There is a need to have and communicate a national language agenda based on a set of core principles. These principles are as follows:

• Opportunities to learn a variety of languages
  
• To meet national needs in an increasingly international context
  
• With a focus on the learner(s)
  
• Recognizing the resource and needs of heritage speakers
  
• Tailored to local needs
  

We will therefore:

1. Develop a national agenda around a new vision, mission statement, and
rationale.

1.1. Review mission statements of organizations within the profession (vision agenda items)
1.2. Review policies and needs of other segments, such as government &
corporations, consumers of language services, and providers of services.
1.3 Identify future needs
1.4 Draft a national agenda, which would include the new visions mission
statement and rationale.
1.5 Disseminate, review, and adjust the draft on the national, regional, state,
and local level.
1.6 Meld with professional agenda items.

2. Develop a strategic plan for dissemination, marketing, and implementation.

3. Develop mechanism to provide for regular review, revision, and updating of
the agenda.

• National
  Organizations
  
• Title VI Centers
  
• Inkind & $

Complete by November 2000

November 2000-June 2001

Summer 2001-November 2001

June 2001-2002

2-4 Years Out

Becky Kline(NECTFL), AATG,
Ray Clifford, Liz Hoffman,
Suzanne Hendrickson, Harry Rosser, Jane Shuffelton, Peter Merrill,
Debbie Roberts, Martie Semmer, Bev Canell,
Jane J. Baskerville,
Marty Abbott, Janine Erickson, Lucy Lee,
Scott McGinnis, Galal Walker, Twila Wood,
Lynn Sandstedt, Paul Garcia, David Jahner,
Mary Ann Lyman-Hager,
Thomas S. Parry, Paul Sandrock, Jennie Frazier
AATJ, Gordon Hale,
Mimi Met, Duarte Silva

Becky Kline (NECTFL)

We will advance a national dialogue by inviting stakeholders to the table.

1. We will collaboratively identify commonly understood and widely accepted
goals.

2. We will agree upon a plan of action

3. We will define each stakeholder’s roles and responses.

4. We will develop clear channels of communication.

5. We will structure periodic review and revision.

• Funding for
  planning &
  convening group

• Needs assessment
  instrument to
  collect, analyze,
  and disseminate
  data

• Convene full
  group;
  facilitators and
  facilities

• Mechanism for
  ongoing
  communication

• Mechanism for
  ongoing review &
  revision

3-6 Months

Martie Semmer
Frank Mulhern
Virginia Gramer
Brenda Benzin
Greg Duncan
Thomas Adams
Mary McGehee

We will work towards:

• Improving the image and the public relations for foreign language education
  K-16+
  
• Gaining more funding, visibility, and support for foreign language education
  
• Educating inside and outside of the profession about what we do and why.
  

1. Inside the profession we will do the following:

1.1. Support diversity in teachers, students, and languages
1.2. Reach the other 80% of teachers to involve them in the profession (especially isolated teachers)
1.3. Involve new teachers to build leadership
1.4. Include advocacy in teacher education
1.5. Establish mentor teachers to reach people within the profession by:

• Making resources known to teachers (organizations, materials,
  meetings, media, listserves, etc.)
  
• Providing national clearinghouse accessible to all with state and national information
  
• Creating local alliances
  

2. Outside of the profession we will do the following:

2.1 Market to the public and corporate sector, diverse audience of learners,
Parents, administrators, and other teacher groups.
2.2 Link with other disciplines, the community, and school boards.
2.3 Influence local, state, and national legislators, and Department of Education policymakers.

3. We will use existing organizations such as:

3.1 National, regional, and state organizations to be in touch with school
administrators and inform them about resources and professional opportunities.
3.2 Media (local newspapers, radio, television, posters, and pamphlets,
Etc.), to submit testimonials by current and former students now in the professional world, using subtitles instead of dubbing interviews in foreign languages, for example.
3.3 National advocacy boards to unify efforts.

