I 

111TH CONGRESS 

2D SESSION H. R. 6036 

To improve foreign language instruction. 

IN THE HOUSE OF REPRESENTATIVES 

JULY 30, 2010 

Mr. HOLT (for himself and Mr. TONKO) introduced the following bill; which 

was referred to the Committee on Education and Labor 

A BILL 

To improve foreign language instruction. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Excellence and Innova5 tion in Language Learning Act’’. 

6 SEC. 2. FINDINGS; PURPOSES. 

7 (a) FINDINGS.—Congress finds the following: 

8 (1) According to a 2007 report by the National 

9 Research Council, a pervasive lack of knowledge 

10 about foreign cultures and foreign languages in this 

11 country threatens the security of the United States, 


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1 as well as its ability to compete in the global mar2 ketplace and produce an informed citizenry. 

3 (2) According to a 2007 report by the National 

4 Research Council, early language learning in elemen5 tary school and secondary school is key to estab6 lishing a pipeline of students who can eventually 

7 reach a high enough level of proficiency in foreign 

8 languages and cultures to meet national needs. 

9 (3) According to a 2006 report by the Com10 mittee for Economic Development, current efforts to 

11 develop language skills and knowledge of world re12 gions at an early age are clearly inadequate to pre13 pare high school graduates with the skills necessary 

14 for productivity and citizenship in an integrated 

15 global economy. 

16 (4) The American Council on the Teaching of 

17 Foreign Languages found that only 18.5 percent of 

18 students in kindergarten through grade 12 were en19 rolled in foreign language classes in the 2007–2008 

20 school year. Furthermore, the length of time stu21 dents spent studying languages at school has stag22 nated, so that many students reach only introduc23 tory levels of proficiency. 

24 (5) According to a 2009 report by the Center 

25 for Applied Linguistics, language instruction in 


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1 schools has declined dramatically over the past dec2 ade. The percentage of elementary schools and mid3 dle schools offering foreign language instruction de4 creased significantly from 1997 to 2008, declining 

5 from 31 percent to 25 percent for elementary 

6 schools and 75 percent to 58 percent for middle 

7 schools. 

8 (6) Research demonstrates that success lies not 

9 only in the number of years of learning but also in 

10 having carefully sequenced, articulated programs of 

11 language learning across a student’s school experi12 ence, requiring bridging the gaps between levels in 

13 foreign language education. 

14 (7) According to research collected by the 

15 American Council on the Teaching of Foreign Lan16 guages, children derive cognitive, academic, and so17 cial benefits from the opportunity to learn another 

18 language at an early age. 

19 (8) According to the Center for Applied Lin20 guistics, in 2008 significant disparities existed in 

21 language learning opportunities, with students at 

22 suburban schools having more opportunities than 

23 students in rural schools, and students in private 

24 schools having more opportunities then those in pub25 lic schools. For example, 15 percent of public eleVerDate Mar 15 2010 00:14 Aug 04, 2010 Jkt 089200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:\BILLS\H6036.IH H6036

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1 mentary schools teach second languages in their 

2 classrooms as opposed to 51 percent of private ele3 mentary schools. 

4 (b) PURPOSES.—The purposes of this Act are as fol5 lows: 

6 (1) Protecting our national security interests by 

7 increasing the number of American students who 

8 have access to quality kindergarten through grade 

9 12 foreign language instruction in order to achieve 

10 a high level of proficiency in such languages. 

11 (2) Preparing American students to graduate 

12 high school able to communicate in a second lan13 guage and operate within another cultural frame14 work in order to foster the competitiveness of the 

15 United States in the global economy. 

16 (3) Closing achievement gaps domestically and 

17 internationally by providing American students equal 

18 access to quality kindergarten through grade 12 for19 eign language instruction. 

20 (4) Providing every student access to quality 

21 language instruction as part of articulated kinder22 garten through grade 12 language sequences in 

23 order to give every student the opportunity to be24 come proficient in other languages in addition to 

25 English by high school graduation. 


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1 (5) Strengthening innovative preparation and 

2 recruitment initiatives for future foreign language 

3 teachers and enhance professional development op4 portunities for current teachers. 

5 (6) Exposing elementary schoolchildren to for6 eign languages early in their educational career. 

7 (7) Widely disseminating information on pro8 grams that demonstrate success. 

9 SEC. 3. NATIONAL ACTIVITIES. 

10 (a) IN GENERAL.—From the amounts made available 

11 to carry out this section, the Secretary of Education shall 

12 carry out the following national activities: 

13 (1) Coordinating with the Secretary of State, 

14 Secretary of Defense, Secretary of Commerce, and 

15 the heads of other relevant Federal agencies to share 

16 best practices in teaching and learning foreign lan17 guages. 

