Timeline Sample 3 (1)

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FOREIGN LANGUAGE CURRICULUM 1 Foreign Language Curriculum Development Timeline ABCD EDUC522 University of Phoenix 12/22/18 Liesje Randolph

FOREIGN LANGUAGE CURRICULUM 2 Foreign Language Curriculum Development Timeline Curriculum development for foreign language has experienced a lot of change throughout United States history. There are global, national, political, legislative, technological, economic, and social impacts on curriculum that have impacted students directly. Curriculum for foreign language is created to provide a quality education for a diverse group of students. K-12 educational institutions develop curricula for young students, higher education institutions develop curricula for college students studying foreign language, and ESL programs develop curricula for adult learners. In this paper, a history of curriculum development will be reviewed for both young children and adult learners. The following list provides examples of some of the changes that have occurred in the field of teaching foreign language. 1919 Pro- and Anti- Assimilation Movements After World War I, there was a pattern of assimilating immigrants to English (Schmidt, 2000). In 1919, the Ohio governor, James Cox, had proposed a law to abolish all German education in the state of Ohio. Prior to this, schools in the United States would openly offer foreign language education in schools. It was encouraged and not uncommon to speak more than one language. There was backlash to assimilation to English and this started an anti-assimilation movement that advocated for foreign language education and the right for individuals speaking foreign languages (Crawford, 1992).

FOREIGN LANGUAGE CURRICULUM 3 1945 1950s English becomes Global Language Freire’s Participatory Approach to ESL After World War II, there was a similar pattern that influenced English as the dominant language in the United States. Instead of the factor being the assimilation of immigrants, it was simply due to the United States being recognized as the world leader. Several other countries were exhausted or destroyed after the war, and the United States dominated scientific advances (Burn & Perkins, 1980). Because of this, English became the global world language because other countries wanted to learn from United States’ scientific contributions. Because of the spread of English after World War II, several Americans began to believe that learning a foreign language was unnecessary because the rest of the world was speaking or trying to learn English (Baron, 1990). Paulo Freire was a Brazilian educator whose work greatly inspired a participatory approach to ESL. In his approach, he would engage his students in discussions about key words that represent challenges in their life. The goal was to critically analyze these issues and promote literacy development and action for change (Auerbach, 1992). Freire’s work is particularly significant because his curriculum connected literacy education with social change. His

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FOREIGN LANGUAGE CURRICULUM 4 approach promotes the idea that learning a foreign language is not just about being fluent in the language, but being able to engage in conversations about how individuals are interacting with the world they live in and what impact they can make in the world (Freire & Macedo, 1987). Freire acknowledges that there is no such thing as neutral or unbiased curriculums. Curriculums always, implicitly or explicitly, reflect or align with a particular perspective; consequently, curriculums either perpetuate the current relationships within society or challenge them. In other words, curriculum can either perpetuate the privilege and marginalization dynamics or acknowledge and work to liberate marginalized individuals. 1958 National Defense Education Act (NDEA) After the Soviet Union’s launch of Sputnik, their success in outer space threatened the United States and led to the National Defense Education Act in 1958. This act appropriated $840 million to strengthen U.S. educational institutions, specifically prioritizing mathematics, science, and foreign languages. The desire to support foreign language education was based on the fear of falling behind the Soviet Union and the risk of Communist influence (Sterniak,

FOREIGN LANGUAGE CURRICULUM 5 1979 Declaration from President’s Commission on Foreign Language and International Studies 2008). By improving the development of foreign language education, students will be better prepared to strengthen United States’ global standings and technological advances. In 1979, the President’s Commission on Foreign Language and International Studies acknowledged the lack of foreign language competence in the United States. This negatively impacts United States’ international standings in diplomacy, trade, business, and so forth (Sterniak, 2008). From this, business and government leaders joined foreign language educators in advocating for strengthening foreign language curriculum development in schools. Although competitive and monetary advantages were the motivation behind this, spaces that allowed for voicing the importance of foreign language were created. This greatly improved the support for foreign language curriculum development in schools. 1991 Our History Book Another change in teaching ESL was the use of a book titled, Our History Book (Auerbach, 1992). This introductory activity

FOREIGN LANGUAGE CURRICULUM 6 represents the life of an immigrant family in the United States. The book inspiration came from a book titled English at Work: A Tool Kit for Teachers (Barndt, Belfiore, & Handscombe, 1991). The impact on curriculum development through this book was the authenticity and relatable content. Most adult ESL students were able to relate the immigration experiences in the story to experiences in their own life. This makes the content in the curriculum more empowering, improves their learning experience, and facilitates the participatory approach to ESL. 1990s Presidential Support for Foreign Language Education Both George H. W. Bush and Bill Clinton allowed for increased funding for foreign language education. In 1991, the Senate Intelligence Committee created a $150 million National Security Educational Fund to improve higher education programs in foreign languages and international studies (Crawford, 2000). Clinton also agreed with the importance of investing in foreign language. Competency in foreign languages was a part of the Goals 2000: Educate America Act. By the end of Clinton’s presidency, around $69.7 million was appropriated to fund International Education and

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FOREIGN LANGUAGE CURRICULUM 7 2001 No Child Left Behind Act Foreign Language studies (Sterniak, 2008). In 2001, President George W. Bush signed the No Child Left Behind Act (NCLB) into law. This law allowed for federal funding that required schools to give annual assessments, held them accountable for student achievement levels, and penalized schools that were not meeting progress requirements. In addition to these requirements, NCLB declared foreign language as a “core academic subject.” During his presidency, Bush also continued to fund foreign language studies throughout the early 2000s. This leads us to today, where curriculum development for foreign language is much more supported than it has been in the past. Conclusion In conclusion, changes in foreign language curriculum development have changed throughout the years due to crucial points in American history, needs of business leaders, calls of action for social change, technological advances, and global competition between other nations. Instructors and students are directly impacted be these changes to curricula. Advocacy for the

FOREIGN LANGUAGE CURRICULUM 8 necessity of foreign language has been crucial, particularly in periods of time where foreign language was viewed as optional and not a core academic subject. The standards for students to be competent in foreign language are increasing, and the goal is that the United States will continue to move forward along with this increase. As curriculum development for foreign language continues to change in the future due to various factors, goals to meet the needs of all students, promote student-focused success, and support the well being of individuals and society should be prioritized.

FOREIGN LANGUAGE CURRICULUM 9 References Auerback, E. R. (1992). Making meaning, making change. Participatory curriculum development for adult ESL literacy. Washington, DC: Office of Educational Research and Improvement Baron, D. (1990). The English-only question: An official language for Americans? Binghamton, NY: Yale University. Barndt, D., Belfiore, M. E., & Hanscombe, J. (1991). English at work: A tool kit for teachers (rev. ed.). Syracuse, NY: New Readers Press. Burn, B. B., & Perkins, J. (1980). International education in a troubled world. Annals of the American Academy of Political and Social Science, vol. 449, 17-30. Crawford, J. (1992). Language loyalties: A source book on the official language controversy. Chicago: University of Chicago Press, Ltd. Crawford, J. (2000). At war with diversity US language policy in an age of anxiety. Great Britain: Cromwell Press Ltd. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley, MA: Bergin-Garvey Schmidt, Sr., R. (2000). Language policy and identity politics in the United States. Philadelphia: Temple University. Sterniak, N. V. (2008). The American attitude toward foreign language education from the 1700s to 2006. Pittsburgh, PA: University of Pittsburgh School of Education

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