• Electronic catalog of
  materials for
  promoting language
  education:
  Models,
  Pamphlets
  Videos, Posters
  Letters,
  Petitions,
  Legislation,
  Resolution,
  Speeches

• Encourage
  grassroots efforts:
  i.e.: get teachers
  together to speak
  to community
  groups and
  companies.

• Encourage national
  efforts i.e. :
  languages of Epcot
  

• Encourage letter
  writing campaigns

• Funding –
  Department of
  Education, Dept. of
  Defense, NSF,
  NEH, International
  Business,
  Corporations

Year 1

Now

Year 1 +

Now +

Now +

Martie Semmer
Ann Tollefson
Twila Wood
Peter Merrill
Lynn A. Sandstedt
Suzanne Hendrickson
Kay Hewitt
SCFLTA/NNELL
Leroy Hopkins
Charlotte Gifford
Becky Kline (NECTFL)
Harry Rosser

Peggy Bilbro (AAFLT)
Kay Hewitt (SCFLTA/NNELL)

Kay Hewitt

Grant Writer, Cathy Wilson, Tom Adams (also liaison with historians)
Kay Hewitt (SCFLTA/NNELL)
Becky Kline (NECTFL)

1. We will begin development of an electronic database. Preliminarily, the Web site will be based at the NFLRC at San Diego State University.

2. Regional responsibilities were assigned as follows:

2.1 SCOLT – Jody Klopp
2.2 SWCOLT – Guiomar Borras
2.3 NECTFL – Deborah Espitia
2.4 Central States – Mel Nielsen
2.5 PNCFL – Ann Tollefson

3. We will gather as much information as possible by September 1, then analyze the results Information will preliminarily be organized as technology in:

3.1 Direct student instruction
3.2 Professional Development/Support Programs/Resources

Jody Klopp
Guiomar Borras
Deborah Espitia
Mel Nielsen
Ann Tollefson

In order to maintain, create, and reconfigure our structures that support and manage the national agenda, we will:
1. Compile data and information

1.1 What are the organizations?
1.2 What are their mission statements?
1.3 What are they doing or not doing?
1.4 Who are their members?

2. Investigate how to reach the masses

2.1 How do structures/organizations serve the masses?
2.2 How do masses want to be served?
2.3 How is information disseminated?
2.4 How do other professional organizations reach the masses?

3. Consider the structures for establishing national policy/priorities

3.1 Investigate the role of organizational boards in determining policy.
3.2 Examine role/function of the ACTFL Delegate Assembly

 

 

4. Examine conference structure

4.1 Link to professional development
4.2 How do conferences support the national agenda?
4.3 Examine alternative delivery models

Survey Form
Support Staff

Researcher(s)
Contacts

Meeting
Survey
Contacts

Year 1

Years 2-3

Years 2-3

ACTFL & Organizations
Lynne McClendon, Becky Kline (NECTFL), Janis Antonek (FLANC), Loretta Garcia Williams, Scott McGinnis, Debbie Roberts (MaFLA), Ann Sunderland (FLAM), Peggy Bilbro (AAFLT), Galal Walker,
Thomas Parry, Mary Ann Lyman-Hager

Janis Antonek (FLANC), Greg Duncan, Galal Walker, Judith Shrum, Lynn A. Sandstedt, Becky Kline (NECTFL), Anita Bruce, Duarte Silva

Lynne McClendon, Diane Ging, Virginia Ballinger, Patrick Raven, Becky Kline (NECTFL), Pat Barr-Harrison, Emily Spinelli, Mimi Met, Scott McGinnis, Debbie Parks, Thomas Parry, Sonja Hokanson

Lynne McClendon, Diane Ging, Peggy Bilbro (AAFLT), Carol E. Klein, Suwako Watanabe, Becky Kline (NECTFL), Paul Sandrock (CSC), Emily Spinelli, Mary McGehee