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IFLE Fall/Winter 2013 Newsletter
U.S. Department of Education sent this bulletin at 12/13/2013 11:33 AM EST
Volume 1, Issue 4, December 2013
A Message from the Acting Senior Director
According to the journal Neurology, among the many benefits of learning more than one language may even be a delay in the onset of Alzheimer's and related diseases later in life. This startling finding adds to a growing body of evidence that language learning and international educational experiences can positively influence a whole range of life outcomes.This is why we in the Department of Education’s International and Foreign Language Education (IFLE) office feel so passionately that world language learning and international education should be part of every student’s experience.
In this edition of the newsletter, we feature the work of our grantees in Arizona, Illinois, Maryland, Michigan and New Mexico, among others, and bring you diverse voices from the field. We highlight the exciting work of partner organizations to report on campus internationalization and to map the nation’s interconnection with the rest of the world, and -- for those of you who were unable to attend our Technical Assistance Workshop in September -- we provide access to the conference presentations.
Like many of you, we are anxiously awaiting the passage of a FY2014 federal budget, since only at that point will we know how much funding can be allocated to the Title VI and Fulbright-Hays programs through the planned FY14 award cycle. We are committed to moving forward with 2014 grant competitions for Title VI programs including National Resource Centers (NRCs), Foreign Language and Area Studies (FLAS) fellowships, Language Resource Centers (LRCs), the Undergraduate International Studies and Foreign Language (UISFL) program, and Centers for International Business Education (CIBEs), as well as the Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA), Group Projects Abroad (GPA), and Seminars Abroad programs.We have been working hard to develop proposed program priorities that will broaden opportunities for international and foreign language education among the nations’ students and educators.We anticipate releasing those proposed priorities for public comment early in 2014. As always, your feedback will be invaluable to developing final application packages that can attract the very strongest and most innovative candidates for funding by the U.S. Department of Education.
I am very proud that we now have over 36,000 subscribers to this newsletter, including not only our grantees and prospective grantees but also others who have a keen interest in international and foreign language education as well as in the U.S. Department of Education’s programs in these fields. Yet for us, the newsletter is most valuable as a vehicle for soliciting your ideas and feedback.Please contact us at: IFLE@ed.gov to share your ideas and comments. We are anxious to hear from you!
Lenore Yaffee Garcia, Acting Senior Director, International and Foreign Language Education office
1.Suvarna Alladi, DM, Thomas H. Bak, MD, Vasanta Duggirala, PhD, Bapiraju Surampudi, PhD, Mekala Shailaja, MA,Anuj Kumar Shukla, MPhil, Jaydip Ray Chaudhuri, DM and Subhash Kaul, DM Published online before print November 6, 2013, doi: 10.1212/01.wnl.0000436620.33155.a4Neurology 10.1212/01.wnl.0000436620.33155.a4
GRANTEES IN THE NEWS!
Back to School Bus Tour
Acting Assistant Secretary Brenda Dann-Messier (center) visits one of IFLE's Title VI Language Resource Centers (LRC), the Center for Educational Resources in Culture, Language, and Literacy (CERCLL) at the University of Arizona as part of Secretary Duncan’s Back to School Bus Tour. Visit the website to learn more.
University of Illinois National Resource Center (NRC): Institute Analyzes "The American Dream"
On July2nd, 2013, Dr. Elizabeth Hanauer, the Associate Director of the NRC Center for Global Studies at the University of Illinois Urbana-Champaign brought a group of international teachers on a study tour to Washington, D.C. It was the first time they served as a host for the Study of the U.S. Institute for Secondary Educators on behalf of the U.S. State Department's Bureau of Educational and Cultural Affairs. This intensive six-week Institute, “The American Dream: The Self-Fulfilling Prophecy of a Cultural Heritage,” provided 30 secondary educators from around the globe with an interdisciplinary examination of what many call America’s most “enduring myth” – the American Dream. The participants came from 25 different countries.Most of them were English teachers at the secondary level, but a few also taught civics or social studies. Structured around four sub-themes, the Institute offers informed lectures, workshops on pedagogy, panels and discussions with educators, government officials, and community residents, local site visits, and sustained engagement with the host community. Study tours to Boston, Washington D.C., Chicago and San Francisco connect to program themes of a culturally and geographically diverse America. A Curriculum Project provides participants with the resources to create their own curriculum scaffold for a course on American Studies. Additionally, the Institute provides a follow-on online course for Institute alumni to assist them as they develop lessons, units, and courses on American Studies for their students.
