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OCR for page 379
Index
A American Council on the Teaching of
Foreign Languages (ACTFL), 45n.
Abraham Lincoln Study Abroad 1, 56, 97, 134–136, 159, 165–167,
Fellowships, 369 235–239, 360
Absolute priority, 73, 350 guidelines, 361–364
Academic freedom, 23 Writing Proficiency Test, 361
ACLS. See American Council of Learned American Educational Research
Societies Association, 139, 234
ACTFL. See American Council on the American Overseas Research Centers
Teaching of Foreign Languages (AORC), 17, 19, 64, 127, 141,
ACTFL scale, 360–364 221–222, 282, 295–296, 319
Activities, performance measures based on, centers authorized, 295
213, 314 development of grants, 296
ADFL. See Association of Departments of limitation, 295–296
Foreign Languages planned performance measures, 215
ADFL Bulletin, 165 use of grants, 295
ADLP. See Center for the Advancement of Application process, 73–74
Distinguished Language Proficiency priorities in CIBER, 356
Advanced Overseas Intensive Language priorities in IRS, 358
Projects, 99 priorities in LRCs, 355
African Studies Association, 106 priorities in NRCs, 352–353
Agency for International Development, 306 recommendation concerning, 10,
Agricultural Extension Service, 189 111–112
AIBER. See Association for International Area studies programs
Business Education and Research awards in, 69
American Competitiveness Initiative, 66 infusion into the business curriculum,
American Council of Learned Societies 191–194
(ACLS), 269 at Ohio State University, 96
overlap in activities of, 65
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0 INTERNATIONAL EDUCATION AND FOREIGN LANGUAGES
programs intended to improve curriculum development, 193
instruction in, 322 education and training programs,
programs that support centers with a 301–303
focus on, 321 faculty development, 192
shortage of experts in, 113 findings and purposes, 296–297
summary of, 365–371 implementation challenges, 194
Title VI/FH demand for expertise in, infusion of foreign languages and area
36–57 studies into the business curriculum,
Asia Media, 108 191–194
Asia Pacific Arts, 108 institutional capacity, 194
Asia Studies Association, 222 outreach, 193
Assembly of Collegiate Schools of Business, planned performance measures, 215
183 projects related to increasing
Assessment. See Foreign language representation of minorities, 202
assessment; Self-assessment Business for Diplomatic Action, 41
Association for International Business Business needs addressed, 182–195
Education and Research (AIBER), BIE program, 190–194
185, 189, 221 CIBER program, 183–190
Association of Departments of Foreign conclusions, 195
Languages (ADFL), 165
Auralog, 241
C
Authority, in creating new programs in
undergraduate international studies,
CAL. See Center for Applied Linguistics
289
California Commission on Teacher
Award transparency, future needs,
Credentialing, 107
223–224, 226–227
California Department of Education, 167
recommendation concerning, 11, 227
CAORC. See Council of American
Overseas Research Centers
Carnegie classifications, 142
B
percentage of grants by type of
Berlitz, 58–59n. 1 institution, 90
BIE. See Business and International Carnegie Commission on Higher
Education program Education, 90
Bilingual Cross-Cultural Language and CASLS. See Center for Applied Second
Academic Development Certificate Language Studies
Program, 107 CAST. See Computer-assisted screening
Blackboard, 241 tool
Boyer Commission on Educating CED. See Committee for Economic
Undergraduates in the Research Development
University, 164–165 Center for Advanced Research on
Brigham Young University, 136, 187 Language Acquisition, 178
Bureau of Educational and Cultural Center for Applied Linguistics (CAL), 56,
Affairs, 28 98, 100, 136, 169, 177, 235–236,
Business and International Education (BIE) 361
program, 19, 64, 76, 90–91, 109, Center for Applied Second Language
117, 140, 182–183, 190–194, 197, Studies (CASLS), 136
201, 222, 296–303, 319, 328 Center for Near Eastern Studies, 100, 131
authorization of appropriations, 303 Center for the Advancement of
course development, 192 Distinguished Language Proficiency
criteria and points, 357 (ADLP), 131
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INDEX
Center for Transnational and Comparative CIBER network, 184–185
Studies, 178 Association for International Business
Center for World Languages, 132, 168 Education and Research (AIBER),
Center grants, and Title VI and Fulbright- 185
Hays in the Department of legislative and administrative supports,
Education, 74–76 184–185
Center on Reinventing Public Education, network activities, 185
56, 98 CIBERWeb, 176, 184, 195, 211
Centers for International Business Civilian Linguist Reserve Corps (CLRC),
Education and Research (CIBER, 231
CIBE) program, 17, 19, 64, 70–76, Coalition for International Education
80–81, 86, 91, 102, 109–110, (CIE), 222
114, 140–141, 175, 182–190, 197, Cold War, 18
221–222, 297–301, 313, 319, 328, Collaborative approaches, to conducting
356–357 outreach, 106
advisory council, 299–300 Commission on Foreign Languages and
application priorities, 356 International Studies, 67n. 6, 283
authorized activities, 298–299 Commission on Higher Education, 66, 223
authorized expenditures, 297–298 Committee for Economic Development
average grant amounts, 70 (CED), 39, 97
competition results, 71 Committee on Science, Engineering, and
criteria and weights, 357 Public Policy, 77
director questions asked during site visit Committee About Teaching on Asia, 106
