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1. Language and Cultural Immersion Build Effective Communication

Author:
Bruce K. Byers
Publication Date:
11-2022
Content Type:
Journal Article
Journal:
American Diplomacy
Institution:
American Diplomacy
Abstract:
Foreign language competency and cultural understanding are acknowledged as important skills for diplomats. While many Foreign Service Officers receive such training in Washington before going to an overseas assignment, few have the opportunity for the deep cultural and language immersion that I enjoyed as part of my first assignment for the U.S. Information Agency (USIA). In early 1972, after completing seven months of Farsi language training at the Foreign Service Institute (FSI), I was posted to USIS Tehran. My family and I arrived shortly before the Persian new year, Now Ruz, and took up residence in an embassy apartment. Dave Dubois, the Public Affairs Officer, with the concurrence of the embassy Deputy Chief of Mission and USIA’s Office of Near East and South Asian Affairs (NEA), had arranged for me to spend some time with a host family in Isfahan. It was a “deep immersion” experience in which I would continue learning Farsi and experience life with a local family for several weeks.
Topic:
Diplomacy, Culture, Language, and Memoir
Political Geography:
Iran, Middle East, and United States of America

2. The Patchy Landscape of State English Learner Policies under ESSA

Author:
Leslie Villegas and Delia Pompa
Publication Date:
02-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was hailed as a significant step forward for English Learner (EL) students. The law aimed to raise the profile of accountability for ELs, including in terms of their progress towards English proficiency and their performance in academic subjects. More than four years on, all 50 states, the District of Columbia, and Puerto Rico have submitted plans to the U.S. Department of Education describing how they intend to meet their commitments under ESSA. But despite anticipation of a clear vision for the future of EL education policy, these plans offer a rather fractured picture and considerable variation. This report provides a detailed breakdown of key aspects of EL education outlined in these state plans. It examines policies governing how students are identified as ELs, assessed, and eventually exited from EL status once they reach proficiency; how their academic achievement is tracked; and the extent to which they are included in state accountability systems. On the whole, the authors conclude, ESSA has fostered more consistency within (though not between) states on matters such as EL identification and reclassification procedures. However, the law has significant shortcomings in other critical areas. For example, it provides no guidance to states on how to address cases involving ELs who do not reach proficiency within the state-determined timeline. The complexity of ESSA’s state accountability framework—with elements pertaining to ELs scattered across it—can also make it difficult to understand how and how much ELs’ performance counts in school accountability ratings. While it is too soon to understand the full impact of ESSA on EL students' academic outcomes and English acquisition, the report points to a number of key areas that merit careful attention from education policymakers and researchers in the coming years.
Topic:
Education, Immigration, Law, Language, and ESL
Political Geography:
North America and United States of America

3. Which English Learners Count When? Understanding State EL Subgroup Definitions in ESSA Reporting

Author:
Julie Sugarman
Publication Date:
03-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Data about English Learner (EL) students in the United States are more plentiful than ever. Under the federal Every Student Succeeds Act of 2015 (ESSA), states must report a wide range of information about their students’ English language arts and math standardized test scores, graduation rates, and more. They must also break these data down to show how students with certain characteristics—subgroups including racial/ethnic groups, students with disabilities, and ELs—are doing. This wealth of data is meant to help policymakers, practitioners, and community members identify schools that need to do a better job of helping ELs learn. But for this to be possible, it must be clear who states are including in the EL subgroup—something that varies across types of data and that is not always clearly marked on state student performance reports or online dashboards. This brief aims to help data users understand how the composition of the EL subgroup varies, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. It also discusses how breaking data out further for certain groups of ELs such as newcomers, students with interrupted formal education, and long-term ELs could benefit decision-making.
Topic:
Education, Immigrants, Language, and Integration
Political Geography:
North America and United States of America

4. Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices

Author:
Julie Sugarman and Leslie Villegas
Publication Date:
06-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Standardized tests play a central role in the U.S. education system, shaping how states hold schools accountable for ensuring that all students have equitable access to a quality education. Schools and districts sometimes also use testing data for high-stakes decisions about teacher pay and whether students can move on to the next grade. It is thus crucial that standardized assessments are able to accurately capture what students know and can do. But for English Learner (EL) students, test scores may not fully reflect how much they have learned in a subject if they cannot demonstrate their knowledge in English. The federal Every Student Succeeds Act (ESSA) encourages states to consider offering native language assessments as a test accommodation for ELs. Yet official guidance and research are limited on how to use such assessments effectively, and only 31 states and the District of Columbia use such tests. Depending on factors such as students’ English proficiency levels and the language(s) in which they receive instruction, these tests may be a good fit for some ELs but not others. This policy brief explores key policy and practical questions for states considering implementing or expanding their use of native language assessments. It also provides an overview of the choices made by the jurisdictions that already use them—including the subjects and languages in which native language assessments are offered and how they were created. Finally, the brief offers recommendations for the federal government, states, and local actors that could help build understanding of when these tests work well and how to make them more widely available.
Topic:
Education, Immigrants, Language, Integration, and ESL
Political Geography:
North America and United States of America