Fulbright-Hays Seminars Abroad (SA) Chinese Delegations visit the United States
"Since 1981, the National Committee on U.S.-China Relations has administered study tours for educators in the United States and China on behalf of the U.S. Department of Education and China’s Ministry of Education, under a Memorandum of Understanding signed by the two countries. These study tours provide valuable insights to senior educators and administrators, who in turn enhance their schools, districts and universities and colleges by helping to adapt and promote successful innovations and best practices. The two most recent study tours for Chinese educators, covered below, focused on K-12 physical and arts education and university international student services". Please visit the website (pages 16 and 17).
The UNM Latin American & Iberian Institute Documents K’iche’ Maya Oral History
As part of its outreach as a Title VI National Resource Center, the Latin American & Iberian Institute (LAII) at the University of New Mexico announces the K’iche’ Maya Oral History Project, an innovative resource for students and teachers of the K’iche’ Maya language. 149 oral history recordings, collected in western Guatemala during the 1960s and '70s, are now publicly available online at no cost. The original audio files and accompanying transcriptions have been digitized and disseminated through the LAII’s website. The project was made possible and completed with NRC funding for outreach efforts promoting the study of less-commonly-taught languages. It furthers the LAII’s interest in supporting the preservation of indigenous languages of Latin America. According to James Mondloch, professor of K’iche’ Maya and project coordinator, the “K’iche’ Maya Oral History Project provides a wealth of materials which anthropologists, linguists, folklorists, and other students of K’iche’ culture and language will find useful.” To access the materials, visit the K’iche’ Maya Oral History Project website
VOICES FROM THE IFLE FIELD
NSCDS teacher travels to assist Thai students
North Shore Country Day School (NSCDS) Humanities Teacher Dana Specht’s first trip to Thailand was so inspiring for her that she couldn’t wait to go back.
Through the Fulbright-Hays GPA Program, Specht was able to visit the country in the summer of 2011. She kept in contact with a director she met during her first trip and felt she had more to give to the Thai students.
HUNTINGDON, Pa. -- Juniata College's Department of World Languages has received a $65,000 grant from the U.S. Department of Education's Fulbright-Hays Group Projects Abroad program to fund a multiweek trip in summer 2014 to Morocco for intensive language instruction and cultural educational opportunities in history, diversity and contemporary issues. Please continue reading at http://www.juniata.edu/services/news/?action=SHOWARTICLE&id=5737
University of Michigan School of Nursing Utilizes Language Grant on Campus and Beyond for Students and Faculty
"The funding is being used in a variety of ways, including developing videos, to improve the way future nurses deliver care"
An essential component of the Bachelor of Science in Nursing curriculum is developing the ability to assess and address the linguistic needs of diverse patient populations, according to the American Association of Colleges of Nursing. However, nursing students...read on for more information on this Title VI Undergraduate International Studies and Foreign Language (UISFL) project at http://www.nursing.umich.edu/about-our-school/news-portal/201308/3292
Going to Uganda in a search for common ground
WILKES-BARRE — A group from King’s College will take distance learning to a new level next year when it visits Uganda to study the East African country’s educational system.
Fulbright-Hays Group Projects Abroad (GPA) Fellow tells her story
by Grace Tran, GPA Long-term program participant, delivered at AppreciatED event on 11/14/2013
I received a Fulbright-Hays grant for Russian language study in St. Petersburg for the Spring and Summer in 2010. I had never been to another country before, and I remember being nervous, but being sure that I’d be able to land in Russia and immediately start speaking Russian. I remember landing and going to a small café for my first real Russian meal and valiantly trying to order a strange meat dish that I had never heard of before. Unfortunately, they had no idea what I was trying to say, so I resorted to pointing at said mystery meat dish, took my meal, and swallowed my pride. It was humbling, but made me realize how much I had to learn. Throughout my seven-month stay, I evolved from pointing and grunting unintelligibly, to being able to actually have a conversation. I’ll never forget the time I had a break through in language ability, when I was able to order a train ticket for the first time and even haggle with the crotchety old woman behind the ticket booth.