interviews, 346 Committee to Review the Title VI and
enhanced body of knowledge, 187–189 Fulbright-Hays International
foreign languages in the business Education programs, 23–24
curriculum, 186–187 approach to its review, 309–349
grant conditions, 301 commissioning papers and targeted
grant duration, federal share, 300–301 analyses, 312
homeland security and U.S. conceptual model, 313–322
international competitiveness, 186 conducting site visits, 92, 148, 190,
institutional capacity, 190 223, 313
and Ohio State University, 191 evaluation study summary, 324–331
planned performance measures, 214 open committee sessions, 335–340
program highlights, 185–190 site visit interview guide, 341–349
projects related to increasing summary, 323
representation of minorities, 202 written comments submitted, 332–334
recommendation concerning, 9, 11, 226 Common European Framework of
and San Diego State University (SDSU), Reference for Languages, 237n. 4
191 Competition results
for undergraduate and graduate in LRCs, 71
business training, 191 in NRCs, 71, 144
Central Intelligence Agency, 48–49, 64, recommendation concerning, 11, 227
122, 360 Competitive grants, 294
Charles Rangel International Affairs Competitive priorities, 73, 350
Graduate Fellowship Program, 205, Computer-assisted screening tool (CAST),
207 136, 180
CIBER, CIBE. See Centers for International Computer networks, 173
Business Education and Research Computerized Oral Proficiency Instrument
program (COPI), 236
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INTERNATIONAL EDUCATION AND FOREIGN LANGUAGES
Conceptual model, in committee review, DDRA. See Doctoral Dissertation Research
24, 313–322 Abroad
Congress. See Legislative history; U.S. Dearborn Public Schools, 132, 232
Congress Defense Language Institute (DLI), 6, 25,
Congressional Budget Office, 123 29, 59, 127, 136, 149–152, 327,
Congressional Research Service (CRS), 48, 360, 370
63–64 LCTLs offered, 152
Consortium for Language Learning and Defense Language Transformation
Teaching, 132 Roadmap, 53, 233
Consortium in Latin American Studies, 106 Demand
overall, and Title VI and Fulbright-Hays
Continuing and Emerging National Needs
in the Department of Education, 76
for the Internationalization of
Undergraduate Education, 331 in specific federal agencies, 50–53
Continuous improvement, future needs, Department of Education Organization
221–223, 226 Act, 243
recommendation concerning, 9, 11, Desert Storm, 62
226 Difficult languages, 154
COPI. See Computerized Oral Proficiency Digital Media Archive, 92–93
Instrument Digital revolution, 172–173
Cornell University, 158–159, 179 Digital technology, 240
Council of American Overseas Research Dissemination, of an enhanced body of
Centers (CAORC), 221, 331 knowledge, 188–189
Council of Directors of National Foreign DLI. See Defense Language Institute
Language Resource Centers, 105, Doctoral Dissertation Research Abroad
221 (DDRA), 18–19, 72, 120, 133–134,
Council of Middle East Outreach 141, 150, 153–154, 220, 225, 273,
Directors, 101 312, 315, 331
Council of NRC Directors, 93, 221 fellowships awarded, 153
Course development, in the BIE program, planned performance measures, 215
192 DoD. See U.S. Department of Defense
Criteria and weights Duke University, 188
in BIE, 357
in CIBER, 357
E
in IRS, 359
in LRCs, 355
E-LCTL Initiative, 130, 327
in NRCs, 354
ED. See U.S. Department of Education
Critical languages, 4–6, 22–23, 29, 43,
Education Amendments of 1972, 275–276
52–53, 127, 131
Education Amendments of 1976, 277
priorities in, 30
Education Amendments of 1980, 277–279
varying definitions of, 30, 281
Education for Economic Security Act, 307
Cross-cultural competence, 43
Educational needs and teaching gaps,
Cross-national communications, 174
96–98
CRS. See Congressional Research Service
Educational Testing Service, 360
Curriculum development, in the BIE
EELIAS. See Evaluation of Exchange,
program, 193
Language, International and Area
Studies database
Electronic outreach, 101
D
Elementary and Secondary Education Act,
David L. Boren National Security 277
Education Act, 62, 281 Enhanced body of knowledge, 187–189
dissemination, 188–189
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INDEX
graduate placements, 189 FH. See Fulbright-Hays International
research, 188 Education Act programs (formally
Enrollments. See Foreign language known as the Mutual Educational
enrollments and Cultural Exchange Act)
Equitable distribution, of grants, 294 FIPSE. See Fund for the Improvement of
Evaluation Postsecondary Education
in creating new programs in Fisher College of Business, 191
undergraduate international studies, FLAP. See Foreign Language Assistance
292 Program
of a foreign language institute, 103 FLAS. See Foreign Language and Area
K-12 outreach activities, 102 Studies Fellowships
recommendation concerning, 8–9, 11, Florida International University, 178, 183
225 Florida Network for Global Studies, 178
summary of studies in committee Ford Foundation, 222
review, 324–331 Foreign Curriculum Consultants, 273
Evaluation of Exchange, Language, Foreign Language and Area Studies
International and Area Studies Fellowships (FLAS), 2, 7, 17, 19,
database (EELIAS), 74, 74n. 9,105, 34, 67–70, 73, 81, 94, 114–116,
114–120, 134, 142, 145, 157, 176, 120–121, 127–128, 133–143, 151,
197, 211–212, 216–221, 218n. 6, 154, 212, 217, 220, 225, 236, 245,
225, 310, 325 311, 315
data transparency in, 218–219 disciplines of fellows, 95
evolution of, 217 planned performance measures, 214
