Beruflich Dokumente
Kultur Dokumente
Intelligences Technic
as a Setting Standard
in World Language
Education
Fox
Lehjika
World
Language
Specialist
Consultant
in
Corporate
Diplomacy
December
2014
Fpx Lehjika0
Introduction
The
Setting
is
one
of
the
California
Standards
for
Foreign
Language
Learning.
World
Language
Education
is
reemerging
as
one
of
the
critical
skills
American
students
and
professionals
need
to
develop
in
order
to
compete
in
todays
global
market
environment.
There
are
national
standards
led
down
by
the
American
Council
on
the
Teaching
of
Foreign
Languages
(ACTFL)
as
well
as
states
specific
standards
to
help
educators
and
students
meet
the
goals
of
linguistic
proficiency
and
cross-
cultural
literacy.
From
both
national
and
states
standards
Communications
and
Cultures
have
remained
the
common
denominators
and
have
been
subject
of
abundant
inputs.
However,
in
the
times
of
globalization,
whose
volatile
waves
are
rapidly
changing
patterns
in
the
world
and
in
our
communities,
it
is
important
to
highlight
the
important
the
Setting
as
an
vital
standard
for
a
sustainable
design
and
delivery
of
language
lessons.
As
will
be
shown
in
the
following
pages,
the
Setting
is
not
only
the
framework
within
which
all
other
standards
can
actually
find
their
academic
expression,
but
most
importantly,
if
used
within
an
appropriate
teaching
technic
such
as
the
Multiple
Intelligences,
can
create
an
organic
synergy
between
the
language
learner,
the
teacher,
and
the
subject
matter,
and
ultimately
lead
to
outstanding
results.
Many
education
institutions
have
ambitious
world
language
program
framed
after
the
national
and
state
World
Language
Standards.
However,
when
it
comes
to
delivering
World
Language
in
traditional
classroom
or
using
new
technology
of
information,
the
Setting
is
either
ignored
or
neglected.
In
fact,
many
world
language
educators
and
curricula
dont
consider
the
Setting
as
an
important
standards,
while
those
who
have
listed
the
Setting
in
their
frameworks
have
struggled
and
even
gave
up
efforts
to
design
an
effective
Setting
standard
that
takes
into
account
the
necessity
of
a
changing
globalized
world,
learners
multiple
learning
capabilities,
and
a
linguistic
and
cultural
proficiency
goal
oriented
curriculum.
With
a
special
focus
on
California
World
Language
Standards,
this
paper
is
aimed
to
emphasize
the
importance
of
the
Setting
as
an
important
World
Language
Standard
needed
in
the
design
and
delivery
of
language
lessons,
as
well
as
to
assess
learners
progress,
and
to
argue
that
Multiple
Intelligences
technic
offers
the
most
pragmatic
tools
to
create
a
Setting
within
which
World
Language
can
be
taught
and
learned
with
clear
vision
and
outcomes.
For
the
purpose
of
this
discussion,
we
will
talk
about
the
importance
of
the
Setting
as
a
World
Language
Standard,
the
Multiple
Intelligences
Technic
as
a
valuable
framework,
and
how
Multiple
Intelligences
can
be
embedded
in
World
Language
Education,
respectively
in
sections
one,
two,
and
three,
before
reaching
a
conclusion.
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Lehjika
CODExpansion
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2014
Thus,
the
necessity
for
Setting
as
a
World
language
education
standard
is
important,
because
for
students
to
communicate
effectively
they
must
use
elements
of
language
appropriate
to
a
given
situation.
The
language
conveys
meaning
best
when
the
Setting
or
context
in
which
it
is
used
is
known.
This
knowledge
of
context
assists
students
not
only
in
comprehending
meaning
but
also
in
using
language
that
is
culturally
appropriate.
Context
also
helps
define
and
clarify
the
meaning
of
language
that
is
new
to
the
learner.
In
todays
context,
as
F.
V.
Tochon
(2009)
argues,
languages
other
than
English
should
no
longer
be
considered
"foreign":
They
are
world
languages,
as
well
as
English,
at
the
time
of
globalization
(4).
In
a
2009
heartily
call
for
World
language
education
in
America,
Leon
Panetta,
the
former
CIA
Director
and
former
US
Secretary
of
Defense
published
the
following:
Other
nations
recognize
that
they
operate
in
a
global
economy
and
that
understanding
other
societies
and
cultures
is
both
valuable
in
its
own
right
and
necessary
to
be
competitive.