Study abroad was hard. This was my first time abroad, and my first time in Russia. Before landing there, all that I really knew about the country was what I had absorbed through classes, the news, and b-grade movies with Russian villains. But once I got there, I had the chance to really engage in conversation with Russian people, which was something that I had never done before. Those relationships that I formed over there are still with me today – I still regularly talk with my host family, and I’ve even had friends come over to visit. The ability to engage with another culture is a take away that makes the experience so valuable. Not only was I able to learn a lot about Russia, but Russians that I became friends with were able to learn more about America, not just through what they saw on TV and in the theaters.
Study abroad had obvious impacts on my Russian language acquisition, but there’s so much more to that than just language. There’s the ability to cope in difficult situations. I’m from Virginia, an inch of snow shuts down the entire state, and over in Russia, let’s just say that there are a lot of inches of snow…but people go on living. I would say that after having survived one of the toughest winters that Russia’s ever faced, I can do anything. Weather aside, being able to live within Russia has made me much more adaptable and flexible. Things just work differently over there in Russia, and I had to learn to adapt. After having survived and successfully managed my way around Russia, I came back from study abroad a much more confidant person.
I know that without having received the Fulbright Hays grant and studying abroad, I wouldn’t be here today. I know that sounds trite, but I mean it. When I was abroad, I knew I had to go back to Russia, and I was able to the next year on a Fulbright fellowship. Now I’m finishing my graduate degree in Russian and Eurasian area studies, and I hope to use the knowledge that I gained abroad in international development.
Study abroad has greatly benefited me, and I wanted to end by emphasizing how important studying abroad is for the US. Through study abroad, students are able to gain deeper cultural understanding through immersion. And it’s so important to keep supporting study abroad in less popular destinations, like Russia. Students return with a better cultural understanding, and the rest of the world understands us a little better as well. Through study abroad, we are able to continue to engage with our global peers. I wanted to personally thank you for having giving me an opportunity to study in Russia, and for all of your support of international exchange and global engagement.
Fiscal Year 2013 Fulbright-Hays Awards Announced
The U.S. Department of Education has announced the award of grants under two Fulbright-Hays International Education programs: more than $1.14 million has been awarded for 16 grants to institutions and organizations in 11 states for Group Projects Abroad Short-Term Projects; and more than $3 million to 34 institutions of higher education for Doctoral Dissertation Research Abroad (DDRA) grants. For more information, please go here.
IFLE Fiscal Year 2014 Technical Assistance Workshop
Every four years, IFLE hosts a Technical Assistance Workshop (TAW) for prospective applicants for programs funded under Title VI of the Higher Education Act, as amended. On September 23-24, 2013, IFLE held the TAW for those interested in applying to the Centers for International Business Education (CIBE), Language Resource Centers (LRC), National Resource Centers (NRC), and the Foreign Language and Area Studies (FLAS) Fellowships programs. During this workshop, IFLE staff provided guidance on how to prepare high-quality applications, and panels of experts in the fields of modern foreign languages, area studies, outreach, and assessment shared their perspectives on these and other international education topics.
The TAW was complemented by a concurrent Undergraduate International Studies and Foreign Language (UISFL) Project Directors’ Meeting that focused on successful project implementation and administration. UISFL session highlighted promising practices at UISFL grantee institutions and gave participants the chance to discuss challenges and opportunities encountered in initiating and institutionalizing their grant projects. The UISFL program staff provided guidance on revising project plans and budgets, meeting the UISFL program priorities, and reporting project performance, among other topics.
The IFLE office sponsored additional events in celebration of IEW 2013 that included a showcase exhibit, a panel discussion, and an interview with American University's School of International Service about expanding access to international education opportunities. Please read below for additional information.