technical issues with, 217, 311 recommendation concerning, 10, 138
Export-Import Bank, 306 Foreign language assessment, 246–247
expanded needs, 234–235
recommendation concerning, 7–8, 10,
F 139
Foreign Language Assistance Program
Faculty development (FLAP), 6, 25–26, 61, 132, 208,
in the BIE program, 192 230, 232, 232nn. 1, 2, 242, 277,
in teaching foreign languages for 367
business purposes, 187 Foreign language enrollments, in selected
Faculty questions, during site visit languages in U.S. institutions of
interviews, 346–348 higher education, 55, 56, 57, 130,
Faculty Research Abroad (FRA), 18, 20, 150–151
62, 90, 134, 141, 153, 273, 315 Foreign languages in the business
planned performance measures, 215 curriculum, 186–187
FAO. See U.S. Army Foreign Area Officer development of language teaching and
Program testing materials, 187
Fastlane, 227 faculty development in teaching foreign
Federal Bureau of Investigation (FBI), 44, languages for business purposes,
48–49, 50n. 2, 58–59n. 1, 124–125 187
demand in, 50–51 research on business languages, 187
Federal foreign language programs, teaching foreign languages for business
summary of, 365–371
purposes, 186–187
Federal funding, as a catalyst for outreach Foreign languages programs
activities, 105 awards in, 69
Federal Funding for International Studies: programs intended to improve
Does It Help? Does It Matter?, 330 instruction in, 322
Federal Register, 73, 218, 282
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INTERNATIONAL EDUCATION AND FOREIGN LANGUAGES
programs that support centers with a George Washington University, 100, 177
focus on, 321 Georgetown University, 100, 109, 148,
shortage of experts in, 113 158, 177, 219
Foreign Service, 204, 206, 235 Gilman International Scholarship Program,
Foreign Service Institute (FSI), 6, 25, 29, 205–206, 231, 368
45, 51–52, 59, 127, 149–152, Global Business Breakfast Series, 188
234–235, 246, 327, 360, 370 Global Business Languages, 187
LCTLs offered, 152 Global e-commerce training for business
FRA. See Faculty Research Abroad and educators, 178
Fulbright-Hays International Education Globalizing Business Schools project, 198
Act (FH) programs, 2–3, 9, 16–18, Government Accountability Office (GAO),
28–29, 64, 67–68, 72, 98, 101–102, 47–48, 121, 123, 212
141, 143, 150–151, 230, 268, 282, Government demand, 47–53
366 demand in specific federal agencies,
allocation history, 72 50–53
at the Departments of Education, 61–62 Federal Bureau of Investigation, 50–51
at the Department of State, 61, 65, 366 federal employment of people with
Fund for the Improvement of language and area expertise, 48–49
Postsecondary Education (FIPSE), turnover, 49
61, 367 U.S. Department of Defense, 52–53
Funding U.S. Department of State, 51–52
allocations and Title VI and Fulbright- Government Performance and Results Act
Hays in the Department of (GPRA), 115–116, 192, 213, 217,
Education, 32–34, 68–73 314, 329
history of, 32–34 GPA. See Group Projects Abroad
sources for NRCs, 145 Graduate fellowships, 199
Future needs, 228–248 Graduate placements, and an enhanced
award transparency, 223–224, 226–227 body of knowledge, 189
conclusions and recommendations, Grand Valley State University, 222
224–227, 242–248 Grant amounts
continuous improvement, 221–223, 226 average in LRCs, 70
foreign language assessment, average in NRCs, 70
instruction, and technology, Grant conditions, in creating new programs
246–248 in undergraduate international
new demands and opportunities, studies, 291
233–242 Grant monitoring process, and Title VI and
new federal directions, 229–233 Fulbright-Hays in the Department of
program evaluation, 219–220, 225 Education, 74
program monitoring, 212–219, Group Projects Abroad (GPA), 18, 20, 72,
224–225 98–99, 101, 133–134, 140, 151,
273, 315
planned performance measures, 215
G
GAO. See Government Accountability H
Office (formerly known as General
Accounting Office) Hawaii World Trade Center, 188
Garvin School of International HBCUs. See Historically black colleges and
Management, 187 universities
General Accounting Office. See Heritage language speakers, 130–133
Government Accountability Office communities of, 100
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INDEX
Higher Education Act (HEA), 2, 23, 26, Incentives for the creation of new programs
32n. 4, 129, 197, 220n. 8, 221–222, in undergraduate international
267, 276, 278 studies and foreign language
Higher Education Amendments of 1986, programs, 289–292
279–280 application, 291–292
Higher Education Amendments of 1992, authority, 289
280–282, 308 evaluation, 292
Higher Education Amendments of 1998, grant conditions, 291
282 non-federal share, 290–291
Historically black colleges and universities priority, 291
(HBCUs), 190, 201 special rule, 291
History of foreign language assessment in use of funds, 289–290
the United States, 360–364 Inconsistency across programs, an issue
comparison between ACTFL and ILR with EELIAS database, 311
descriptors, 363–364 Increasing Representation of Minorities
comparison between ACTFL guidelines in International Service Through
and ILR scale, 362 International Education Programs,
Homeland security, and U.S. international 312n. 3, 324
competitiveness, 186 Indiana University, 110, 162
Hot Potatoes, 241 tracking Russia and East Europe
Hotel Rwanda (motion picture), 108 Specialists at, 122, 180
House Committee on Education and Labor, Individuals, programs that provide funds
277–278 to, 318
