Re-imagining the foreign language education program at the University of Delaware

Abstract

The primary focus of this Educational Leadership Portfolio centers on the recruitment and retention of students to the Foreign Language Education (FLed) major. The severe decline in FLed majors in the last ten years has brought concern to the University of Delaware (UD) and to the State. While this problem is consistent across many institutions, the fact remains that there is an urgent need to address the issue due to the State of Delaware’s wide-spread promotion of foreign language learning. Former governor Jack Markell has been vocal about the importance of young Delawareans learning a foreign language and the State is “committed to providing an aggressive K-12 world language education plan that prepares Delaware students with the language skills they need to compete in an ever-changing global economy at home and around the world.” (https://www.doe.k12.de.us/domain/139). The Governor’s World Language Expansion Initiative was created in 2011in order to prepare Delaware students with the language skills needed to compete in the global economy. Current governor John Carney has continued the campaign for foreign language learning by signing the Delaware Certificate of Multiliteracy bill on July 21, 2017, making Delaware the 26th state in the country to establish an award that honors and recognizes students with high levels of proficiency in languages. Amid the increased emphasis on the importance of foreign language learning, all Delaware school districts report foreign language as a critical area of need. Furthermore, foreign language has been identified as a critical area of need by the federal TEACH grant program indicating the national level to which the foreign language teacher shortage has reached. The continued lack of foreign language teachers may soon have an impact on Delaware’s high school graduation requirements. Regulations of the Delaware Department of Education, (http://regulations.delaware.gov/AdminCode/title14/500/505.shtml), outline high school graduation requirements which include earning a minimum of two foreign language credits in the same language, or demonstrating novice-high or higher proficiency level on a nationally recognized assessment of language proficiency. To address the issue of recruitment and retention, I looked to a 2016 report by Dr. John Pelesko, University of Delaware’s Associate Dean for the Natural Sciences and Professor of Mathematical Sciences. This report provides some insight into where the University can effect change when it comes to retaining FLed majors. Therefore, I began by conducting studies on effective teacher preparation programs along with an analysis of our own FLed program. I also conducted interviews with current pre-service teachers in their final semester of study. I organized an open house at UD for all World Language (WL) teachers in the State in an effort to connect with our K-12 counterparts. I developed a collaborative professional development program with current K-12 WL teachers, and conducted focus group interviews to learn more about educator needs in the state. Based on the results of my work, I made proposals to adjust the current FLed coursework and I created opportunities for collaborative work with other language educators in the state. I proposed new courses for candidates seeking certification through the alternative routes program, and I was awarded a grant to develop a course to address the needs of freshman language majors.