They
are
investing
heavily
in
international
education.
It
is
instructive
to
realize
that
although
English
continues
to
grow
as
the
international
language
of
business,
U.S.
corporations
have
started
to
face
the
problem
that
international
business
cannot
be
done
in
English
alone.
In
fact,
their
current
business
practices
actually
confirm
their
need
for
foreign
language
training.
But
this
need
has
been
largely
filled
by
hiring
others
because
of
the
language
ignorance
of
our
highly
educated
holders
of
MBAs.
U.S.
corporations
have
merely
reaped
the
benefits
of
the
heavy
investment
in
English
language
education
that
other
countries
have
financed.
In
continuing
to
accept
the
failure
of
U.S.
foreign
language
education,
however,
U.S.
corporations
have
started
to
pay
the
price
for
not
being
totally
in
charge
of
their
own
resources.
Some
executives
have
complained
that
foreign
languages
for
U.S.
managers
will
be
increasingly
needed
in
the
future
because
someone
will
have
to
determine
if
the
hired
nationals
are
doing
the
job.
The
reality
is
that
the
countries
of
the
world
have
drawn
their
boundaries
tighter,
using
their
language
capability
as
linguistic
capital
with
which
to
negotiate
economic
advantages
for
themselves.
Although
English
is
widely
used
in
European
international
business,
it
is
not
seen
as
the
international
language.
In
France
and
Germany,
it
is
necessary
to
use
French
and
German.
In
a
survey
of
leading
executives
in
10
European
countries,
only
31
percent
reported
using
English
for
professional
purposes.
Increasingly,
English
alone
cannot
be
used
to
penetrate
the
non-English
speaking
markets.
This
pattern
is
also
evident
if
one
looks
at
Japan,
a
lucrative,
yet
difficult,
market.
Japanese
society
invests
heavily
in
English-language
education.
Six
years
of
English
are
required
before
high
school
graduation.
All
Japanese
corporations
provide
tuition
for
English
language
classes
and
invest
greatly
in
language
training
and
other
international
management
training.
Yet
the
difficulty
in
doing
business
with
Japan
lies
precisely
in
their
insistence
that
business
be
conducted
in
Japanese.
While
some
argue
that
Japanese
are
just
poor
English
learners,
the
argument
may
be
made
that
the
Japanese
are
using
their
difficult
language
as
their
most
prized
capital,
ensuring
thereby
their
own
self-regulation
and
self-control.
But
as
long
as
elite
U.S.
schools
and
universities
continue
to
put
little
emphasis
on
the
acquisition
of
foreign
language
capabilities,
American
executives
will
be
monolingual
and
U.S.
corporations
will
have
to
try
and
use
English
or
buy
foreign
nationals
who
have
the
language
ability
where
the
business
is
located.
A
sad
commentary
for
the
strongest
and
most
competitive
economy
in
the
world
(4).
This
new
global
environment
has
created
the
necessity
for
students
to
develop
multi-linguistic
and
cross-cultural
competences.
The
Setting
standard
is
therefore
a
requirement
to
create
a
learning
environment
and
curricula
to
help
students
carry
out
tasks
in
a
variety
of
situations
representative
of
those
they
will
experience
in
real
life.
As
student
progress
along
the
language
learning
continuum,
they
carry
out
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Lehjika
CODExpansion
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2014
tasks
in
stage-
and
age-appropriate
situations
that
reflect
the
target
culture
and
the
world
they
interact
with.
However,
while
the
necessity
for
the
Setting
in
World
Language
education
is
a
constant,
inducing
learners
motivation
to
learn
other
languages
and
cultures
is
a
variable
that
needs
to
take
into
account
both
the
instructor
willingness
and
capacity
to
motivate
students,
and
the
latters
set
of
learning
skills
and
cognitive
capabilities.
b. Motivation
to
learn
Although
many
people
believe
that
successful
language
learners
have
special
cognitive
abilities,
research
in
second
language
acquisition
actually
tells
a
different
story.
A
number
of
studies
(A.M.
Masgoret
&
R.
C.
Gardne,
2003)
have
found
that
motivation
is
a
consistently
strong
predictor
of
successful
language
learning
(6).
It
certainly
makes
sense
that
motivation
would
be
associated
with
second
language
achievement
since,
as
previously
stated,
language
learning
requires
a
long-term
time
commitment
to
be
effective,
and
motivated
individuals
would
be
more
likely
to
devote
the
time
required
for
language
learning.
