[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[H.R. 6036 Introduced in House (IH)]
111th CONGRESS
2d Session
H. R. 6036
To improve foreign language instruction.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
July 30, 2010
Mr. Holt (for himself and Mr. Tonko) introduced the following bill;
which was referred to the Committee on Education and Labor
_______________________________________________________________________
A BILL
To improve foreign language instruction.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Excellence and Innovation in
Language Learning Act''.
SEC. 2. FINDINGS; PURPOSES.
(a) Findings.--Congress finds the following:
(1) According to a 2007 report by the National Research
Council, a pervasive lack of knowledge about foreign cultures
and foreign languages in this country threatens the security of
the United States, as well as its ability to compete in the
global marketplace and produce an informed citizenry.
(2) According to a 2007 report by the National Research
Council, early language learning in elementary school and
secondary school is key to establishing a pipeline of students
who can eventually reach a high enough level of proficiency in
foreign languages and cultures to meet national needs.
(3) According to a 2006 report by the Committee for
Economic Development, current efforts to develop language
skills and knowledge of world regions at an early age are
clearly inadequate to prepare high school graduates with the
skills necessary for productivity and citizenship in an
integrated global economy.
(4) The American Council on the Teaching of Foreign
Languages found that only 18.5 percent of students in
kindergarten through grade 12 were enrolled in foreign language
classes in the 2007-2008 school year. Furthermore, the length
of time students spent studying languages at school has
stagnated, so that many students reach only introductory levels
of proficiency.
(5) According to a 2009 report by the Center for Applied
Linguistics, language instruction in schools has declined
dramatically over the past decade. The percentage of elementary
schools and middle schools offering foreign language
instruction decreased significantly from 1997 to 2008,
declining from 31 percent to 25 percent for elementary schools
and 75 percent to 58 percent for middle schools.
(6) Research demonstrates that success lies not only in the
number of years of learning but also in having carefully
sequenced, articulated programs of language learning across a
student's school experience, requiring bridging the gaps
between levels in foreign language education.
(7) According to research collected by the American Council
on the Teaching of Foreign Languages, children derive
cognitive, academic, and social benefits from the opportunity
to learn another language at an early age.
(8) According to the Center for Applied Linguistics, in
2008 significant disparities existed in language learning
opportunities, with students at suburban schools having more
opportunities than students in rural schools, and students in
private schools having more opportunities then those in public
schools. For example, 15 percent of public elementary schools
teach second languages in their classrooms as opposed to 51
percent of private elementary schools.
(b) Purposes.--The purposes of this Act are as follows:
(1) Protecting our national security interests by
increasing the number of American students who have access to
quality kindergarten through grade 12 foreign language
instruction in order to achieve a high level of proficiency in
such languages.
(2) Preparing American students to graduate high school
able to communicate in a second language and operate within
another cultural framework in order to foster the
competitiveness of the United States in the global economy.
(3) Closing achievement gaps domestically and
internationally by providing American students equal access to
quality kindergarten through grade 12 foreign language
instruction.
(4) Providing every student access to quality language
instruction as part of articulated kindergarten through grade
12 language sequences in order to give every student the
opportunity to become proficient in other languages in addition
to English by high school graduation.
(5) Strengthening innovative preparation and recruitment
initiatives for future foreign language teachers and enhance
professional development opportunities for current teachers.
(6) Exposing elementary schoolchildren to foreign languages
early in their educational career.
(7) Widely disseminating information on programs that
demonstrate success.
SEC. 3. NATIONAL ACTIVITIES.
(a) In General.--From the amounts made available to carry out this
section, the Secretary of Education shall carry out the following
national activities:
(1) Coordinating with the Secretary of State, Secretary of
Defense, Secretary of Commerce, and the heads of other relevant
Federal agencies to share best practices in teaching and
learning foreign languages.
(2) Providing incentives for States to adopt and implement
nationally recognized standards that are developed and widely
accepted by the language education professionals community for
foreign language instruction in elementary and secondary
education and to disseminate information on effective language
assessments aligned to those standards.
(3) Supporting and disseminating research in the areas of
best practices in teaching and learning foreign languages at
elementary and secondary education levels, including best
practices with respect to the instructional time and intensity
of programs that achieve high levels of student proficiency.
(4) Supporting the development and expansion of existing
nationally recognized proficiency-based valid and reliable
assessments for foreign languages taught in kindergarten
through grade 12.
(5) Providing scholarships for study-abroad opportunities
for students in grades 6 through 12 and for the teachers and
prospective teachers of such students.