IFLE worked with the Department's Office of English Language Assistance (OELA) and the Office of Communications and Outreach (OCO) to develop a map (right) showing the many ED employees who have world language skills that they are willing to share.
Expanding Access to International Education:Think Pathway, not Pipeline
Reflections from an International Education Week Panel Discussion
On November 22, five panelists joined IFLE in a lively discussion delving into some of the critical issues in the field of international education.This event was the culmination of International Education Week 2013, which highlighted the importance of developing global competencies in American students.
Each panelist brought a unique and passionate voice to this discussion: Stephen Angelsmith, Director of Peace Corps Programs at the School of International Service, American University; Dr. Fanta Aw, President of NAFSA: Association of International Educators; Sarah Ellison, Peace Corps Coverdell Fellow and MA Candidate in International Development, American University; Dr. Amanda Taylor, Professorial Lecturer in International Education, American University; and Kafia Ahmed, PPIA and IIPP Fellow, School of International Service, American University.
The discussion began with a call to action from Dr. Amanda Taylor: the U.S. Education system needs to change the way it educates students.Earlier in the week, the Asia Society, the Longview Foundation, and the SAS Institute unveiled the "Mapping the Nation" project, which compiled a map to measure the degree of internationalization of each U.S. state and county and advocated for increasing the number of internationally competent citizens and workers.To illustrate, fewer than one-fifth of U.S. students study a language past the introductory level, and less than 10% of U.S. undergraduates study abroad before graduation.Considering that 20% of Americans will work with international trade to some extent, our education system today is teaching for the past rather than preparing students for the future.In order to allow U.S. students to develop global competencies, we must create more pathways to develop language and cross-cultural skills.
Contrary to most of the existing terminology, the panelists speaking on this “Building Pathways to and through International Education” panel fostered the idea that entry points into international education are all around us. While there are traditional pathways like language education, schools and individual students can also embrace cultural education through international and domestic exchanges, study abroad, pen pals, music, art, etc. It is imperative that we expand these more formal cross-cultural opportunities to underrepresented students, though traditionally underrepresented students often have their own experience living constantly in a state of cross-cultural communication, often living in isolated groups or communities with unique cultural norms. Kafia Ahmed, a fellowship recipient at American University, spoke about the untapped resource of minority populations and the potential contributions to international education.She reasoned that because the global south, people of color, low-income communities, and migrant communities are constantly immersed in the experience of “otherness,” the cross-cultural skills necessary to succeed in diplomacy or in diverse societies may have already been developed through life experience. Clearly no student, school, or community develops an international perspective in the same way.
In all actuality, those pathways that lead to international education are not always distinguishable from domestic education—it is important to dismantle this false dichotomy between international and domestic. International and cross-cultural competencies can be developed in any context, and in such a globalized world, one can live all their life in the same place and still need those capabilities. In order to foster these competencies, we must develop a new curriculum for higher education that both blurs this dichotomy and involves underrepresented populations and leaders in international education in greater numbers than ever.
One way to soften that distinction is to present themes and concepts through experiential learning within the community. Through programs like domestic exchange, students can experience the vast cross-cultural communication that transpires among U.S. communities. Domestic programs can cultivate the skills so often associated with international experiences, such as the ability to communicate across cultures and work with others from a different background Additionally, the Peace Corps Paul D. Coverdell Fellows program allows returned Peace Corps Volunteers to work within U.S. communities to bring their service experience home.At American University, Steven Angelsmith facilitates these community partnerships to ensure that Fellows are truly engaging with and enriching communities.Many Fellows volunteer in local schools as cultural program teachers. By introducing international themes to younger students, he claims that we can “plant the seed” of being interested in learning about the world.Indeed, there is no age that is too young for global education: Sarah Ellison, a Fellow, spoke about her experience teaching U.S. first graders about South Africa and Benin, and the maturity and compassion of her students: “They see the otherness of themselves and themselves in others.”Through programs like domestic exchange and Coverdell Fellows, more students will have the opportunity to engage in cross-cultural dialogues and cultivate an interest in the world.