It
is
also
true
that
having
a
specific
goal
in
language
learning
helps
students
focus
their
efforts
and
maintain
their
motivation.
Motivation
involves
both
the
reasons
that
learners
have
for
learning
a
language;
that
is,
the
necessity,
as
well
as
the
intensity
of
their
feelings.
For
example,
traditionally,
some
learners
only
studied
the
language
because
of
a
language
requirement
either
at
school,
at
work,
or
for
travel,
while
others
expected
to
use
the
language
in
their
future
career.
In
todays
global
socio-economic
environment,
teachers
and
students
need
to
have
a
clear
understanding
of
globalization
and
how
technology
is
transforming
the
ways
we
conduct
business
and
how
we
interact
with
other
people
and
cultures.
Such
understanding
and
the
adverse
outcomes
of
lack
of
can
be
compelling
motivators
for
both
language
learners
and
instructors.
In
a
2011,
during
a
speech
to
the
Defense
Language
Institute,
a
Foreign
Language
Center,
Leon
Panetta,
once
again
addressed
an
assembly
of
about
2,500
soldiers,
sailors,
airmen
and
Marines,
the
next
generation
of
military
linguists
he
called
critical
to
the
United
States
future,
that
the
language
and
cultural
training
they
were
receiving
there
was
critical
to
the
nations
economic,
diplomatic
and
security
interests.
He
said:
It
is
absolutely
vital
to
what
the
United
States
is
all
about.
We
live
in
a
global
world.
We
have
to
understand
that
world
if
we
are
going
to
be
able
to
not
only
defend
this
country,
but
to
extend
our
relationships
to
others
so
that
we
can
work
together
to
defend
the
world
that
we
live
in.
The
reality
is
that
we
have
to
reflect
the
nation
we
live
in
and
we
have
to
reflect
the
world
we
are
a
part
of.
Languages
are
the
key
to
understanding
that
world.
Its
also
critical,
to
the
effectiveness
of
current
U.S.
military
operations.
If
we
are
going
to
advance
stability
in
some
of
the
countries
we
are
fighting
in
today,
we
have
to
be
able
to
understand
what
motivates
those
countries,
what
motivates
their
people,
and
to
understand
their
culture,
beliefs,
faiths,
ideologies,
hatreds
and
loves.
So
it
is
crucial
to
our
national
security
to
be
able
to
have
a
strong
language
ability
(7).
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Lehjika
CODExpansion
LLC
2014
This
speech,
while
providing
language
students
with
a
ratio
logis
as
to
why
world
language
is
a
necessary
skill
in
the
context
of
globalization,
it
can
also
be
deemed
a
motivational
message
to
boost
students
enthusiasm
to
study
world
languages.
In
addition
to
understanding
the
necessity
for
language
learning
in
a
global
competitive
world,
people
who
have
strong
competitive
stamina
for
career
and
innovation
probably
have
a
stronger
motivation
than
those
people
who
simply
hope
to
pass
language
requirement.
New
World
Language
teachers
have
reported
worries
about
whether
they
will
be
able
to
succeed
in
helping
student
develop
linguistic
and
cross-cultural
abilities
to.
But
these
worries
can
be
easily
transformed
into
teaching
effectiveness
if,
in
planning
lessons,
teachers
not
only
focus
on
the
subject
matter
and
on
their
anxieties,
but
also
and
most
importantly
in
preparing
the
subject
matter
instructors
should
have
in
mind
students
needs,
the
context
in
which
students
will
be
using
the
language,
as
well
as
students
varying
learning
abilities.
This
means
that
Language
teachers
must
be
aware
of
globalization,
of
challenges
language
learners
are
preparing
to,
and
of
the
skills
learners
need
to
develop
to
succeed.
Professional
development
and
effectiveness
training
can
help
language
teachers
be
up
to
the
task.
As
noted
previously,
student
motivation
is
not
a
constant,
but
a
variable
that
grows
over
time.
Students
tend
to
retain
their
motivation
when
the
class
content
matches
their
goals
and
they
have
positive
feelings
about
the
target
language
and
its
speakers.
That
is
why
learners
should
always
choose
which
language
they
want
to
learn
continuously
until
they
can
achieve
an
acceptable
proficiency
level.