(6) Providing scholarships for study-abroad opportunities
linked to language learning for foreign language teachers who
teach at the elementary or secondary education levels.
(7) Requiring the National Center for Education Statistics
to annually collect, analyze, and internationally benchmark
data on--
(A) the number of students reaching proficiency
benchmarks at the elementary and secondary education
level;
(B) the number of public elementary and secondary
schools, private elementary and secondary schools, and
private heritage schools that offer foreign language
instruction;
(C) the languages taught and the levels of
instruction offered at public elementary and secondary
schools, private elementary and secondary schools, and
private heritage schools;
(D) the number of teachers providing foreign
language instruction at public elementary and secondary
schools, private elementary and secondary schools, and
private heritage schools, including the languages and
the levels of instruction taught at such schools; and
(E) the number of public elementary and secondary
schools that provide academic credits for proficiency
in language abilities acquired outside of the public
school system.
(8) Working with State educational agencies to develop a
standardized data collection method described in section 4 to
collect the data described in paragraph (7).
(9) Disseminating nationally, including through a Web-based
clearinghouse, promising foreign language learning and teaching
practices and successful program models for students in
kindergarten through grade 12, as developed under this section
and through other Department of Education programs; and
(10) Supporting partnerships of local and State educational
agencies with institutions of higher education and other
nonprofit educational organizations to identify innovative,
state-of-the-art technologies and platforms that have been
proven to be successful for effective language instruction.
(b) Collaboration.--The activities described in subsection (a) may
be carried out by the Secretary directly or through grants to, or
contracts with, institutions of higher education or public and private
nonprofit agencies and organizations.
(c) Reporting.--Not later than 5 years after the date of the
enactment of this Act, the Secretary, after consultation with State
educational agencies, shall submit a report to the Committee on
Education and Labor of the House of Representatives and the Committee
on Health, Education, Labor and Pensions of the Senate on--
(1) the use of funds authorized under this Act; and
(2) how the programs and activities carried out with such
funds impacted--
(A) student language proficiency;
(B) the availability of foreign language education
programs in kindergarten through grade 12;
(C) the number of early foreign language programs;
and
(D) the number of elementary school and secondary
school foreign language teachers.
(d) Authorization of Appropriations.--There are authorized to be
appropriated $100,000,000 to carry out this section for fiscal year
2011 and such sums as may be necessary for each succeeding fiscal year.
SEC. 4. STATE ACTIVITIES.
(a) In General.--From the amounts made available to carry out this
section, the Secretary shall award grants, on a competitive basis, to
States to improve elementary school and secondary school foreign
language learning programs in the State.
(b) Application.--In order to receive a grant under this section, a
State educational agency shall submit an application to the Secretary
at such time, in such manner, and containing such information as the
Secretary may require.
(c) Use of Funds.--A State educational agency receiving a grant
under this section shall use such grant funds to carry out the
following:
(1) Developing policy.--Develop foreign language and
international education policy and programs in the State to--
(A) provide for articulated pathways toward
language proficiency beginning in kindergarten through
high school graduation; and
(B) build capacity for delivering foreign language
and international education to students statewide;
(2) State foreign language and international education
advisory council.--
(A) Appointment.--Appoint a State foreign language
and international education advisory council (in this
section referred to as the ``Council'') that includes
representatives from--
(i) the State's business community;
(ii) State economic development and trade
agencies;
(iii) small business bureaus;
(iv) military facilities;
(v) individuals with international and area
studies expertise; and
(vi) teachers and individuals with
professional expertise in language acquisition
from each of the following educational levels:
(I) Kindergarten through grade 8.
(II) Grade 8 through grade 12.
(III) Higher education.
