President's Commission on Foreign Language and International Studies

Contents of the Report

Chapter 1 describes the need for a higher level of foreign-language competence at all educational levels, with communicative proficiency being a priority. The commission identified complete public support as a necessity in solving problems such as teacher training, budget, curricula, methodology, supplies and materials, and testing in foreign-language instruction. The commission's recommendations for improving foreign-language competence include professional development of teachers, incentives for education institutions, the creation of language and international high schools, pedagogical experimentation, such as dual-immersion programs, building a national criteria and assessment program, establishing an advisory council on foreign-language and international studies, assessment of federal government language needs and the creation of a national public awareness campaign.

Chapter 2 focuses on the education of students in Grades K-12 and their preparation for participation in a global world in the 21st century. The commission identified a need for children to gain knowledge of the surrounding world and a greater awareness of other people and other cultures. The commission stated its belief that it is important to begin educating children during early childhood on languages and international affairs. For the educational system to create a more global perspective for students that would include international content in all subjects, the commission noted that teachers need additional training, knowledge, and tools. At the K-12 grade levels, the commission recommends creating model international curricula via statewide “lighthouse” programs and placing international education specialists at the state level to provide guidance and leadership. Further recommendations in the commission's final report were the inclusion of international education requirements for the licensing and certification of all teachers, the improvement of professional development for teachers, the incorporation of international content in curriculum development, the use of minorities and foreign visitors for intercultural teaching and learning experiences, the development of high school exchange programs, media programs in international education, professional associations, and research on the impact of overseas experiences on students and teachers.

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