Student
motivation
also
tends
to
be
stronger
when
the
learner
has
specific
rather
than
general
goals
for
language
learning.
It
can
be
very
helpful
when
teachers
help
learners
develop
more
specific
goals
for
language
learning.
Being
a
variable,
motivation
for
World
Language
learning
can
encounter
multiple
challenges.
Many
language
learners
start
language
study
with
a
desire
to
use
the
particular
foreign
language,
but
by
the
time
they
have
studied
the
language
for
a
few
semesters,
they
have
lost
their
original
motivations
and
become
concerned
only
with
their
grades.
As
will
be
shown
later,
using
Multiple
Intelligence
Technic
can
be
a
valuable
tool
in
raising
and
maintaining
World
Language
learners
motivation.
Here
are
few
factors
that
may
cause
students
lose
motivation
for
learning
world
languages:
First,
student
motivation
can
be
lessened
when
students
have
negative
attitudes
or
prejudices
toward
the
target
language
and/or
the
people
who
speak
that
language.
It
is
unrealistic
to
think
that
prejudices
towards
specific
languages
or
groups
that
exist
outside
of
the
classroom
will
not
enter
the
classroom.
For
example,
the
author
witnessed
a
situation
of
a
brilliant
student
of
Mandarin
losing
motivation
after
one
of
her
parents,
who
is
half
Philippines,
told
student
about
her
aversion
for
China
and
its
aggressive
behaviors
against
the
Philippines.
Second,
learners
motivation
can
be
shut
down
by
anxiety.
Anxiety
may
include
uncomfortable
feelings
when
learning
or
using
the
new
language.
Several
studies
have
found
that
approximately
1/3
of
American
world
language
learners
experience
anxiety
in
response
to
language
learning,
according
to
Horwitz,
Tallon,
and
Luo,
2009
(8).
Most
anxious
language
learners
feel
uncomfortable
when
speaking
or
listening
to
the
new
language,
but
some
language
learners
also
find
writing
or
even
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Fox
Lehjika
CODExpansion
LLC
2014
Connections
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Lehjika
CODExpansion
LLC
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Comparisons
Standards
Objectives
Content
Communications
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Lehjika
CODExpansion
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2014
Cultures
Structures
Settings
Learners
present
information,
concepts,
ideas
and
viewpoints
on
a
variety
of
topics
to
audiences
of
listeners,
readers
or
viewers
for
varied
purposes.
Learners
demonstrate
linguistic
and
cultural
competence
through
creative
endeavors
and
artistic
expression.
Learners
use
their
understanding
of
culture
to
convey
messages
in
a
manner
that
facilitates
interpretation
by
others
where
no
direct
opportunity
for
the
active
negotiation
of
meaning
exists.
With
a
system
built
to
help
student
develop
real-life
communication
proficiency
and
cultural
literacy,
achieving
such
goals
necessitates,
as
previously
discussed,
not
only
that
student
have
an
understanding
of
the
context
in
which
communication
will
take
place,
but
also
that
lessons
must
be
designed
and
delivered
in
the
Setting
that
is
representative
of
situations
in
which
communication
will
occur.
The
important
of
the
Setting
in
the
design
and
delivery
of
World
Language
is
that
students
will
need
to
carry
out
tasks
in
a
variety
of
situations
representative
of
those
they
will
experience
in
the
target
cultures.
The
success
of
learners
communication
will
depend
on
the
situation
in
which
the
language
is
used,
as
well
as
the
consideration
of
students
multiple
learning
skills.
Curricula
should
be
creative
in
the
design
of
situations
in
which
language
can
be
taught
and
learned
in
such
ways
that
it
embraces
a
variety
of
life
departments
virtually
representative
of
learners
varying
learning
skills.
The
Multiple
Intelligence
Technic
can
offer
valuable
tools
in
the
design
of
such
a
Setting.
Section
2:
The
Multiple
Intelligences
Technic
This
theory
has
emerged
from
recent
cognitive
research
and
documents
the
extent
to
which
students
possess
different
kinds
of
minds
and
therefore
learn,
remember,
perform,
and
understand
in
different
ways.
According
to
Howard
Gardner
(1991),
If
we
want
our
schools
to
prepare
students
for
the
challenges
they
will
face
after
they
leave,
we
must
constantly
pose
challenges
in
school
that
force
them
to
invoke
a
variety
of
intelligences.
