Congratulations to the
2009 Foreign Language Assistance Program (FLAP)
Recipients
Department of Education Press Release
State Educational
Agencies (SEAs):
West Virginia Department of Education - $123,033
Japanese and Chinese
The West Virginia Department of Education’s Language
LEAPER program will be developed as a
content-related and media-based FLES program that
addresses the National Foreign Language Standards in
addition to cross-curricular West Virginia content
standards. The project will build upon and adapt
existing curriculum documents that have been
developed by other state curriculum projects. Once a
curriculum framework for the project has been
developed for grades K-5, media-based units and
lessons will be designed to be delivered over a 90
minute weekly instructional sequence that is divided
into three 30 minute sessions. At the center of each
session is a contextualized and culture-embedded
media episode presented exclusively in the target
language that introduces the content-related topic
of study. Each episode is supported by best-practice
and age-appropriate instructional activities that
afford students the opportunity to actively engage
in meaningful interpretive, interpersonal and
presentational communicative tasks. A central
strength of the program is that balanced assessments
will provide benchmarking and proficiency outcome
data. The Center for Applied Linguistics will
provide technical assistance in adapting SOPA, TOM-SOPA
and ELLOPA in order to gather summative student
proficiency data.
Nebraska Department of Education - $194,898
Chinese
The Nebraska Department of Education’s Chinese
Acquisition Project will provide access to
highly-qualified Chinese language educators,
increase the importance of connections to Chinese
culture and linguistics and develop continuous
professional development in order to enhance student
achievement. Using standards-based best practices
the project proposes to expand established high
school programs in Omaha and Lincoln Public Schools
starting in the elementary grades. The project will
continue through middle and high school years and
progress through postsecondary. Access to real-life,
interpersonal connections will be provided through
digital technology. Pilot schools represent both
urban and rural districts and involve high poverty,
low-income families. Student assessments will
include Linguafolio, NOELLA, and STAMP. Additional
options for Linguafolio might include the ACTFL OPI,
the online OPIc, and the Writing Proficiency Test (WPT).
Virginia Department of Education - $182,601
Arabic and Chinese
The Virginia Department of Education’s Arabic and
Chinese Development Program will utilize the
curriculum expertise and resources of Virtual
Virginia, an online instructional program, to
assemble teams of subject matter experts to develop
comprehensive course materials for Arabic I, II, III
and AP Chinese Language and Culture. Course
materials will be developed for online instruction
and designed to make them adaptable for face-to-face
instruction. Virtual Virginia is currently
implementing instruction in Chinese I, II and III.
Working in partnership with each school division in
the Commonwealth, every high school student will
have the opportunity to study and become proficient
in the Arabic or Chinese sequence of courses. The
project will establish a consortium of Arabic
language teachers and a consortium of Chinese
language teachers throughout the state to promote
instruction and provide training in best practices.
Local Educational
Agencies (LEAs):
Alabama
Montgomery County Public School System --
Loveless Academic Magnet Program
Chinese - $212,574
Arizona
Deer Valley Unified School District
Chinese - $209,938
California
Alameda County Office of Education
Chinese - $300,000
Glendale Unified School District
Spanish - $273,192
Oak Park Unified School District
Chinese - $86,815
Pasadena Unified School District
Chinese - $291,225
San Diego County Superintendent of Schools
Chinese - $295,821
Shasta Union High School District
Chinese - $250,000
Walnut Valley Unified School District
Chinese - $295,821
District of Columbia
Washington Yu Ying Public Charter School
Spanish - $290,875
Florida
Seminole County Public Schools
Chinese - $102,316
Illinois
Chicago Public School District #299
Arabic - $298,395
Woodstock Community Unit School District 200
Spanish - $300,000
Kansas
South Central Kansas Education Service
Center
Chinese - $237,999
Michigan
The Dearborn Academy
Arabic - $97,000
Forest Hills Public Schools
Chinese - $238,261
Minnesota
Yinghua Academy
Chinese - $274,905
North Carolina
Charlotte-Mecklenburg Schools
Arabic - $193,600
Cumberland County Schools
Spanish - $266,367
New Jersey
Englewood Public School District
Chinese - $269,870
New York
Binghamton City School District
Chinese - $202,894
City School District of New Rochelle
Chinese - $300,000
Oneida-Herkimer-Madison BOCES
Chinese - $284,717
South Orangetown Central Schools
Chinese, Korean, Russian,
Japanese - $261,029
Ohio
Cleveland Heights-University Heights City School
District
Chinese - $177,746
Summit County Educational Service Center
Chinese - $300,000
Tuscarawas Carroll Harrison Education Service Center
Chinese - $291,564
Oklahoma
Independent School
District No. 5 of Tulsa County (Jenks Public
Schools)
Chinese - $299,966
Oregon
School District 1J Multnomah County
Spanish - $292,005
Southern Oregon Education Service
District Learning
Chinese - $203,017
Pennsylvania
Berks County Intermediate Unit
Chinese - $297,078
Northeastern Educational Intermediate
Unit
Chinese, Arabic, Japanese, Hindi
- $200,000
Young Scholars of Central Pennsylvania Charter
Schools
Chinese, Turkish - $192,355
Texas
Arlington Independent School District
French, German,
Spanish - $300,000
Cosmos Foundation Inc.
