such as cognitive, academic and intellectual increase.
This action initiate a public awareness campaign aiming to educate the public about the benefits of a multilingual community. The Roadmap will establish dual language immersion programs statewide from Pre-Kindergarten -16 (PK-16) curriculum, using URI International Engineering Program (IEP) as a proven success model to enhance Rhode Island's economy worldly and locally. The goal of the this action is to emphasize the benefits of world language education especially in early child education such as cognitive, academic and intellectual increase.
2. Establish the Position of Rhode Island State Supervisor for World Language Education
A State-level supervisor is created to support and advise school districts on matter such as the development and implementation of world language programs and its curricula. The state supervisor also act as a liaison among various education divisions, state and federal organizations and agencies. This position will then allow Rhode Island to participate in The National Council of State Supervisors for languages (NCSSFL), a professional association of leaders in the field of elementary and secondary foreign language education.
A State-level supervisor is created to support and advise school districts on matter such as the development and implementation of world language programs and its curricula. The state supervisor also act as a liaison among various education divisions, state and federal organizations and agencies. This position will then allow Rhode Island to participate in The National Council of State Supervisors for languages (NCSSFL), a professional association of leaders in the field of elementary and secondary foreign language education.
3. Establish the Rhode Island Center for Language Teaching, Learning, and culture
In an effort to build coalitions and promote collaboration, a Rhode Island Center for Language Teaching, Learning and Culture would promote world language learning and cultural competency at government, education, and business levels. The University of Rhode Island (URI), Rhode Island College (RIC), and Community College of Rhode Island (CCRI) would act as managing partners in this endeavor, each bringing their respective expertise to the table: CCRI’s open access to higher education, RIC’s bilingual teacher education program, RIC’s Institute for Portuguese and Lusophone World Studies, URI’s International Engineering and Chinese Flagship Programs.
In an effort to build coalitions and promote collaboration, a Rhode Island Center for Language Teaching, Learning and Culture would promote world language learning and cultural competency at government, education, and business levels. The University of Rhode Island (URI), Rhode Island College (RIC), and Community College of Rhode Island (CCRI) would act as managing partners in this endeavor, each bringing their respective expertise to the table: CCRI’s open access to higher education, RIC’s bilingual teacher education program, RIC’s Institute for Portuguese and Lusophone World Studies, URI’s International Engineering and Chinese Flagship Programs.
4.
Create Articulated Pre-Kindergarten-16 World Language Sequences
This establishes a request for-proposal process whereby a set of schools (e.g., an elementary, a middle, and a high school), in partnership with an institution of higher education, would be awarded funding to plan the development of an articulated PK-16 immersion-style language learning curriculum in a locally determined target world language. Funding for such an initiative could be secured through a consortium of supportive companies who pay dues into a fund managed by the Rhode Island Foundation. Schools can then apply for funding to put in place a sequence of bilingual education in their schools.
This establishes a request for-proposal process whereby a set of schools (e.g., an elementary, a middle, and a high school), in partnership with an institution of higher education, would be awarded funding to plan the development of an articulated PK-16 immersion-style language learning curriculum in a locally determined target world language. Funding for such an initiative could be secured through a consortium of supportive companies who pay dues into a fund managed by the Rhode Island Foundation. Schools can then apply for funding to put in place a sequence of bilingual education in their schools.
5. Develop Incentive Programs to Train, License and Employ Language Education Teachers
This initiative calls for the development of incentives designed to attract, prepare, and retain language education teachers in Rhode Island schools. This includes strategies for attracting additional heritage, native, and highly proficient non-native speakers into the teaching field; improving alternative licensure procedures; promoting exchange programs with institutions abroad where the target language is spoken; offering financial bonuses to bilingual teachers; and vii enhancing the clinical component of teacher training programs by partnering with local bilingual schools.
This initiative calls for the development of incentives designed to attract, prepare, and retain language education teachers in Rhode Island schools. This includes strategies for attracting additional heritage, native, and highly proficient non-native speakers into the teaching field; improving alternative licensure procedures; promoting exchange programs with institutions abroad where the target language is spoken; offering financial bonuses to bilingual teachers; and vii enhancing the clinical component of teacher training programs by partnering with local bilingual schools.
6. Develop Proficiency Incentives for Students rewarding them for World Language Study
The development of proficiency incentives is designed to reward students who gain proficiency in world language study. Credit for proficiency, such as a diploma endorsement (e.g., in the form of a seal of biliteracy upon graduation), scholarships for study abroad, and work-to-school internships are among the ideas under consideration.
The development of proficiency incentives is designed to reward students who gain proficiency in world language study. Credit for proficiency, such as a diploma endorsement (e.g., in the form of a seal of biliteracy upon graduation), scholarships for study abroad, and work-to-school internships are among the ideas under consideration.