18 (2) Providing incentives for States to adopt and 

19 implement nationally recognized standards that are 

20 developed and widely accepted by the language edu21 cation professionals community for foreign language 

22 instruction in elementary and secondary education 

23 and to disseminate information on effective language 

24 assessments aligned to those standards. 


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1 (3) Supporting and disseminating research in 

2 the areas of best practices in teaching and learning 

3 foreign languages at elementary and secondary edu4 cation levels, including best practices with respect to 

5 the instructional time and intensity of programs that 

6 achieve high levels of student proficiency. 

7 (4) Supporting the development and expansion 

8 of existing nationally recognized proficiency-based 

9 valid and reliable assessments for foreign languages 

10 taught in kindergarten through grade 12. 

11 (5) Providing scholarships for study-abroad op12 portunities for students in grades 6 through 12 and 

13 for the teachers and prospective teachers of such 

14 students. 

15 (6) Providing scholarships for study-abroad op16 portunities linked to language learning for foreign 

17 language teachers who teach at the elementary or 

18 secondary education levels. 

19 (7) Requiring the National Center for Edu20 cation Statistics to annually collect, analyze, and 

21 internationally benchmark data on— 

22 (A) the number of students reaching pro23 ficiency benchmarks at the elementary and sec24 ondary education level; 


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1 (B) the number of public elementary and 

2 secondary schools, private elementary and sec3 ondary schools, and private heritage schools 

4 that offer foreign language instruction; 

5 (C) the languages taught and the levels of 

6 instruction offered at public elementary and 

7 secondary schools, private elementary and sec8 ondary schools, and private heritage schools; 

9 (D) the number of teachers providing for10 eign language instruction at public elementary 

11 and secondary schools, private elementary and 

12 secondary schools, and private heritage schools, 

13 including the languages and the levels of in14 struction taught at such schools; and 

15 (E) the number of public elementary and 

16 secondary schools that provide academic credits 

17 for proficiency in language abilities acquired 

18 outside of the public school system. 

19 (8) Working with State educational agencies to 

20 develop a standardized data collection method de21 scribed in section 4 to collect the data described in 

22 paragraph (7). 

23 (9) Disseminating nationally, including through 

24 a Web-based clearinghouse, promising foreign lan25 guage learning and teaching practices and successful 


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1 program models for students in kindergarten 

2 through grade 12, as developed under this section 

3 and through other Department of Education pro4 grams; and 

5 (10) Supporting partnerships of local and State 

6 educational agencies with institutions of higher edu7 cation and other nonprofit educational organizations 

8 to identify innovative, state-of-the-art technologies 

9 and platforms that have been proven to be successful 

10 for effective language instruction. 

11 (b) COLLABORATION.—The activities described in 

12 subsection (a) may be carried out by the Secretary directly 

13 or through grants to, or contracts with, institutions of 

14 higher education or public and private nonprofit agencies 

15 and organizations. 

16 (c) REPORTING.—Not later than 5 years after the 

17 date of the enactment of this Act, the Secretary, after con18 sultation with State educational agencies, shall submit a 

19 report to the Committee on Education and Labor of the 

20 House of Representatives and the Committee on Health, 

21 Education, Labor and Pensions of the Senate on— 

22 (1) the use of funds authorized under this Act; 

23 and 

24 (2) how the programs and activities carried out 

25 with such funds impacted— 


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1 (A) student language proficiency; 

2 (B) the availability of foreign language 

3 education programs in kindergarten through 

4 grade 12; 

5 (C) the number of early foreign language 

6 programs; and 

7 (D) the number of elementary school and 

8 secondary school foreign language teachers. 

9 (d) AUTHORIZATION OF APPROPRIATIONS.—There 

10 are authorized to be appropriated $100,000,000 to carry 

11 out this section for fiscal year 2011 and such sums as 

12 may be necessary for each succeeding fiscal year. 

13 SEC. 4. STATE ACTIVITIES. 

14 (a) IN GENERAL.—From the amounts made available 

15 to carry out this section, the Secretary shall award grants, 

16 on a competitive basis, to States to improve elementary 

17 school and secondary school foreign language learning pro18 grams in the State. 

19 (b) APPLICATION.—In order to receive a grant under 

20 this section, a State educational agency shall submit an 

21 application to the Secretary at such time, in such manner, 

22 and containing such information as the Secretary may re23 quire. 