In the words of Dr. Aw, the U.S. must “reimagine a new paradigm” for international education in the increasingly “transnational” context of higher education. As of right now, this new reality is not reflected in the curriculum design for international education, but universities can foster international themes and values by striving for campus internationalization.Additionally, international learning should no longer be relegated to select disciplines, but rather should be integrated into general education programs.International education is interdisciplinary, and university curricula should reflect this reality.
Ensuring that all individuals have the opportunity to develop global competencies echoes the desire for greater social justice worldwide.One way to achieve a more just education system is to expose more underrepresented communities to international education, and then create or facilitate partnerships and opportunities for these students to access further learning opportunities.American University engages more historically underrepresented populations in leadership positions by partnering with funding organizations and fellowship programs that cultivate diversity in the field of international affairs through training programs and support systems.
Attendees at the panel included representatives from international education organizations, local institutions of higher education, the U.S. Peace Corps, U.S. Department of Education employees, and students.
Steph Cap and Laura Grannemann are interns at IFLE for Fall 2013 and students at American University and Georgetown University, respectively.
Mapping the Nation: Making the Case for Global Competency
This interactive map shows how interconnected every U.S. community is with the rest of the world, providing data on demographic, economic and education indicators for all U.S. states and counties.
"What's Happening in International Education"
President Obama Calls for American Education System to Align with Global Economy
President Barack Obama has called for American schools to align student achievement with the demands of the global economy, saying, “The source of America's prosperity has never been merely how ably we accumulate wealth, but how well we educate our people. This has never been more true than it is today. In a 21st-century world where jobs can be shipped wherever there's an Internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best job qualification is not what you do, but what you know -- education is no longer just a pathway to opportunity and success, it's a prerequisite for success.”
There have been a lot of talk—and $100 billion in education funding—tied to the idea of creating a world-class education system. But what does it really mean?
In any industry, the financial one notwithstanding, the world is interconnected. Five forces can clearly be seen in the global economy, each requiring a different skill set for true success:
A Science and Knowledge Economy Students need scientific and technological literacy.
A Resource-Challenged Economy Students need critical thinking about sustainable economies.
A Globally Interdependent Economy Students need knowledge about other countries, regions, cultures, and global systems. They need skills to communicate digitally, effectively, and in other languages. They need a values system to respect global peers and cultures different from their own. A Demographically Diverse Economy Students need cross-cultural leadership skills.
An Innovation-Driven Economy Students need to understand complexity and adapt to rapid change.
Students need to be globally competent. Other countries are already investing in these skills. For example, languages help people reap economic returns in addition to cultural and social ones. Most European countries start a first foreign language in the elementary grades and a quarter of Australian students learn an Asian language. Only about one-half of American high school students study a world language; the majority of these students never progress beyond the introductory level and 70 percent study Spanish, which does not help the United States meet the critical language needs identified by the US State and Defense Departments.
Similarly, in China, education leaders study education practices in other countries, teachers are encouraged to study abroad, and schools are strongly urged to form sister school partnerships with schools in other countries. However, less than one percent of American students study abroad, the figure is much higher in other industrialized countries.
The future is here. It’s global, multicultural, multilingual, and digitally connected. If we put the world into world-class education, not only will we be more successful and innovative in the global economy, but we will also lay an important foundation for peace and a shared global future.
*Please note that the views expressed are those of the authors and neither the IFLE office nor the Department endorse any ideas or opinions set forth in the "What's Happening in International Education" section.
University of Maryland Center for Advanced Study of Language
Languages for All: The Anglophone Challenge
"In recent years, much of the discussion regarding foreign language education has centered on its perceived benefits: a more robust economy, stronger national security, improved cognitive ability, and advantages in college admissions and the job market, just to name a few. Recent surveys show that 85 percent of American adults now believe that it is important for youth to learn a second language, yet 79 percent of Americans are still monolingual. It’s time to shift the discussion from “Why should we learn a second language?” to “Why aren’t we learning languages?” visit the website at http://www.casl.umd.edu/languagesforall
Postsecondary Educational Institutions: Their Role in
Expanding Access to International Education Opportunities
by Steph Cap, IFLE intern and undergraduate student in the School of International Service, American University
Dr. Amanda Taylor, Professorial Lecturer in International Education, School of International Service) and Steven Angelsmith (Director of Peace Corps Programs, American University) spoke to a representative of IFLE on November 15th at American University about how American University’s School of International Service is pioneering new ways to expand access to international education opportunities.