House Permanent Select Committee on Information and communication
Intelligence, 47 technologies (ICT), 171–172, 177
advances in, 172–174
digital revolution, 172–173
I implications for Title VI/FH programs,
173–174
IB, IBE. See International Business mass communication, 172
Education personalized publishing and
ICT. See Information and communication broadcasting, 173
technologies Informed citizenry
IEA. See International Education Act cultural competencies, 40–41
IEPS. See International Education Programs disciplines, 41–42
Service foreign language, 42
IIPP. See Institute for International Public need for, 39–42
Policy InfoUse, 120, 312
IIPP fellowship program, 197–201 Infusion of foreign languages and area
Illustrations of, 178 studies into the business curriculum,
ILR. See Interagency Language Roundtable with the BIE program, 191–194
ILR scale, 360–364 Inputs, performance measures based on,
Impact, performance measures based on, 213, 314
213, 314 Institute for International Public Policy
Implementation challenges, in the BIE (IIPP), 17, 20, 32, 32n. 5, 34,
program, 194
60n. 2, 67, 86n. 4, 141n. 1, 142,
Implementation Issues and Options for the 196–200, 281, 303–306, 310, 315,
HEA Title VI and Fulbright Hays 318, 324, 326
Programs, 312n. 6 authorization, 306
gifts and donations, 306
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INTERNATIONAL EDUCATION AND FOREIGN LANGUAGES
internships, 305–306 authorization of appropriations, 296
junior year abroad program, 304–305 equitable distribution of certain funds,
masters degree in international 294–295
relations, 305 findings and purposes, 284–285
minority foreign service professional graduate and undergraduate language
development program, 303–304 and area centers and programs,
planned performance measures, 215 285–287
projects related to increasing grants to maintain library collections,
representation of minorities, 202 286
recommendation concerning, 10, 207 national language and area centers and
report, 306 programs authorized, 285–287
outreach grants and summer institutes,
Institute for International Public Policy
Impact Assessment, 326 286–287
Institutional capacity, 190 special rule with respect to travel, 287
in the BIE program, 194 International business education (IB, IBE),
Institutional Resource Development Grant programs that support, 320
Program, 198, 201 International education, in the university
Instructional materials, 158–161 environment, 78–79
approaches to ensuring relevance and International Education Act (IEA),
quality, 163–169 273–275, 278
conclusions, 169–170 International Education Programs Service
contribution of Title VI programs (IEPS), 16, 67, 74, 74n. 9, 110, 212,
to strengthening materials 221, 225
development, 166–169 and Title VI and Fulbright-Hays in the
current efforts to ensure the quality of Department of Education, 67–68
language instructional materials, International Monetary Fund, 306
164 International Research and Studies (IRS)
evaluating, 167–169 program, 2, 17–18, 18n. 2, 21, 64,
examples, 158–159 85n. 2, 101, 128, 140–141, 156–
formats, 160 157, 157n. 3, 160–163, 170, 176,
intended uses, 158–159 218–219, 225, 310, 319, 358–359
language focus, 160–161 application priorities, 358
materials for instruction, 158 criteria and weights, 359
materials for instructors, 158–159 Darvazah, a door into Urdu, 180
materials for students, 159 illustrations of technology as a content
producing relevant, 156–170 enhancer in projects funded by, 180
scholarly standards, 163 language focus, 161
strengthening development of foreign online diagnostic tests and course
language materials, 164–166 materials for dialects of Arabic,
Interagency Language Roundtable (ILR), Chinese, and Persian, 180
45, 50, 63, 67, 122, 128, 135, 150, planned performance measures, 214
154–156, 235, 238–239, 246, 360 projects classified as research and
Interdisciplinary Research on International evaluation, 141
Themes, 144 projects related to increasing
Internal controls, an issue with EELIAS representation of minorities, 203
database, 311 Uzbek-English/English-Uzbek
Internal Revenue Service, 295–296 Dictionary, 180
International and foreign language studies, International Resource Information System
284–296 (IRIS), 8, 74n. 9, 212n. 2, 217–218
American overseas research centers, recommendation regarding, 8, 10, 225
295–296
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INDEX
International studies librarian questions, Joint National Committee for Languages
during site visit interviews, 349 (JNCL), 222
Internationalizing higher education, 90–96 Journal of Language for International
Internationalizing K-12 education, 96–104 Business, the, 187
educational needs and teaching gaps, Junior Summer Policy Institute, 199
96–98 Junior Year Study Abroad Program, 199,
electronic outreach, 101 306
evaluating K-12 outreach activities, 102
Group Projects Abroad, 98–99
K
National K-12 Foreign Language
Resource Center, 100
K-12 education, 96–104, 136, 167
NRC and LRC outreach to K-12,
K-16 education, 103
99–102
outreach priorities, 99
preparing teachers for international
L
education, 103–104
review, development, and dissemination Language Acquisition Resource Center, 131
of instructional materials, 101–102 Language Across the Curriculum program,
role of Title VI/FH programs in K-12 92
education, 98–99 Language and Critical Area Studies After
school site programs, 100–101 September , 327
Seminars Abroad, 99 Language and National Security in the st
teacher training, 100 Century, 329
