Priority 1: Strengthen the Education Pipeline
The cornerstone of the Indiana Language Roadmap is the educational pipeline, which needs to be comprehensively strengthened in such a way that existing resources are leveraged and aligned, current training opportunities are enhanced or improved, and educators and learners of all ages are supported and incentivized to gain global and multilingual competencies. World language instruction and global learning will need to be promoted early and will require articulation through postsecondary education and career placement.
The Roadmap Plan proposes expanding educational opportunities for schools, colleges, and universities and for workforce training and professional development, including more offerings for high-quality online instruction. Training for in-service and pre-service teachers, counselors, and educators in proficiency-based language instruction will be critical, as will be more accessible opportunities for teacher credentialing and licensing. Cross-sector alliances will be leveraged to support this educational infrastructure, sustain an articulated need, and provide multiple points of access to high-quality instruction. Ultimately, Indiana must build a more purposeful educational pipeline that aligns with the needs of many sectors, unites existing strengths, and improves access to educational opportunities to prepare Indiana residents for our increasingly diverse and interconnected lives and careers.
1.1 TRAIN MORE LANGUAGE EDUCATORS
Indiana must address its shortage of K-16 world language teachers. The current licensure process could also better meet the needs of both teachers and students. The options for licensure should be more flexible and allow for native speakers to become licensed in a more efficient and equitable manner. At the university level, language students should be encouraged to become teachers and/or pursue degrees in languages that would be useful in careers that promote international education, commerce, cultural understanding, and national security.
1.2 ENHANCE THE LANDSCAPE FOR GLOBAL LEARNING
In order to increase global competencies and language learning throughout Indiana, teachers, counselors, parents, and community advocates need to play essential roles and must be engaged. Awareness must also be raised of current state and federal education opportunities and priorities relating to dual language immersion program seed funding, English language learners, heritage language speakers, national security priority languages, and recognition of high school student language proficiency through the Certificate of Multilingual Proficiency.
1.3 INCENTIVIZE TEACHING AND LEARNING
Indiana loses language teachers to states that pay higher wages or provide better benefits. Language coursework is not a graduation requirement, so students would be more likely to sustain their language learning and gain proficiency if there were additional benefits and encouragement.
The cornerstone of the Indiana Language Roadmap is the educational pipeline, which needs to be comprehensively strengthened in such a way that existing resources are leveraged and aligned, current training opportunities are enhanced or improved, and educators and learners of all ages are supported and incentivized to gain global and multilingual competencies. World language instruction and global learning will need to be promoted early and will require articulation through postsecondary education and career placement.
The Roadmap Plan proposes expanding educational opportunities for schools, colleges, and universities and for workforce training and professional development, including more offerings for high-quality online instruction. Training for in-service and pre-service teachers, counselors, and educators in proficiency-based language instruction will be critical, as will be more accessible opportunities for teacher credentialing and licensing. Cross-sector alliances will be leveraged to support this educational infrastructure, sustain an articulated need, and provide multiple points of access to high-quality instruction. Ultimately, Indiana must build a more purposeful educational pipeline that aligns with the needs of many sectors, unites existing strengths, and improves access to educational opportunities to prepare Indiana residents for our increasingly diverse and interconnected lives and careers.
1.1 TRAIN MORE LANGUAGE EDUCATORS
Indiana must address its shortage of K-16 world language teachers. The current licensure process could also better meet the needs of both teachers and students. The options for licensure should be more flexible and allow for native speakers to become licensed in a more efficient and equitable manner. At the university level, language students should be encouraged to become teachers and/or pursue degrees in languages that would be useful in careers that promote international education, commerce, cultural understanding, and national security.
- Identify resources to increase financial support and incentives for world language teachers and educators in teacher training programs
- Provide more accessible professional development opportunities for teachers and administrators
- Assess the current requirements and process for obtaining teaching licenses and make recommendations that will improve the process and increase the number of qualified teachers
- Reinstate the bilingual/bicultural license, which existed in Indiana until the 2010 amendments to the rules for education preparation and accountability
- Develop best practices and standards for dual language educators and establish professional development plans
- Advance coordination across the education pipeline (including schools of education, world language departments, K-12 schools, English Language Learner programs, and communities) to develop stronger avenues for licensure, teacher training, and communication
- Support teacher exchanges and provide training for visiting international teachers to ensure continuity in classroom praxis and effective pedagogy
1.2 ENHANCE THE LANDSCAPE FOR GLOBAL LEARNING
In order to increase global competencies and language learning throughout Indiana, teachers, counselors, parents, and community advocates need to play essential roles and must be engaged. Awareness must also be raised of current state and federal education opportunities and priorities relating to dual language immersion program seed funding, English language learners, heritage language speakers, national security priority languages, and recognition of high school student language proficiency through the Certificate of Multilingual Proficiency.
- Encourage curricular connections between language instruction and disciplinary content so students can apply their language skills and encounter career benefits
- Develop and seek approval for an Indiana graduation pathway that emphasizes world language and global competency skills for student college and career preparation
- Work with high schools and institutions of higher education to raise awareness and valuation of the Certificate of Multilingual Proficiency and increase student benefits, such as developing dual credit options and providing equitable access to proficiency testing
- Promote earlier language training by demonstrating how these programs benefit other educational standards such as literacy, critical thinking, intercultural skills, and preparation for careers
- Be inclusive of online and home schooling, adult learning programs, and community-based language and cultural programs (e.g. Saturday schools, after school programs, etc.) as contributors to the educational pipeline
- Work with high school and Career and Technical Education counselors to promote the benefits of language learning/multilingualism and cultural awareness for all students
- Diversify the languages offered as K-16 curricular choices, including less commonly taught languages, heritage languages, American Sign Language, and Native American languages
- Create a statewide website to disseminate best practices in proficiency-based language learning and to share information about world language learning and intercultural teaching and activities in Indiana
- Encourage the Indiana Department of Education to designate specific staff to coordinate the advancement of world languages and global learning across the K-12 pipeline
1.3 INCENTIVIZE TEACHING AND LEARNING
Indiana loses language teachers to states that pay higher wages or provide better benefits. Language coursework is not a graduation requirement, so students would be more likely to sustain their language learning and gain proficiency if there were additional benefits and encouragement.
- Advocate for better teacher wages that are comparable to nearby states and consider other means to incentivize the training and retention of teachers
- Train administrators to evaluate and support world language teachers and globally-engaged educators to help foster global learning environments and retain qualified teachers
- Create more student incentives for engaging in and sustaining language learning, such as a global school badge and awards for younger learners (e.g., a Governor’s Global Award), as well as marketing of the value of the Certificate of Multilingual Proficiency
- Engage students through international cultural exchanges between schools and other high-impact practices