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1 (c) USE OF FUNDS.—A State educational agency re2 ceiving a grant under this section shall use such grant 

3 funds to carry out the following: 

4 (1) DEVELOPING POLICY.—Develop foreign lan5 guage and international education policy and pro6 grams in the State to— 

7 (A) provide for articulated pathways to8 ward language proficiency beginning in kinder9 garten through high school graduation; and 

10 (B) build capacity for delivering foreign 

11 language and international education to stu12 dents statewide; 

13 (2) STATE FOREIGN LANGUAGE AND INTER14 NATIONAL EDUCATION ADVISORY COUNCIL.— 

15 (A) APPOINTMENT.—Appoint a State for16 eign language and international education advi17 sory council (in this section referred to as the 

18 ‘‘Council’’) that includes representatives from— 

19 (i) the State’s business community; 

20 (ii) State economic development and 

21 trade agencies; 

22 (iii) small business bureaus; 

23 (iv) military facilities; 

24 (v) individuals with international and 

25 area studies expertise; and 


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1 (vi) teachers and individuals with pro2 fessional expertise in language acquisition 

3 from each of the following educational lev4 els: 

5 (I) Kindergarten through grade 

6 8. 

7 (II) Grade 8 through grade 12. 

8 (III) Higher education. 

9 (B) DUTIES.—The Council shall be coordi10 nated by the Chief State School Officer or his 

11 or her designee and— 

12 (i) shall— 

13 (I) advise the State educational 

14 agency on the development of a State 

15 needs assessment of— 

16 (aa) the demand for people 

17 with foreign language skills in 

18 various professions and employ19 ment sectors throughout the 

20 State; 

21 (bb) the number and per22 centage of elementary and sec23 ondary schools in the State that 

24 offer language programs; 


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1 (cc) the foreign languages 

2 taught in the State’s elementary 

3 and secondary schools; 

4 (dd) the number of foreign 

5 language teachers in the State’s 

6 elementary and secondary 

7 schools; and 

8 (ee) the number of com9 prehensive statewide sequences of 

10 foreign languages from kinder11 garten through high school grad12 uation; 

13 (II) recommend approaches to 

14 improve the teaching of foreign lan15 guages for students statewide based 

16 on research-based best practices; 

17 (III) recommend ways to expand 

18 foreign language and international 

19 education opportunities for students 

20 statewide through innovative ap21 proaches, such as immersion, online, 

22 and other hybrid language and inter23 national educational learning experi24 ences that use pedagogically sound 

25 approaches; 


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1 (IV) work with professional 

2 standards boards and State licensing 

3 bodies, review teacher certification re4 quirements and, as needed, rec5 ommend changes to State certification 

6 requirements to ensure high-quality 

7 foreign language teachers; 

8 (V) recommend strategies to ad9 dress any shortages of elementary and 

10 secondary education teachers in com11 mon and less commonly taught lan12 guages within the State; 

13 (VI) develop pathways for stu14 dents to achieve the advanced level of 

15 proficiency on the American Council 

16 on the Teaching of Foreign Lan17 guages proficiency scale or by other 

18 nationally recognized measures of ad19 vanced standards of proficiency; and 

20 (VII) develop and assist in imple21 mentation of a statewide outreach and 

22 communications campaign to the pub23 lic on the importance of foreign lan24 guage and international education as 


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1 one of the prerequisites to success in 

2 the 21st Century; and 

3 (ii) may recommend alternative routes 

4 to certification that employ equally rig5 orous standards for highly skilled teachers 

6 of less commonly taught languages. 

7 (3) STATE LANGUAGE AND INTERNATIONAL

8 EDUCATION COORDINATOR.—Designate a State lan9 guage and international education coordinator, or, 

10 as appropriate, coordinators to oversee and coordi11 nate foreign language programs within the State to 

12 oversee the planning, development, and implementa13 tion of the State foreign language policies described 

14 in paragraph (1). 

15 (4) FOREIGN LANGUAGE PROFICIENCY STAND16 ARDS.—Adopt nationally recognized foreign lan17 guage learning proficiency standards as well as stu18 dent foreign language assessments aligned to the 

19 proficiency standards. 

20 (5) PROFESSIONAL DEVELOPMENT PRO21 GRAMS.—Carry out teacher in-service and pre-serv22 ice professional development programs, including 

23 summer institutes, that address the shortage of for24 eign language teachers in the State. Such activities 

25 may be in partnership with local educational agenVerDate Mar 15 2010 00:14 Aug 04, 2010 Jkt 089200 PO 00000 Frm 00014 Fmt 6652 Sfmt 6201 E:\BILLS\H6036.IH H6036

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1 cies, institutions of higher education, and nonprofit 

2 organizations, and may be consistent with model 

3 program established under section 5. 