Turkish - $300,000
Virginia
Henrico County Public Schools
Chinese - $52,771
Local Educational
Agencies/Institute of Higher Education (LEA/IHE)
Partnerships:
Alaska
Anchorage School District
Russian - $257,106
Project MIR (Mission is Russian!) Expansion:
Pipeline to Superior Proficiency expands Anchorage’s
elementary Russian K-5 partial immersion program at
Turnagain Elementary School to grade six and, in
subsequent grant years, transitions the partial
immersion model into Turnagain’s feeder middle and
high schools. The project will create two middle
school Russian immersion courses (World Geography
and U.S. History), and four new high school
immersion courses (Language Arts: Youth Views of
Russia, Language Arts: Literary Perspectives, Alaska
Studies and a new service learning elective: People
and Faces). The project also connects the eventual
K-12 Russian language immersion program to the
University of Alaska Anchorage (UAA), building the
pipeline for an eventual K-16 articulated Russian
language model. The District and University will
jointly develop a K-12 Russian language framework
and assessment rubrics. Using the Oral Proficiency
Interview (OPI) for placement at the University,
project graduates will likely enter into third level
college coursework. Teachers from elementary to
postsecondary will collaborate and learn together
from experts in the second language field. The
District and University will extend classroom
learning to after-school, summer camps and connect
students early with the university campus setting.
California
Glendale Unified School District
Korean - $300,000
The project has four key components with
corresponding goals and objectives: 1) Program
Expansion (adding grade levels and school sites,
including middle school); 2) Academic Achievement
(improvement in Korean proficiency indicators and
mastery of the five goals of the National Foreign
Language Standards; 3) Professional Development; and
4) Parent and Family Education. The program design
supports achievement of these goals for students,
parents, and teachers. Partners are the
University of CA, Santa Barbara; CA State
University, Northridge; and the Foundation for
Korean Language and Culture Seoul National
University
Palos Verdes Peninsula Unified School District
Chinese - $297,665
The model and approaches are partial immersion with
standards-based, content-based (K-5), and
articulated, sequential language instruction
(Chinese 1-4, including AP) (6-12) with extensions
to college-level coursework. Features include
intense, applied summer language experiences for
both professional development and extended student
study at all levels. Annual assessments will include
AP, SAT Subject Tests, Mandarin, publishers’ tests,
and locally developed materials using ACTFL
guidelines. Partners are the University of CA, Los
Angeles; the University of Southern CA; and CA State
University, Long Beach.
San Francisco Unified School District
Chinese, Japanese,
Korean, Russian - $300,000
The program will build K-16 critical language
pathways for students, offer specialized training
for faculty, and create a pipeline for critical
language teachers to return to SFUSD. The program
outcomes will include: sequential, standards-aligned
curricula starting in Kindergarten with embedded
assessments for each language; on-going and
sustained professional development for teachers
supported by San Francisco State University (SFSU)
and Stanford University; longitudinal research study
conducted by SFSU documenting student achievement,
linguistic and intercultural performance; and an
accountability plan to hold the district accountable
to all stakeholders.
Colorado
Aurora Public Schools
Chinese - $294,899
The program will focus on expanding and improving
Global Village Academy’s immersion instruction by
developing an integrative, content-based curriculum
framework and six integrated units per grade that
align subject matter, concepts, and skills with the
foreign language functions and tasks, in addition to
addressing intercultural learning outcomes. The
project will build on the current partnership with
the Chinese Flagship programs at the University of
Oregon.
Illinois
Township High School District #214
Chinese - $242,763
The purpose of this program is to establish a
comprehensive Mandarin Chinese foreign language
program that spans grades 4 through 14. The school
district will create a self-sustaining K-14 foreign
language study program in conjunction with global
career pathways education that links Chinese
language to future career options. Objectives
include elementary language and culture instruction
and formal Chinese as a foreign language course in
middle school. These goals will be reached with the
assistance of partners, Harper College and the
Michigan State University’s Confucius Institute.
Kansas
Southeast Kansas Education Service Center
Chinese - $214,952
This project will develop, implement, and assess a
sequential language program for grades K-12.