(B) Duties.--The Council shall be coordinated by
the Chief State School Officer or his or her designee
and--
(i) shall--
(I) advise the State educational
agency on the development of a State
needs assessment of--
(aa) the demand for people
with foreign language skills in
various professions and
employment sectors throughout
the State;
(bb) the number and
percentage of elementary and
secondary schools in the State
that offer language programs;
(cc) the foreign languages
taught in the State's
elementary and secondary
schools;
(dd) the number of foreign
language teachers in the
State's elementary and
secondary schools; and
(ee) the number of
comprehensive statewide
sequences of foreign languages
from kindergarten through high
school graduation;
(II) recommend approaches to
improve the teaching of foreign
languages for students statewide based
on research-based best practices;
(III) recommend ways to expand
foreign language and international
education opportunities for students
statewide through innovative
approaches, such as immersion, online,
and other hybrid language and
international educational learning
experiences that use pedagogically
sound approaches;
(IV) work with professional
standards boards and State licensing
bodies, review teacher certification
requirements and, as needed, recommend
changes to State certification
requirements to ensure high-quality
foreign language teachers;
(V) recommend strategies to address
any shortages of elementary and
secondary education teachers in common
and less commonly taught languages
within the State;
(VI) develop pathways for students
to achieve the advanced level of
proficiency on the American Council on
the Teaching of Foreign Languages
proficiency scale or by other
nationally recognized measures of
advanced standards of proficiency; and
(VII) develop and assist in
implementation of a statewide outreach
and communications campaign to the
public on the importance of foreign
language and international education as
one of the prerequisites to success in
the 21st Century; and
(ii) may recommend alternative routes to
certification that employ equally rigorous
standards for highly skilled teachers of less
commonly taught languages.
(3) State language and international education
coordinator.--Designate a State language and international
education coordinator, or, as appropriate, coordinators to
oversee and coordinate foreign language programs within the
State to oversee the planning, development, and implementation
of the State foreign language policies described in paragraph
(1).
(4) Foreign language proficiency standards.--Adopt
nationally recognized foreign language learning proficiency
standards as well as student foreign language assessments
aligned to the proficiency standards.
(5) Professional development programs.--Carry out teacher
in-service and pre-service professional development programs,
including summer institutes, that address the shortage of
foreign language teachers in the State. Such activities may be
in partnership with local educational agencies, institutions of
higher education, and nonprofit organizations, and may be
consistent with model program established under section 5.
(6) Scholarships and incentives.--Provide scholarships and
incentives to recruit new teachers and encourage practicing
teachers to take advantage of professional development
opportunities.
(7) Technical assistance.--Provide technical assistance to
local programs for foreign language education carried out in
elementary schools or secondary schools in the State.
(8) Carry out recommendations.--Carry out recommendations
of the State foreign language and international education
advisory council, as appropriate.
(d) Authorization of Appropriations.--There are authorized to be
appropriated for $100,000 to carry out this section for fiscal year
2011 and such sums as may be necessary for each succeeding fiscal year.
SEC. 5. FOREIGN LANGUAGE EDUCATION PARTNERSHIP PROGRAMS.
(a) Program Authorized.--
(1) In general.--From the amounts made available to carry
out this section, the Secretary shall make incentive grants to
eligible partnerships to develop and maintain, or to improve
and expand, model programs that support articulated foreign
language learning in elementary schools and secondary schools.
(2) Planning and development.--For the first 2 fiscal years
an eligible partnership receives funds under paragraph (1) for
a model program on a less-commonly-taught foreign language, the
Secretary may allow that partnership, based on demonstrated
need, to use funds for planning and development activities
based on nationally recognized standards in foreign language
education, including--
(A) development of an articulated instructional
curriculum for the less-commonly-taught foreign
language to which the model program relates;
(B) in-service and pre-service development of
teachers, and development of curriculum and language
assessments in the less commonly taught foreign
language to which the model program relates; and
(C) development of contextual programs and
curriculum materials related to the less commonly
taught foreign language to which the model program
relates, as described in subsection (d).
(b) Applications.--
(1) In general.--Each eligible partnership desiring a grant
under this section shall submit an application to the Secretary
such time, in such manner, and containing such information as
the Secretary may require, including the information described
in paragraph (2).
(2) Contents.--Each application shall--
(A) identify each member of the partnership,
provide contact information and letters of commitment
for each such member, and describe the responsibilities
of each such member, including--
(i) identifying the member that will
receive and manage the grant;
(ii) specifying how each member will be
involved in the planning, development, and
implementation of the activities proposed under
the grant;
(iii) describing the resources to be
provided by each member; and
(iv) describing how each member will
contribute to ensuring the continuity of
student progress in foreign language
proficiency from kindergarten through grade 12;
(B) describe how an articulated curriculum for
students to achieve an advanced level of proficiency by
grade 12 will be developed and implemented;
(C) identify target proficiency levels for students
at critical benchmarks, and describe how progress
toward those proficiency levels will be assessed at the
benchmarks;
(D) describe how the partnership will support and
continue the program after the grant has expired,
including how the partnership will seek support from
other sources, such as State and local governments,
foundations, and the private sector;
(E) describe which assessments will be used or, if
assessments are not available, how assessments will be
developed; and
(F) describe how the proposed program will meet
nationally recognized standards in foreign language
education.