These
challenges
should
have
different
kinds
of
solutions,
they
should
involve
a
variety
of
intelligences,
they
should
encourage
collaboration,
and
they
should
provide
opportunities
for
reflection.
(11)
According
to
Howard
Gardners
multiple
intelligences
theory
(MIT)
(1983,
1999),
"we
are
all
able
to
know
the
world
through
language,
logical-mathematical
analysis,
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spatial
representation,
musical
thinking,
the
use
of
the
body
to
solve
problems
or
to
make
things,
an
understanding
of
other
individuals,
and
an
understanding
of
ourselves.
Where
individuals
differ
is
in
the
strength
of
these
intelligences
-
the
so-
called
profile
of
intelligences
-and
in
the
ways
in
which
such
intelligences
are
invoked
and
combined
to
carry
out
different
tasks,
solve
diverse
problems,
and
progress
in
various
domains."
Gardner
contends
that
these
differences
"challenge
an
educational
system
that
assumes
that
everyone
can
learn
the
same
materials
in
the
same
way
and
that
a
uniform,
universal
measure
suffices
to
test
student
learning.
Indeed,
as
currently
constituted,
our
educational
system
is
heavily
biased
toward
linguistic
modes
of
instruction
and
assessment
and,
to
a
somewhat
lesser
degree,
toward
logical-
quantitative
modes
as
well.
This
theory
is
an
important
contribution
to
cognitive
science
and
constitutes
a
learner-
based
philosophy,
which
is
an
increasingly
popular
approach
to
characterizing
the
ways
in
which
learners
are
unique
and
to
developing
instruction
to
respond
to
this
uniqueness.
Traditionally,
whether
in
an
explicit
or
implicit
manner,
many
learning
contexts
have
been
organized
and
many
teachers
have
taught
as
if
all
learners
were
the
same.
One
of
the
most
significant
advances
in
education
in
the
last
decades
of
the
twentieth
century
has
come
from
a
considerable
amount
of
research
done
in
the
area
of
learning
styles
which
recognizes
that
the
students
in
classrooms
have
greatly
different
learning
profiles.
With
respect
to
world
language
education,
as
will
be
shown
below,
multiple
intelligences
technic
offers
to
world
language
instructors
the
most
creative
tools
in
the
design
of
language
lessons,
curricula,
and
assessments
that
can
effectively
help
students
develop
the
ability
to
carry
out
tasks
in
a
variety
of
situations,
which
not
only
are
reflective
of
real
life
experience,
but
also
that
are
representative
of
different
learning
capacities
listed
within
the
eight
intelligences
or
life
departments.
These
different
intelligences
reflect
a
pluralistic
panorama
of
learners
individual
differences;
they
are
understood
as
personal
tools
each
individual
possesses
to
make
sense
out
of
new
information
and
to
store
it
in
such
a
way
that
it
can
be
easily
retrieved
when
needed
for
use.
These
intelligences
are:
Intelligences
VERBAL-LINGUISTIC
LOGICAL-MATHEMATICAL
BODILY-KINESTHETIC
Descriptions
Word
games,
storytelling,
speeches,
debates,
journals,
dialogues,
reading
aloud,
poetry
writing,
oral
presentations,
and
blogging.
Problem
solving,
math
games,
logic
puzzles,
creating
codes,
Socratic,
questioning,
computer
programming,
timelines.
Creative
movement,
dance,
mime,
field
trips,
imagery,
manipulative,
hands-on
activities,
body
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language,
role-playing.
VISUAL-SPATIAL
Diagrams,
visualization,
maps,
visual
puzzles,
mind
mapping,
patterns,
pictorial
metaphors,
videotaping,
and
photography.
MUSICAL-RHYTHMICAL
Singing,
humming,
raps,
chants,
rhythms,
listening
to
music,
creating
melodies
for
concepts,
musical
games,
compose
tunes,
pod
casting.
NATURALIST
Exploring
outdoors,
identifying
flora/fauna,
gardening,
wildlife
observation,
studying
natural
phenomena,
science
projects.
INTERPERSONAL-SOCIAL
Mediation,
peer
collaboration,
simulations,
cross-
age
tutoring,
clubs,
community
projects,
cooperative
activities,
interviews,
blogging.
INTRAPERSONAL
Individualized
projects,
journal
writing,
reflective
time,
quiet
spaces,
independent
studies,
self-
evaluation,
and
autobiographies.
