#Monolingual states how to#

Wrestling with how to add a layer of multilingualism to a monolingual policy We compared how bilinguals and monolinguals recruit classic language brain areas in response to a language task and asked whether there is a neural signature. Teachers negotiating and enacting language policy has mostly focused on teachers

Moreover, the limited research that has been done on Must be examined through the staffing models that are shaped and often constrained by the broader language policy context in this case, the state, districts,ДЄnd schools (Creese, 2005).

The first way isД«y understanding how the negotiation of language policy at the classroom level Negotiate a language policy but also in two other significant ways. Research not only by looking at the collaboration between two teachers as they This chapter, in particular, contributes to this body of This book providesДЄ number of much-needed examples of teachers enacting language policies at theД¬lassroom level, an area within the study of language policy that has not been To how they negotiate their particular language policy context. Then, we provide a description of the case study followed by a discussion of the collaboration between these two teachers in relation First, we provide background on the national, state, and district context, especially with The chapter) within a restrictive district policy in Washington State. Teacher, working together in a facilitator model (which will be explained later in Of two teachers, an English-as-a-second-language (ESL) teacher and a classroom This deficit has greatly hampered the United States in diplomacy, intelligence gathering, war fighting, and nation building.The purpose of this chapter is to provide a description and analysis of a case study It has yet to recover.ДЄВ 2020 Council on Foreign Relations reportВ notes that at the State Department, вЂњlanguage-designated positions overseas are 15 percent vacant, and 24 percent of those staffed are filled by officers who do not meet the minimum language requirement.вЂќ The Defense Department has over 30,000 language positions, many of which it cannot fill. Support surged in the aftermath of 9/11, but fell sharply after 2011. Spurred by Cold War tensions and the Soviet UnionвЂ™s Sputnik launch, Congress passed the National Defense Education Act in 1958 and Fulbright-Hays in 1961, in part to help meet the countryвЂ™s need for foreign language and global studies expertise. government once recognized the importance of expertise in foreign languages and cultures. The war in Ukraine serves as a wake-up call to Americans to make competence in foreign languages an urgent economic, national security, and educational priority. But othersвЂ™ knowledge of English is no substitute for AmericansвЂ™ knowledge of foreign languages.

While over 300 million Chinese students are studying English, only 200,000 or so American studentsВ are studying Chinese.ДЄmericansвЂ™ foreign language complacency may stem from the knowledge that English remains the language of international business and diplomacy and is by far the most commonly studied second languageВ around the world. In Europe, almost two thirds of working age adults report knowing at least one foreign language. Even though roughly 70 million Americans speak a language other than English at home, almost 80 percent speak English only. In a multilingual world, the United States remains a mostly monolingual country.