(c) Contextual Dimension.--A model program may not receive an
incentive grant under this section unless it includes a dimension,
carried out in conjunction with foreign language instruction, under
which each foreign language learner also participates in programs to
expand the understanding and knowledge of historic, geographic,
cultural, economic, and other contextual factors of countries with
populations who speak the foreign language to which the model program
relates.
(d) Use of Funds.--
(1) Required uses.--An eligible partnership shall use an
incentive grant under this section--
(A) to design programs and teaching strategies
informed by the best practices recognized by the
foreign language education field and by the best
available research;
(B) to develop curriculum materials based on an
articulated framework or approach designed to bring
students to an advanced level of foreign language
proficiency by grade 12;
(C) to recruit students and teachers for model
programs that support articulated foreign language
learning in elementary schools and secondary schools;
and
(D) to carry out teacher in-service and pre-service
professional development programs, including summer
institutes, that support the model programs; and
(2) Authorized uses.--An eligible partnership may use an
incentive grant under this section--
(A) to develop nationally recognized assessments
for kindergarten through grade 12 for the foreign
language to which the model program relates, if such
assessments do not exist for that language;
(B) to enhance nationally recognized assessments
for kindergarten through grade 12 for the foreign
language to which the model program relates, if such
assessments already exist for that language;
(C) to provide scholarships and incentives to
recruit new teachers and encourage practicing teachers
to take advantage of the professional development
opportunities;
(D) to provide opportunities for maximum foreign
language exposure for students domestically, such as
the creation of immersion environments in the classroom
and school, on weekend or summer experiences, and
special tutoring and academic support;
(E) to provide for the possibility for multiple
entry points for studying the foreign language;
(F) in an amount equal to not more than 20 percent
of such grant received in a fiscal year, to provide
scholarships for study-abroad opportunities related to
the foreign language to which the model program relates
for students in grades 9 through 12 and teachers and
prospective teachers of such students;
(G) to create partnerships with elementary and
secondary schools in other countries to facilitate
language and cultural learning and exchange;
(H) to carry out activities to integrate foreign
languages into the school curriculum and generate
whole-school collaboration, including activities and
support for teachers of other subjects and
administrators;
(I) to carry out activities to encourage community
involvement;
(J) to obtain technical assistance in the
development and implementation of the model program
funded under this section;
(K) to incorporate effective and innovative uses of
technology to enhance student learning and teaching;
(L) to recruit or appoint a language supervisor to
oversee and coordinate the progress of the articulated
foreign language program across grade levels in the
local educational agency funded with the incentive
grant;
(M) to work with professional standards boards and
State licensing bodies, review teacher certification
requirements and, as needed, recommend changes to State
certification requirements to ensure high-quality
foreign language teachers; and
(N) recommend alternative routes to certification
that employ equally rigorous standards for highly
skilled teachers of less commonly taught languages.
(e) Research and Evaluation.--
(1) In general.--A model program may not receive an
incentive grant under this section unless it includes a
research and evaluation component, under which--
(A) information is collected and analyzed regarding
the effectiveness of activities carried out under the
program, including--
(i) program design;
(ii) student and teacher recruitment
strategies;
(iii) curricular approaches;
(iv) teacher development and proficiency
levels; and
(v) foreign language assessment
instruments;
(B) information is collected and analyzed regarding
the impact of each activity in subparagraph (A) on the
foreign language proficiency of the students;
(C) information is collected and analyzed regarding
program participation, including data on student
enrollments and numbers of foreign language teachers;
and
(D) the information collected, and the analyses of
that information, are made widely available to the
public.
(2) Standardization.--The Secretary shall provide
guidelines to standardize the categories of information
collected and analyzed under paragraph (1) and the manner in
which that information is collected, analyzed, and made
available to the public.
(f) Duration of Payments.--
(1) Initial incentive grant.--An initial incentive grant
under this section shall be awarded to an eligible partnership
awarded for a period of 4 years.
(2) Renewal incentive grants.--An eligible partnership that
received an initial incentive grant under this section may be
eligible for 2 additional 5-year awards under this section, but
only if the partnership demonstrates, based on nationally
recognized standardized foreign language assessments, that the
model program carried out with funds received under this
section is effective.
(g) Matching Requirement.--
(1) In general.--An eligible partnership that receives a
grant under this section shall provide, toward the cost of
carrying out the activities supported by the grant, from non-
Federal sources an amount equal to not less than the applicable
percentage of the amount of the grant.