With the discussion about global competencies gaining intensity, it is important for institutions of higher education to explore ways to involve more students in international education. American University’s School of International Service illustrates how universities can broaden access to international education through partnerships with international non-profits, local K-12 schools, global service organizations, funders, and government entities.
The School of International Service (SIS) has a three-pronged approach to preparing leaders in the field of international education: reaching youth through community engagement, forging key institutional partnerships, and creating a curriculum and school culture to prepare students for future careers in international education.
Connecting young people to Americans who have lived abroad can spark an interest in international affairs. The Paul D. Coverdell Fellows Program allows returned Peace Corps volunteers to earn a Master’s degree while partaking in community engagement activities. This program capitalizes on the third goal of the Peace Corps, which is to bring service and international perspectives home. AU’s 23 Coverdell Fellows work with DC Public Schools to introduce K-12 students to foreign languages, cultures, and topics in cross-cultural communication through classes and extracurricular activities. Cultural awareness and intercultural competencies are two skills that Coverdell Fellows cultivate in their students through experiential learning within the DC community. Early exposure to international education can spark an interest in the world and help students to develop the skills necessary to succeed in a global economy.
For the second component of their strategy, SIS aims to increase the number of historically underrepresented students in the field of international education. Partnering with programs with complementary missions helps the school to achieve its goal. Some examples of partnerships include those with the Public Policy and International Affairs Fellowship Program, the Global Access Pipeline Project, the Pickering Foreign Affairs Fellowship, Charles B. Rangel International Affairs Program.
Creating a culture and curriculum to effectively prepare students to become leaders in international education and international affairs comprises the third piece of SIS’s strategy. SIS has enacted policies and practices to ensure that the school culture is inclusive and contributes to the development of students’ leadership potential. Interdisciplinary programs, such as the International Education for Public Diplomacy program within the International Communication department, can prepare students with skills employers desire.
Although there are many programs that focus on international education and foster a global perspective, SIS serves as an excellent example of a school that actively attempts to create more opportunities for historically underrepresented students and to create leaders prepared with the practical skills necessary to succeed in their chosen field.
The Army, NYPD and State Department can't get enough workers with this job skill. Neither can Fortune 500 companies, hospitals, local courts and schools.
What is it? Fluency in a foreign language.
Translators and interpreters are expected to be one of the 15 fastest growing occupations in the nation, according to the Department of Labor.
Roughly 25,000 jobs are expected to open up for interpreters (who focus on spoken language) and translators (who focus on written language), between 2010 and 2020, the Department of Labor estimates. That represents 42% growth for the field and does not include the military, which is also recruiting ferociously for more people.
In the last week alone, roughly 12,000 jobs posted on Indeed.com included the word "bilingual." To read on, go here.
What do Campus Presidents Say About International Education?
from NAFSA's "What's New to Education Abroad"
Visit NAFSA Blog for video interviews with campus presidents and chancellors from institutions receiving the 2013 Senator Paul Simon Award:
Richard Carpenter, Chancellor, Lone Star College System
Judy Genshaft, President, University of South Florida
Earl H Potter III, President, St. Cloud State University
Internationalizing the Campus Report 2013 Now Available
from NAFSA's "What's New to Education Abroad"
International Education Week is behind us, but the celebration of international education continues. If your campus has a mandate to internationalize, view NAFSA’s 2013 Interernationalizing the Campus (ITC) report at http://www.nafsa.org/_/File/_/itc2013.pdf and learn from the exemplary practices of the 2013 Senator Paul Simon Award Winners at . Use the ITC report to begin the dialogue on your campus about models for internationalization that may work for you.
IFLE STAFFING NEWS
Deputy Assistant Secretary Clay Pell left the Department in mid-October. Lenore Yaffee Garcia has been privileged to lead the IFLE team as Acting Senior Director since rejoining the U.S. Department of Education this past summer.