4 (6) SCHOLARSHIPS AND INCENTIVES.—Provide 

5 scholarships and incentives to recruit new teachers 

6 and encourage practicing teachers to take advantage 

7 of professional development opportunities. 

8 (7) TECHNICAL ASSISTANCE.—Provide tech9 nical assistance to local programs for foreign lan10 guage education carried out in elementary schools or 

11 secondary schools in the State. 

12 (8) CARRY OUT RECOMMENDATIONS.—Carry 

13 out recommendations of the State foreign language 

14 and international education advisory council, as ap15 propriate. 

16 (d) AUTHORIZATION OF APPROPRIATIONS.—There 

17 are authorized to be appropriated for $100,000 to carry 

18 out this section for fiscal year 2011 and such sums as 

19 may be necessary for each succeeding fiscal year. 

20 SEC. 5. FOREIGN LANGUAGE EDUCATION PARTNERSHIP 

21 PROGRAMS. 

22 (a) PROGRAM AUTHORIZED.— 

23 (1) IN GENERAL.—From the amounts made 

24 available to carry out this section, the Secretary 

25 shall make incentive grants to eligible partnerships 


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1 to develop and maintain, or to improve and expand, 

2 model programs that support articulated foreign lan3 guage learning in elementary schools and secondary 

4 schools. 

5 (2) PLANNING AND DEVELOPMENT.—For the 

6 first 2 fiscal years an eligible partnership receives 

7 funds under paragraph (1) for a model program on 

8 a less-commonly-taught foreign language, the Sec9 retary may allow that partnership, based on dem10 onstrated need, to use funds for planning and devel11 opment activities based on nationally recognized 

12 standards in foreign language education, including— 

13 (A) development of an articulated instruc14 tional curriculum for the less-commonly-taught 

15 foreign language to which the model program 

16 relates; 

17 (B) in-service and pre-service development 

18 of teachers, and development of curriculum and 

19 language assessments in the less commonly 

20 taught foreign language to which the model 

21 program relates; and 

22 (C) development of contextual programs 

23 and curriculum materials related to the less 

24 commonly taught foreign language to which the 


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1 model program relates, as described in sub2 section (d). 

3 (b) APPLICATIONS.— 

4 (1) IN GENERAL.—Each eligible partnership de5 siring a grant under this section shall submit an ap6 plication to the Secretary such time, in such man7 ner, and containing such information as the Sec8 retary may require, including the information de9 scribed in paragraph (2). 

10 (2) CONTENTS.—Each application shall— 

11 (A) identify each member of the partner12 ship, provide contact information and letters of 

13 commitment for each such member, and de14 scribe the responsibilities of each such member, 

15 including— 

16 (i) identifying the member that will 

17 receive and manage the grant; 

18 (ii) specifying how each member will 

19 be involved in the planning, development, 

20 and implementation of the activities pro21 posed under the grant; 

22 (iii) describing the resources to be 

23 provided by each member; and 

24 (iv) describing how each member will 

25 contribute to ensuring the continuity of 


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1 student progress in foreign language pro2 ficiency from kindergarten through grade 

3 12; 

4 (B) describe how an articulated curriculum 

5 for students to achieve an advanced level of pro6 ficiency by grade 12 will be developed and im7 plemented; 

8 (C) identify target proficiency levels for 

9 students at critical benchmarks, and describe 

10 how progress toward those proficiency levels will 

11 be assessed at the benchmarks; 

12 (D) describe how the partnership will sup13 port and continue the program after the grant 

14 has expired, including how the partnership will 

15 seek support from other sources, such as State 

16 and local governments, foundations, and the 

17 private sector; 

18 (E) describe which assessments will be 

19 used or, if assessments are not available, how 

20 assessments will be developed; and 

21 (F) describe how the proposed program 

22 will meet nationally recognized standards in for23 eign language education. 

24 (c) CONTEXTUAL DIMENSION.—A model program 

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1 less it includes a dimension, carried out in conjunction 

2 with foreign language instruction, under which each for3 eign language learner also participates in programs to ex4 pand the understanding and knowledge of historic, geo5 graphic, cultural, economic, and other contextual factors 

6 of countries with populations who speak the foreign lan7 guage to which the model program relates. 