Internet, the, 172–173 Language assessment, new approach
courses on, 178 needed, 235–237. See also Foreign
Invitational priority, 73, 350 language assessment
Iowa State University, 167 recommendations concerning, 7, 8, 10,
Iraq Study Group, 52 11, 139, 247–248
IRIS. See International Resource Language Materials Project (LMP), 168
Information System Language platforms, 240–242
IRS. See International Research and Studies recommendation concerning, 8, 11,
program 247–248
Language proficiency, 128–136
assessing in FLAS recipients, 134–136
J heritage language speakers, 130–133
recommendations concerning, 7, 8, 10,
JNCL. See Joint National Committee for
11, 139, 247–248
Languages
and Study Abroad and Foreign
Job placements, 114–126
Language and Area Studies
addressing unmet needs in government,
fellowships, 133–134
121–126
Language Resource Centers (LRC), 17,
experience in the National Security
21, 34, 64, 69–76, 86, 89–93, 98,
Education Program, 125–126
101–102, 107, 128, 132, 135–136,
inadequate communication of
139–141, 145, 149, 156–157, 162,
government needs to the field,
167, 175, 178, 197, 221–222, 232–
123–124
233, 288–289, 313, 319, 355–356
matching skills with openings, 125
application priorities, 355
in NRCs, 118
authorized activities, 288
recruitment issues, 124–125
average grant amounts, 70
tracking problems, 120–121
competition results, 71
where graduates are going, 116–120
conditions for grants, 288–289
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INTERNATIONAL EDUCATION AND FOREIGN LANGUAGES
M
criteria and weights, 355
director and deputy questions asked
Market disequilibrium, 37
during site visit interviews, 344–345
Mass communication, 172
planned performance measures, 214
Master’s and Ph.D. graduates, in NRCs,
projects related to increasing
119
representation of minorities, 202
Master’s “graduates” by discipline, in
recommendations concerning, 9–11,
NRCs, 94
111–112, 226
MESA. See Middle East Studies Association
Languages. See Conversational language;
Michigan State University, 101, 132, 158,
Critical languages; Difficult
176, 179, 184, 232
languages; Heritage language
Middle East Centers, 100, 118
speakers; Less commonly taught
Middle East Outreach Council, 102, 106
languages
Middle East Studies Association (MESA),
Latin American Business Environment, 189
55, 106, 129
LCTLs. See Less commonly taught
Middlebury College, 199
languages
Minorities in international service
Legislative history, 26–32, 267–308
Charles Rangel International Affairs
broadening the scope, 280–282
Graduate Fellowship Program, 205,
conclusion, 283
207
Education Amendments of 1972,
Gilman International Scholarship,
275–276
205–206
Education Amendments of 1976, 277
IIPP fellowship program, 197–201
Education Amendments of 1980,
increasing the numbers of
277–279
underrepresented, 196–208
embedding and revising, 276–280
Louis Stokes Educational Scholarship
Higher Education Amendments of
Program, 205, 207
1986, 279–280
other federal programs with similar
Higher Education Amendments of
goals, 204–206
1992, 280–282, 308
projects related to increase in LRCs,
Higher Education Amendments of
202
1998, 282
projects related to increase in NRCs,
International Education Act (IEA),
202
273–275
Public Policy and International Affairs
laying the foundations, 269–276
Fellowship Program, 206
Mutual Educational and Cultural
recommendations concerning, 206–208
Exchange Act, 272–273, 278
Title VI-funded projects aimed at
National Defense Education Act
minority students, 201–203
(NDEA), 269–272
Minority foreign service professional
Omnibus Trade and Competitiveness
development program, 303–304
Act, 280
application, 304
Less commonly taught languages (LCTLs),
definition of eligible recipient, 303–304
7–8, 93, 126–127, 148, 155, 161,
duration, 304
319, 327
establishment, 303
catalyzing instruction, 148
match required, 304
LMP. See Language Materials Project
Mobile phone technology, 172
Los Angeles Unified School District, 100
Modern Language Association (MLA), 55,
Lost (television program), 108
78, 148–149, 165, 269, 312
Louis Stokes Educational Scholarship
Monitoring. See Program monitoring
Program, 205, 207
Moodle, 241
LRCs. See Language Resource Centers
Multimedia Annotator, 241
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INDEX
Multimedia Lesson Builder, 241 competition results, 71, 144
Mutual Educational and Cultural criteria and weights, 354
Exchange Act, 272–273, 278. See director and deputy questions during
also Fulbright-Hays International site visit interviews, 342–344
Education Act programs funding sources, 145
job placements of graduates, 118
master’s and Ph.D. graduates, 119
N master’s “graduates” by discipline, 94
numbers by world area and tier, 75
National Academies, 77, 222 planned performance measures, 214
National Capital Language Resource projects related to increasing
Center, 136, 158, 177 representation of minorities, 202
National Center for Education Statistics, recommendations concerning, 9–11,
57, 98 111–112, 226
National Commission on Asia in the students in LCTLs enrolled at, 150–151
Schools, 97 National Science Foundation (NSF), 163,
National Commission on Terrorist Attacks 166, 174, 227, 305
Upon the United States, 48 National Security Agency (NSA), 44, 125,
National Council of Area Studies 205
Associations (NCASA), 55n. 6 National security considerations, 1, 4–5,
National Council of Organizations of 28–30, 129, 137
Less Commonly Taught Languages National Security Council, 306
(NCOLCTL), 148 National Security Education Act. See