Interactive distance learning technologies will be
used to deliver Chinese to students, develop and
implement curriculum, and provide professional
development for Chinese instructors. During the fall
2009, the project will build on existing K-2 and
9-12 curriculum by developing curriculum for grades
3-8. The program model uses interactive technologies
to deliver language and culture programs to rural
and urban schools across four states, making the
project replicable and cost effective. An existing
distance learning network and statewide technology
will support delivery of project classes and
professional development. Partners include Kansas
University: Confucius Institute; Kansas State
Department of Education; Kansas Committee for
International Education in Schools and Huazhong
Normal University, China.
Kentucky
Fayette County Public Schools
Chinese, Japanese - $300,000
The program will expand articulated programs of
study in Mandarin Chinese and Japanese languages to
enable students to achieve a superior level of
proficiency with K-16 opportunities, and to provide
critical longitudinal research in Chinese language
programs. The district will also provide high
quality professional development to teachers of
Mandarin Chinese and Japanese in efforts to improve
the teaching and learning experiences for all
students. Partners are the Asia Center at the
University of KY, the National K-12 Foreign Language
Resource Center Research Institute for Studies in
Education at Iowa State University.
Minnesota
Hopkins Public Schools
Chinese - $257,208
The Minnesota Mandarin Immersion Collaborative (MMIC)
in collaboration with the University of Minnesota
will develop a well-articulated K-12 Mandarin
immersion program with a Science, Technology,
Engineering and Math (STEM) curricular focus that
will equip students with global literacy for
effective participation in the world community. MMIC
immersion programs currently serve K-2 students.
FLAP funding will support expansion of the program
through grade 6. Funding will enable MMIC to
develop, pilot and implement both a quality staff
development model and comprehensive student
assessment system to ensure sequential improvement
in foreign language proficiency. An Articulation
Team will research exiting secondary immersion
programs, identify and address transition issues,
develop a curricular framework to provide high
quality content courses in Mandarin for middle
school and high school, seek high quality secondary
teachers, and develop study abroad opportunities
with a STEM focus for Mandarin immersion students.
Montana
Missoula County Public Schools District #1
Arabic - $162,204
The overall goal of this program is to develop,
implement and evaluate a high quality and
sustainable Arabic language and culture program in
cooperation with the University of Montana during
the school day for students in grades 6-12 in the
context of a K-16 program of study. The program will
designed to address the four language skills that
are crucial processes for determining the growth of
literacy and predicting academic success.
North Carolina
Cumberland County Schools
Chinese - $290,689
The goal of the Chinese Culture and Language (CCL)
program is to establish an
articulated K-12 Chinese foreign language curriculum
within the Cumberland County Schools that is aligned
with the National Standards for Foreign Language
Learning and the North Carolina Standard Course of
Study in order to increase students’ proficiency in
reading, writing, comprehending and communicating in
a critical need language. The targeted schools, all
located within one attendance area, will implement
the content-enriched FLES model and sequential
curriculum based on the ACTFL Performance Guidelines
for K-12 Learners. Units will be designed with
carefully planned language structures and vocabulary
that are reinforced through activities in the
subject areas of the curriculum, i.e., math,
science, social studies, etc. Fayetteville State
University (FSU) faculty will provide support in
creating and implementing a standards-based Chinese
curriculum that will seamlessly articulate with
post-secondary foreign language options. Visiting
International Faculty (VIF) will support the project
by assisting in recruitment and placement of at
least 6 VIF teachers in the target schools, planning
and evaluation meetings, arranging school visits,
designing training workshops, and technical support
in curriculum development activities.
Oklahoma
Independent School District No. 5 of
Tulsa County
Chinese - $215,219
The Jenks K-16 Chinese Initiative will develop and
implement a Chinese 50/50-Immersion Program at S.E.
Elementary School, create a K-16 Chinese
Articulation Team of experts to develop a K-16
articulated curriculum, and implement a successful
plan for recruiting and developing the faculty and
staff involved in the Project. The Project’s first
step is a strategic planning year. During this
period, the majority of planning and work will
involve the comprehensive review of Jenks’ and the
University of Oklahoma’s Chinese language curriculum
and its re-design to align it to the ACTFL advanced
level of proficiency by grade 12, and a superior
level by grade 16. The district currently has a 7-12
Chinese language program.
Former FLAP Recipients:
FLAP 2008
Grant Winners
FLAP 2007
Grant Winners
FLAP 2006
Grant Winners
FLAP 2005
Grant Winners
FLAP 2004
Grant Winners
FLAP 2003 Grant Winners
FLIP 2002 Grant Winners (This is a Microsoft Word
document.)
FLAP 2001 Grant Winners
FLAP 2000 Grant Winners
FLAP 1999 Grant Winners