5. Legal Protections for K-12 English Learner and Immigrant-Background Students

Author:
Julie Sugarman
Publication Date:
06-2019
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Although education is in many ways a responsibility of states and localities, the U.S. federal government also has an important role to play. National laws, court rulings, and policy guidance help ensure that English Learner (EL) and immigrant-background students have equitable access to a meaningful education. It is then up to states and school districts to color in many of the details as they implement these protections in their free, public primary and secondary school systems. This EL Insight lays out seven key ways the U.S. government protects the educational rights of EL and immigrant-background students, including those with Limited English Proficient and unauthorized-immigrant family members. It also explains the legal framework behind these rules, who enforces them, and how they can be seen in action in schools across the country. Some of the policies highlighted in this brief—such as using a two-step home language questionnaire and English assessment to identify which students are ELs—are well established and look similar across the country. Others, such as requirements for what credentials teachers must have to work with ELs, vary considerably. And while some legal protections have become a basis for strengthening broader educational policy, many have limitations or have fallen short their implementation. This brief is the latest in a series of English Learner Insights, which also includes an introduction to finding and using EL data and to the instructional models schools use to serve ELs.
Topic:
Education, Immigration, Language, and ESL
Political Geography:
North America and United States of America

6. Q&A with Kristin Smith (MAAS ’14): A Day in the Life of Beirut’s Cultural Attaché

Author:
Vicki Valosik and Kristin Smith
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
For Kristin Smith, MAAS alum and Cultural Affairs Officer for the U.S. Embassy in Beirut, culture and diplomacy go hand-in-hand. “My job is really using culture and art to bring people closer together,” Smith told the Lebanese newspaper The Daily Star at a U.S. Embassy event celebrating the Lebanese writer Khalil Gibran. “It’s not just about deepening our ties and getting to know each other on a cultural level though. If we have these similarities in [the arts], then perhaps that will lead to future cooperation in other ways.” During her time in the MA in Arab Studies program, Smith—who holds a BA in Near Eastern Languages and Civilization from Harvard—pursued an academic concentration in Culture and Society, managed a yoga studio, and served as a Public Diplomacy Fellow at the U.S. Consulate General in Casablanca. Following graduation, she joined the Foreign Service, serving in Taiwan before beginning her current position in 2017. Her portfolio as Cultural Affairs Officer covers five primary issues: arts and culture, non-formal education, academic outreach, interfaith and minority outreach, and alumni programming.
Topic:
Diplomacy, Culture, Language, and Arabic
Political Geography:
Middle East, Lebanon, North America, Beirut, and United States of America

7. Intensive English USA

Author:
Arlen Gargagliano
Publication Date:
07-2019
Content Type:
Book
Institution:
Institute of International Education (IIE)
Abstract:
The 2019 edition of Intensive English USA is now available for purchase. This is the most complete guide to English Language Instruction in the United States. The directory features programs and courses offered by accredited U.S. higher educational institutions and U.S. English language schools. Each listing includes the IEP proficiency levels taught, dates, costs, instructional facilities and faculty, student services, eligibility and admissions, contact addresses, phone, fax, email, and more. Throughout its more than 50 years of publication, this directory has been the standard IEP resource for U.S. educational advising centers worldwide including education ministries, embassies, exchange agencies, universities, and other organizations that sponsor international students in the United States.
Topic:
Education, Language, and Higher Education
Political Geography:
North America and United States of America

8. The Power of International Education: Impact Analysis of IEE-Administered Programs, 2005-2015

Author:
Jodi Sanger
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
IIE’s work has a direct, tangible impact on the lives of individuals and the lives of those in the communities that support them. Alumni of programs administered by IIE said that the experiences and skills they acquired during their programs led to positive outcomes in their careers and personal lives, inspiring them to give back to their communities and improve their organizations. To better understand the effects of participating in an IIE-administered program, IIE conducted a survey of grantees who completed IIE-administered programs between 2005 and 2015. In total, IIE’s Research, Evaluation and Learning (REL) team captured responses from more than 4,000 individuals who participated in 10 different programs. Grantees took part in programs focusing on language & culture, teaching & research, STEM & development, and leadership. Authored by Jodi Sanger, IIE Research Analyst, this report sheds light on how the experience of participating in an IIE-administered program lives on in many aspects of alumni’s lives. As IIE celebrates its centennial in 2019 and looks ahead to the next 100 years of international education, this report demonstrates the change that IIE-administered programs create, building closer connections across the world and opening minds to new ideas and cultures.
Topic:
Education, Culture, Language, and Higher Education
Political Geography:
Global Focus and United States of America

9. Study Abroad Matters: Linking Higher Education to the Contemporary Workforce through International Experience

Author:
Ashley Stipek, Lindsay Calvert, Wagaye Johannes, Shana Childs, Elaina Loveland, and Catherine Morris
Publication Date:
03-2018
Content Type:
Working Paper
Institution:
Institute of International Education (IIE)
Abstract:
In today’s competitive economy, it takes more than a college degree to convince employers that graduates are ready for the workforce. Study Abroad Matters: Linking Higher Education to the Contemporary Workforce through International Experience, from IIE and the AIFS Foundation, synthesizes leading-edge research to demonstrate that in this globalized era, study abroad has become one of the most powerful ways to prove to employers that graduates have in-demand skills for the contemporary workplace. This paper outlines best practices for high education institutions, industry, and graduates to better articulate the value of study abroad for the contemporary marketplace.
Topic:
Globalization, Employment, Diversity, Language, and Higher Education
Political Geography:
North America, Global Focus, and United States of America

10. Expanding Vistas: International Academic Mobility in Brazil

Author:
Chelsea Robles and Rajika Bhandari
Publication Date:
01-2018
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
This study provides insight into global mobility in Brazil’s higher education sector. With support from the Australian Government’s Department of Education and Training, the IIE Center for Academic Mobility Research examines select indicators of internationalization in Brazilian higher education, including the provision of courses taught in English, virtual learning, and initiatives to support inbound and outbound student flows. The findings can help to expand Brazilian higher education institutions’ capacity to gather and report mobility data.
Topic:
Language, Mobility, Higher Education, and Academia
Political Geography:
Brazil, South America, Australia, and United States of America