National Cryptologic School, 370 David L. Boren National Security
National Defense Education Act (NDEA), Education Act
18, 26, 28, 129, 171–172, 267–274, National Security Education Program
278 (NSEP), 6–7, 23, 25, 57, 60–64, 81,
National Flagship Language Program 123, 125, 131, 137, 150, 230–232,
(NFLP), 57, 63, 132, 230–232, 242 242, 245, 366
National Foreign Language Assessment National Security Language Initiative
and Technology Project, (NSLI), 4, 6, 23, 29, 64n. 4, 66,
recommendation concerning, 8, 11, 187, 228, 231–232, 242–244
247–248 components of proposed, 230–231
National Foreign Language Center, 217 future role, 231–232
National Geographic/Roper Survey, 97 National Virtual Translation Center,
National Heritage Language Center, 132 58–59n. 1
National K-12 Foreign Language Resource NCASA. See National Council of Area
Center, 100, 136, 167 Studies Association
National Language Conference, 130 NCOLCTL. See National Council of
National Language Service Corps, 230 Organizations of Less Commonly
National Online Early Language Learning Taught Languages
Assessment, 136 NDEA. See National Defense Education Act
National Research Council, 2, 37, 92 New Visions in Action, 167
National Resource Centers (NRC), 2–3, New York University, 92, 131
9, 21–25, 34, 67, 71–76, 80, 85n. NFLP. See National Flagship Language
1, 86, 89–95, 98, 101–106, 110,
Program
114–116, 121–123, 128, 130, 9/11 Commission, 18, 48, 124
133–156, 162, 175, 181, 197, 200, No Child Left Behind Act, 112, 235
212, 217, 221, 233, 312–313, 319, North Carolina State University, 180
352–354 NRCs. See National Resource Centers
application priorities, 352–353 NSA. See National Security Agency
average grant amounts, 70
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0 INTERNATIONAL EDUCATION AND FOREIGN LANGUAGES
NSEP. See National Security Education conversational language, 238
Program developmental scale, 239
NSF. See National Science Foundation expense and limited availability, 239
NSLI. See National Security Language issues with, 238–239
Initiative nature of language ability, 239
reliability, 238
validity, 238
O Oral Proficiency Rating Scale, 361
Organization of American States, 306
Office of International Affairs, 66, 96 “Other” category used for key questions,
Office of International Education, 96 an issue with EELIAS database, 311
Office of Language Services, 58–59n. 1 “Outcome approach” logic model, 315
Office of Management and Budget (OMB), Outcomes
9, 66, 213, 213n. 3, 217, 312 performance measures based on, 213,
Office of Personnel Management, 124 314
Office of Planning, Evaluation and Policy schematic of all programs showing
Development (OPEPD), 120, 220, short-term and longer-term, 36, 317
225 Outputs, performance measures based on,
Office of Postsecondary Education (OPE), 213, 314
16, 61, 66–67, 233 Outreach Council of the African Studies
Office of the Director of National Centers, 106
Intelligence, 5 Outreach to other audiences, 107–110
recommendation concerning, 7, 11, activities, 105–106
244–246 in the BIE program, 193
Office of the United States Trade business, 109–110
Representative, 306 challenges, 104–105
Ohio State University, 95, 100–101, 144, collaborative approaches, 106
148, 158 conducted, 104–106
infusion of foreign languages and area federal funding as a catalyst for
studies, 96 outreach activities, 105
Oklahoma State Department of Education, government, 109
167 heritage communities, 107–108
OMB. See Office of Management and media, 108–109
Budget priorities, 99
Omnibus Trade and Competitiveness Act, public, the, 110
280 Outreach World, 102, 162, 176
Online collaboration, 174 Overlap in activities, of three federal
OPE. See Office of Postsecondary Education foreign language and area studies
Open committee sessions, in committee programs, 65
review, 335–340 Overseas Private Investment Corporation,
Open-ended questions, an issue with 306
EELIAS database, 311 Overseas study, 133–134
OPEPD. See Office of Planning, Evaluation recommendation concerning, 10, 138
and Policy Development support for research, education and
OPI. See Oral proficiency interview training, 150–153
Oral Proficiency Interview Approach to
Foreign Language Assessment, The,
312n. 5 P
Oral proficiency interview (OPI), 136, 139,
235, 237–239, 360 Pacific Basin Economic Council, 188
comparability in ratings, 239 PART. See Program Assessment Rating
Tool
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R
Partnership for Public Service, 124–125
Pat Roberts Intelligence Scholars Program,
REEI. See Russian and East European
60, 369
Institute
Peace Corps, 126, 360, 367
Report to Congress, recommendation
Pennsylvania State University, 159
concerning, 7, 11, 244–246
Performance measures, 213–216, 226
Request for applications (RFA), 73,
categories of, 213, 314
350–351
planned measures, 214
Research
recommendation concerning, 226
into an enhanced body of knowledge,
Personalized publishing and broadcasting,
188
173
on business languages, 187
Pickering Program. See Thomas Pickering
Reserve Officers’ Training Corps, 131
Foreign Affairs Fellowship Program
Review, committee’s approach to, 309–349
Pittsburgh Science of Learning Center, 174
RFA. See Request for applications
Portland Public Schools, 232
Ribicoff, Abraham, 273
PPIA. See Public Policy and International
Rising Above the Gathering Storm:
Affairs Fellowship Program
Energizing and Employing America
President’s Commission on Foreign
for a Brighter Future, 38
Language and International Studies,
Russian, East European, and Eurasian