(2) Applicable percentage.--For purposes of paragraph (1),
the term ``applicable percentage'' means--
(A) for the first fiscal year of the first grant
received under this section, 20 percent;
(B) for the second fiscal year of the first grant
received under this section, 30 percent;
(C) for the third fiscal year of the first grant
received under this section, 40 percent; and
(D) for the fourth fiscal year of the first grant
received under this section and for each fiscal year of
each succeeding grant received under this section, 50
percent.
(3) Non-federal share.--The non-Federal share required
under paragraph (1) may be provided in cash or in kind.
(4) Waiver.--The Secretary may waive, in whole or in part,
the matching requirement in paragraph (1) for any fiscal year
if--
(A) the eligible partnership demonstrates hardship
and the waiver will best serve the purposes of this
section; or
(B) the foreign language to which the model program
relates is a less commonly taught foreign language as
determined by the Secretary.
(h) Supplement Not Supplant.--Grant funds provided under this
section shall be used to supplement, not supplant, other Federal and
non-Federal funds available to carry out the activities described in
this section.
(i) Data Collection, Analysis, Dissemination, and Technical
Assistance.--
(1) In general.--The Secretary may reserve not more than 3
percent of the total amount appropriated for this section for
any fiscal year to--
(A) annually collect and analyze data on the
programs under this section; and
(B) disseminate nationally, including through a
Web-based clearinghouse--
(i) aggregated data collected under
subparagraph (A);
(ii) promising kindergarten through grade
12 foreign language learning and teaching
practices and successful program models
developed under this section;
(iii) provide grant application technical
assistance to prospective grantees through the
website established under this subsection,
including foreign language education resource
information and contacts available at State and
local educational agencies, institutions of
higher education, and nonprofit educational
organizations.
(2) Collaboration.--The activities described in paragraph
(1) may be carried out by the Secretary directly or through
grants and contracts to institutions of higher education and
public and private nonprofit agencies and organizations.
(j) Authorization of Appropriations.--There is authorized to be
appropriated $200,000,000 to carry out this section for fiscal year
2011 and such sums as may be necessary for each succeeding fiscal year.
SEC. 6. DEFINITIONS.
In this Act:
(1) Early foreign language program.--The term early foreign
language program means a foreign language program offered as
part of a prekindergarten program.
(2) Eligible partnership.--
(A) In general.--The term ``eligible partnership''
means a partnership that--
(i) shall include--
(I) one or more local educational
agencies or State educational agencies,
or both; and
(II) subject to subparagraph (B), 1
or more institutions of higher
education, where the institution has
and may include in the partnership--
(aa) a school, department,
or program within the
institution or institutions of
higher education that provides
a teacher preparation program;
(bb) a school, department,
program, or center within the
institution or institutions of
higher education that provides
a program of study or research
in foreign languages; and
(cc) a school, department,
program, or center within the
institution or institutions of
higher education that provides
programs of study about the
historic, geographic, cultural,
economic, and other contextual
factors of the world area or
country with populations who
speak the foreign language to
which the model program
relates; and
(ii) may also include 1 or more businesses,
or nonprofit organizations with expertise in
kindergarten through grade 12 language
learning.
(B) Waiver.--The Secretary may waive the
requirement in subparagraph (A)(i)(II), if the
prospective grantee demonstrates the inability to
secure an institution of higher education as a partner
for the purposes of receiving a grant under section 5,
including as a remote, digitally connected partner,
after making a good faith effort to secure such
institution.
(3) Advanced level of proficiency.--The term ``advanced
level of proficiency'' means the advanced level as measured by
the American Council on the Teaching of Foreign Languages, or
level 2 as measured by the Federal Interagency Language
Roundtable or by other nationally recognized measures of
advanced standards of proficiency.
(4) Articulated.--The term ``articulated'' means that each
grade level of the foreign language program is designed to
sequentially expand on the student achievement of the previous
level with a goal toward achieving an established level of
language proficiency.
(5) Heritage school.--The term ``heritage school'' means a
school that--
(A) offers foreign language instruction or
tutoring, and cultural education related to a foreign
country; and
(B) serves students who are enrolled, on a full-
time basis, in a public or private elementary school or
secondary school that is not a heritage school.
(6) Institution of higher education.--The term
``institution of higher education'' has the meaning given in
section 101 of the Higher Education Act of 1965.
(7) Secretary.--The term ``Secretary'' means the Secretary
of Education.
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