Section
3:
Embedding
Multiple
Intelligences
as
a
Setting
Embedding
multiple
intelligences
technic
into
world
language
education
is
a
dynamic
innovative
effort
that
requires
an
active
observation
of
language
learners
and
a
constant
interaction
between
students
and
instructors.
Such
embedment
will
have
the
virtue
of
creating
learning
experiences
that
tap
into
students
diverse
learning
skills,
and
if
successfully
developed
and
consistently
applied,
it
is
to
expect
that
students
will
achieve
high
linguistic
proficiency
and
cross
cultural
literacy,
while
enjoying
their
world
language
studies.
Intelligences
EMBEDDING
TASKS
VERBAL-LINGUISTIC
Use
word
games,
storytelling,
speeches,
debates,
journals,
dialogues,
reading
aloud,
poetry
writing,
oral
presentations,
and
blogging
to
help
build
students
ability
to
Read,
Write,
Speak,
Listen,
and
use
Language
effectively.
LOGICAL-
Use
math
games,
logic
puzzles,
creating
codes,
Socratic
MATHEMATICAL
questioning,
computer
programming,
timelines
to
help
build
students
ability
to
count,
measure,
resolve
puzzles,
think
critically
in
their
target
language
and
culture.
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BODILY
-
KINESTHETIC
VISUAL - SPATIAL
MUSICAL
-
RHYTMICAL
NATURALIST
-
ECOLOGIST
SOCIAL
-
INTERPERSONAL
INTRAPERSONAL
Conclusion
The
ultimate
goal
for
World
Language
Education
is
real-life
Communication
and
cross-cultures
literacy
with
a
great
focus
on
the
Interpretive,
Interpersonal,
and
Presentational
modes
of
communication.
As
many
Americans
realize
the
inevitable
challenges
for
global
leadership,
there
is
a
growing
public
awareness
of
the
need
to
provide
educational
services
geared
toward
preparing
students
to
compete
and
succeed,
not
just
in
their
immediate
geographic
area
or
state,
but
nationally
and
globally
as
well.
This
growing
awareness
and
acceptance
brings
increased
recognition
of
the
importance
of
world
language
proficiency
and
cross-cultural
literacy
as
an
element
in
the
formula
for
students
success
in
the
era
of
globalization.
At
the
same
time,
achieving
high
linguistic
proficiency
and
cultural
literacy
necessitates
a
Setting
standard
in
which
world
language
lessons
can
be
taught
and
learned
with
clear
vision
and
outcomes.
The
multiple
intelligences
technic,
when
creatively
embedded
with
world
language,
is
for
our
part
the
best
tool
world
language
instructors
can
use
to
proactively
tap
into
learners
different
learning
skills
and
help
them
develop
skills
they
need
to
succeed
in
today
and
future
global
competitions.
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Sources
1. US
Bureau
of
Economic
Analysis:
http://bea.gov/iTable/index_MNC.cfm
2. International
Business
Times:
http://www.ibtimes.com/us-falls-behind-foreignlanguages-250050
3. Forbes
Magazine
:
http://www.forbes.com/sites/collegeprose/2012/08/27/americas-foreign-
language-deficit/
4. Tochon,
V.
(2009).
The
Key
to
Global
Understanding:
World
Languages
EducationWhy
Schools
Need
to
Adapt.
Review
of
Educational
Research,
Vol.
79,
No.
2,
pp.
650-681.
5. Panetta,
L.
(2009).
Foreign
Language
Education:
If
scandalous
in
the
20th
century,
what
will
it
be
in
the
21st
century?,
Stanford
University.
https://web.stanford.edu/dept/lc/language/about/conferencepapers/panet
tapaper.pdf
6. Masgoret,
M.
&
Gardner,
C.
(2003),
Language
Learning,
Volume 53, Issue
1, pages
123163
7. Panetta,
L.
(2011)
address
to
the
Defense
Language
Institute:
http://www.dliflc.edu/news.aspx?id=91
8. Trang,
T.
(2012),
A
Review
of
Horwitz,
Horwitz
and
Copes
Theory
of
Foreign
Language
Anxiety
and
the
Challenges
to
the
Theory.
English
Language
Teaching
Vol.
5,
No.
1
9. American
Council
on
the
Teaching
of
Foreign
Languages
(ACTFL)
10. California
Standards
for
Foreign
Language
Learning
(2009)
11. Gardner,
H.
(1999).
Intelligence
reframed:
The
theory
in
practice.
New
York,
NY.
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