212
Studies (REEES) Consortium, 178
Priorities
Russian and East European Institute
absolute, 73, 350
(REEI), 122, 162
in CIBER application process, 356
competitive, 73, 350
in critical languages, 30
S
invitational, 73, 350
in IRS application process, 358 SA. See Seminars Abroad
in LRC application process, 355 San Diego State University, 92, 107, 131,
in NRC application process, 352–353 136, 180
Producing International Expertise in MBA developing and disseminating
Programs, 328 curriculum, 93
Proficiency. See Foreign language School site programs, 100–101
assessment; Language proficiency; Schools and Staffing Survey, 57, 98
Oral proficiency interview; Science and Mathematics Access to Retain
Simulated oral proficiency interview Talent (SMART), 66
Program Assessment Rating Tool (PART), Securing Our Nation’s Future Through
213, 213n. 3, 220, 220n. 8, 310, 312 International Business Education,
Program evaluation, future needs, 328
219–220, 225 Security. See National security considerations
Program monitoring, 212–219, 224–225 Selection criteria and priorities in Title
EELIAS database, 216–219 VI and Fulbright-Hays programs,
future needs, 212–219, 224–225 350–359
IRIS, 8, 74n. 9, 212n. 2, 217–218 absolute priority, 73, 350
performance measures, 213–216 CIBER, 356–357
recommendations concerning, 6–8, competitive priority, 73, 350
10–11, 225, 243–244 invitational priority, 73, 350
Provost/senior international officer IRS, 358–359
questions, during site visit LRC, 355–356
interviews, 341–342 NRC, 352–354
Public Policy and International Affairs Selection of certain grant recipients, 294
Fellowship Program (PPIA), 206–207 competitive grants, 294
Purdue University, 184–185, 187
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equitable distribution of grants, 294 Summary of federal foreign language
selection criteria, 294 and area studies programs, 323,
Self-assessment, recommendation 365–371
concerning, 7–8, 10, 139 Abraham Lincoln Study Abroad
Seminars Abroad (SA), 18, 20, 62, 99, 101, Fellowships, 369
140, 156, 273, 315 Defense Language Institute, 370
planned performance measures, 215 Foreign Language Assistance Program,
Senate Committee on Foreign Relations, 367
273 Foreign Service Institute, 370
Senate Committee on Labor and Human Fulbright Program, 366
Resources, 196, 278, 281 Fund for the Improvement of Post-
September 11, 2001, 1, 22, 29, 47, 50, secondary Education, 367
100–101, 186, 222. See also 9/11 Gilman International Scholarship
Commission Program, 368
Simulated oral proficiency interview National Cryptologic School, 370
(SOPI), 235–236 National Security Education Program,
Site visit interview guide, 341–349 366
CIBER director questions, 346 Pat Roberts Intelligence Scholars
in Committee review, 341–349 Program, 369
faculty questions, 346–348 Peace Corps, 367
international studies librarian questions, Special Operations Forces Language
349 Office, 371
key to eight areas of review, 341 Stokes Educational Scholarship
LRC director and deputy questions, Program, 368
344–345 Title VI/Fulbright-Hays, 369
NRC director and deputy questions, Title VIII Program, 368
342–344 Summer Language Institute, 199
provost/senior international officer Support for research, education and
questions, 341–342 training, 140–155
student questions, 348–349 conclusions, 153–155
topics addressed in every interview, 341 dissemination of knowledge, 146–147
Site visits, 92, 148, 190, 223, 313 enhancing the body of knowledge in
Slavic Review, 147 FLAS, 142–147
SMART. See Science and Mathematics leverage, 144–146
Access to Retain Talent overseas study, 150–153
“Social demand,” 37 research capacity and prestige, 142–144
Social Science Research Council (SSRC), support for less commonly taught
85n. 2, 218 languages, 148–150
Sophomore Summer Policy Institute, 199
SOPI. See Simulated oral proficiency
T
interview
Special Operations Forces Language Office,
Teacher training, 100
371
Technical issues with EELIAS database,
Sputnik satellite, 26
217, 311
SSRC. See Social Science Research Council
Technological Innovation and Cooperation
Stokes Educational Scholarship Program,
for Foreign Information Access
60, 81, 204, 207, 368
(TICFIA), 17, 21, 64, 76, 156, 159,
Student questions, during site visit
168, 175–181, 282, 293–294, 311,
interviews, 348–349
319, 325
Study Abroad and Foreign Language and
application, 294
Area Studies fellowships, 133–134
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authority, 293 demand for foreign language, area, and
authorized activities, 293–294 international expertise, 36–57
match required, 294 in the Department of Education, 66–76
planned performance measures, 215 evaluation study summary, 324–331
Technology implementation, 58–81
in the Center for Advanced Research on legislative time line of current, 27
Language Acquisition, 178 list of, 19–21
as a content enhancer, 177 meeting national needs, 18–23
as a delivery tool, 176–177 planned performance measures, 214–215
in the Florida Network for Global recommendation concerning, 9–11,
Studies, 178 208, 226
global e-commerce training for business in relation to other federal programs,
and educators, 178 58–65
illustrations of, 178 selection criteria and priorities in,
and instruction, 237–240, 247–248 350–359
language platforms, 240–242 and the university context, 76–81
recommendation concerning, 8, 11, Title VI BIE Funding: A Survey of
247–248 Success, 328
in the Russian, East European, Title VI of the Higher Education Act (Title