Michelle Guilfoil assumed the role of Acting Director of the International Studies Division (ISD) following Sonia Feigenbaum’s departure in September. Michelle needs no introduction to most of you, since she has served as a senior program officer managing a variety of IFLE programs over the past several years and also coordinates outreach for IFLE.KimOanh Nguyen-Lam continues her effective leadership of IFLE’s Advanced Training and Research Division (ATRD), whose capabilities were strengthened with the welcome addition of program officer Kate Maloney (see information below).
We had the pleasure this fall semester of hosting two student interns – Stephanie Cap, who is a senior at American University, and Laura Grannemann, a senior at Georgetown University. Steph and Laura embody the outstanding group of young people who have embraced international education – Laura through her experiences in China and Burma, and Steph through hers in Nepal, India and Argentina. You will see some of their work in this newsletter. We wish them the very best as they move on in their careers.
Kate Maloney (pictured with Secretary Duncan) joined the IFLE team in August, and she is excited to be the program officer for the National Resource Center (NRC) grants to Latin America, Western Europe, and Canada. Prior to IFLE, Kate managed rural K-12 grants at the Department. She has a master’s degree in international education policy, and she served as a Peace Corps volunteer in Guatemala. Kate is fluent in Spanish and Portuguese, and outside of work she enjoys hosting Latin American movie nights for friends.
Hometown: Chicago, IL
Expected B.A. International Studies, American University ‘14
Languages spoken: English, Spanish, Polish
After returning from studying and interning abroad for 16 months, I wanted to leverage the experiences I had to contribute to domestic education policy and to expand access to international and world language education for Americans.My internship experience at IFLE has allowed me to observe (and contribute to!) the work that is happening at the policy level to promote cross-cultural competencies in the American education system. Even though I am sad to be leaving after this semester, I walk away hopeful for the future of the U.S. education system because of IFLE’s dedication to promoting international experiences for U.S. students.Some of my favorite experiences were seeing my new colleagues in action at the Technical Assistance Workshop in September and helping to organize a panel discussion during International Education Week with representatives from my university.But to be honest, each day I was thrilled to be engaging with current initiatives and research in international and foreign language education!
Georgetown University SFS 2014
Culture and Politics, Concentrating on Education and Social Justice, with a Certificate in International Development
After having many experiences in a classroom, I came to the U.S. Department of Education to see the policy side of education, and why there are many discrepancies in international education opportunities. I have always seen education as the answer to so many of society’s injustices, but I have also often felt in a minority, seeing our country and community prioritize everything above education. I am comforted to know that we have such strong, intelligent people in IFLE working together with people across the industry to really shift the paradigm of international education. Over the course of the semester, I have loved compiling research for speeches and taking part in many of the events that ED has to offer. Every day I come into this office, the people here give off a sense of camaraderie and solidarity, which I am so grateful for.
Other International Education Opportunities
U.S. State Department offers opportunities
The Fulbright Distinguished Awards in Teaching provides elementary and secondary educators with an opportunity for a semester of independent study and professional development in Chile, Finland, India, Israel, Mexico, Morocco, New Zealand, the Palestinian Territories, Singapore, South Korea, and the United Kingdom. Based at university schools of education in the host country, participants take courses, complete a capstone project focused on Global Best Practices or Developing Global Competence, and lead master classes and seminars for teachers and students at the university and local schools. Please visit the website http://www.fulbrightteacherexchange.org/ for more information and to access the online application.
The Teachers of Critical Languages Program is pleased to announce an open competition for U.S. schools to host an exchange teacher from China or Egypt for an academic year. This program seeks to strengthen foreign language instruction at U.S. schools, while also providing the selected exchange teachers the opportunity to learn about U.S. teaching methodologies, culture, and society. The exchange teachers will teach Mandarin Chinese or Modern Standard Arabic and will also serve as a cultural resource in the host school and community.The application deadline is Wednesday, January 22, 2014. Please visit the website www.tclprogram.org for more information and to access the online application.
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