and Eurasian Studies (REEES) VI) institutions
Consortium, 178 cumulative placements of Slavic and
Middle Eastern Studies students,
Technology and Instructional Materials
116–117
in Title VI and Fulbright-Hays
dissertations in Slavic and Middle
International Education Programs,
312n. 4, 325 Eastern Studies, 129
Terrorism, threat of, 186, 222 expanding Arabic instruction, 131
Texas A&M University, 191 graduate and undergraduate
Thomas Pickering Foreign Affairs enrollments in most popular
Fellowship Program, 60, 204, 207 language courses, 130
projects related to increasing
Three Decades of Excellence -,
331 representation of minorities,
Thunderbird Center for International 202–203
Business, 187 Title VI of the Higher Education Act (Title
TICFIA. See Technological Innovation VI) programs, 2–3, 9, 16–17, 24–25,
and Cooperation for Foreign 29, 61, 68, 70, 92, 95–96, 105, 109,
Information Access 112, 116, 119, 127, 129, 133, 137,
Title VI and Fulbright-Hays (Title VI/FH) 143–154, 169, 171, 268, 325, 327
programs, 1–6, 13–81, 22–25, 32– aimed at minority students, 201–203
37, 32n. 5, 54, 57–61, 64, 81–86, allocation history for, 68
89–91, 104, 110–116, 123–130, benefits and complexities of funding,
133, 136–141, 144–146, 149–150, 79–81
153–161, 164, 166, 169, 171, 184, LCTLs offered, 152
196–197, 203, 209, 211–212, 217, and the National Security Education
228–229, 245–248, 267–269, 329, Program, 62–64
369 proportion of applications funded, 77
appropriations for, 33 unique components of, 64–65
brief history and federal context, 26–34 Title VIII Program, 368
charge to the committee, 23–26 Tomsk State University, 96, 144
conclusion, 81 Transparency, in the EELIAS database,
current controversies, 22–23 218–219
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Tribally Controlled Community College University of Wisconsin, 159, 179, 241
Assistance Act, 304–305 University officials, recommendation
Turnover concerns, 49 concerning, 9, 11, 226
U.S. Army Foreign Area Officer (FAO)
Program, 127
U U.S. Congress, 2, 7, 23–24, 26, 89, 114,
268, 309
Undergraduate International Studies and program areas to be addressed in
Foreign Language (UISFL) Program, responding to, 316
17, 21, 32n. 4, 64, 76, 90–92, 140, recommendation concerning, 7, 11,
146, 154, 178, 194, 276, 289–292, 244–246
319, 330–331 U.S. Department of Agriculture, 189
funding support, 292 U.S. Department of Commerce, 16, 48, 193
incentives for the creation of new U.S. Department of Defense (DoD), 5–6,
programs in undergraduate 22, 44, 52, 57, 62–63, 121, 123,
international studies and foreign 125–126, 132, 137, 168, 232–233,
language programs, 289–292 243
planned performance measures, 214 demand in, 52–53
programs of national significance, 292 recommendation concerning, 7, 11,
United Nations, 306 244–246
United Negro College Fund, 86n. 4, U.S. Department of Education (ED), 2–9,
197–198, 200–201, 326 15–17, 64, 73–74, 81, 84, 98, 103,
United States Information Agency, 306 112, 115–116, 115n. 3, 119–120,
University context of Title VI and Fulbright- 128, 132–145, 151n. 5, 156, 162,
Hays implementation, 76–81 166, 168, 182, 197n. 1, 211, 217,
benefits and complexities of Title VI 223–224, 228–229, 233, 242–244,
funding, 79–81 270, 281–282, 330, 350
challenges for international education, FH programs at, 61–62
78–79 future role, 232–233
University of Arizona, 158 recommendations concerning, 6–11,
University of California, Los Angeles, 91, 111–112, 138–139, 208, 225–227,
100–101, 108–110, 131–132, 158, 243–244
162, 168, 176, 179 U.S. Department of Education (ED)
University of Chicago, 179 and Title VI and Fulbright-Hays
University of Connecticut, 185–186, implementation, 66–76
188–189 application process, 73–74
University of Florida, 178, 188 center grants, 74–76
University of Hawaii, 167, 183, 188 funding allocations, 68–73
University of Iowa, 103, 178 grant monitoring process, 74
University of Kansas, 179 International Education Programs
University of Maryland, 199 Service, 67–68
University of Minnesota, 166, 178 overall demand, 76
University of New Mexico, 127 U.S. Department of Health, Education, and
University of North Carolina, 102 Welfare, 273
University of Oregon, 136, 232 U.S. Department of State, 5–6, 22, 25,
University of Pennsylvania, 101
28n. 3, 41, 48–49, 51n. 3, 58–59n.
University of Richmond, 146 1, 60–62, 123, 125–127, 196, 200,
University of South Carolina, 183 204–205, 243, 306
University of Texas, 187 demand in, 51–52
University of the Incarnate Word, 201 FH programs at, 61–62
University of Virginia, 179 recommendation concerning, 7, 11,
University of Washington, 56, 98, 188, 201 244–246
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U.S. Export Assistance Centers, 189, 193 Woodrow Wilson Fellowships in Public
U.S. Freedom Support Act, 123 Policy and International Affairs.
U.S. Information Agency, 29 See Public Policy and International
U.S. military, 48–49, 118 Affairs Fellowship Program
U.S. News & World Report, 147, 183, 191 WordChamp.com, 241
World Affairs Council, 188
World Bank, the, 306
V “World languages,” 15n. 1
World Trade Center attacks. See
Virtual conferences, 174 September 11, 2001
World War II, 31
Written comments submitted, in committee
W review, 332–334
Wall Street Journal, the, 41
Washington Institute for Near East Policy,
Y
219
WebCT, 241 Yale University, 179
Weighting. See Criteria and weights Young Americans, 41–42
What Works Clearinghouse, 112
Wisconsin International Outreach
Consortium, 106
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