8 (d) USE OF FUNDS.— 

9 (1) REQUIRED USES.—An eligible partnership 

10 shall use an incentive grant under this section— 

11 (A) to design programs and teaching strat12 egies informed by the best practices recognized 

13 by the foreign language education field and by 

14 the best available research; 

15 (B) to develop curriculum materials based 

16 on an articulated framework or approach de17 signed to bring students to an advanced level of 

18 foreign language proficiency by grade 12; 

19 (C) to recruit students and teachers for 

20 model programs that support articulated for21 eign language learning in elementary schools 

22 and secondary schools; and 

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1 cluding summer institutes, that support the 

2 model programs; and 

3 (2) AUTHORIZED USES.—An eligible partner4 ship may use an incentive grant under this section— 

5 (A) to develop nationally recognized assess6 ments for kindergarten through grade 12 for 

7 the foreign language to which the model pro8 gram relates, if such assessments do not exist 

9 for that language; 

10 (B) to enhance nationally recognized as11 sessments for kindergarten through grade 12 

12 for the foreign language to which the model 

13 program relates, if such assessments already 

14 exist for that language; 

15 (C) to provide scholarships and incentives 

16 to recruit new teachers and encourage prac17 ticing teachers to take advantage of the profes18 sional development opportunities; 

19 (D) to provide opportunities for maximum 

20 foreign language exposure for students domesti21 cally, such as the creation of immersion envi22 ronments in the classroom and school, on week23 end or summer experiences, and special tutor24 ing and academic support; 


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1 (E) to provide for the possibility for mul2 tiple entry points for studying the foreign lan3 guage; 

4 (F) in an amount equal to not more than 

5 20 percent of such grant received in a fiscal 

6 year, to provide scholarships for study-abroad 

7 opportunities related to the foreign language to 

8 which the model program relates for students in 

9 grades 9 through 12 and teachers and prospec10 tive teachers of such students; 

11 (G) to create partnerships with elementary 

12 and secondary schools in other countries to fa13 cilitate language and cultural learning and ex14 change; 

15 (H) to carry out activities to integrate for16 eign languages into the school curriculum and 

17 generate whole-school collaboration, including 

18 activities and support for teachers of other sub19 jects and administrators; 

20 (I) to carry out activities to encourage 

21 community involvement; 

22 (J) to obtain technical assistance in the de23 velopment and implementation of the model 

24 program funded under this section; 


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1 (K) to incorporate effective and innovative 

2 uses of technology to enhance student learning 

3 and teaching; 

4 (L) to recruit or appoint a language super5 visor to oversee and coordinate the progress of 

6 the articulated foreign language program across 

7 grade levels in the local educational agency 

8 funded with the incentive grant; 

9 (M) to work with professional standards 

10 boards and State licensing bodies, review teach11 er certification requirements and, as needed, 

12 recommend changes to State certification re13 quirements to ensure high-quality foreign lan14 guage teachers; and 

15 (N) recommend alternative routes to cer16 tification that employ equally rigorous stand17 ards for highly skilled teachers of less com18 monly taught languages. 

19 (e) RESEARCH AND EVALUATION.— 

20 (1) IN GENERAL.—A model program may not 

21 receive an incentive grant under this section unless 

22 it includes a research and evaluation component, 

23 under which— 


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1 (A) information is collected and analyzed 

2 regarding the effectiveness of activities carried 

3 out under the program, including— 

4 (i) program design; 

5 (ii) student and teacher recruitment 

6 strategies; 

7 (iii) curricular approaches; 

8 (iv) teacher development and pro9 ficiency levels; and 

10 (v) foreign language assessment in11 struments; 

12 (B) information is collected and analyzed 

13 regarding the impact of each activity in sub14 paragraph (A) on the foreign language pro15 ficiency of the students; 

16 (C) information is collected and analyzed 

17 regarding program participation, including data 

18 on student enrollments and numbers of foreign 

19 language teachers; and 

20 (D) the information collected, and the 

21 analyses of that information, are made widely 

22 available to the public. 

23 (2) STANDARDIZATION.—The Secretary shall 

24 provide guidelines to standardize the categories of 

25 information collected and analyzed under paragraph 


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1 (1) and the manner in which that information is col2 lected, analyzed, and made available to the public. 

3 (f) DURATION OF PAYMENTS.— 

4 (1) INITIAL INCENTIVE GRANT.—An initial in5 centive grant under this section shall be awarded to 

6 an eligible partnership awarded for a period of 4 

7 years. 

8 (2) RENEWAL INCENTIVE GRANTS.—An eligible 

9 partnership that received an initial incentive grant 

10 under this section may be eligible for 2 additional 5- 

11 year awards under this section, but only if the part12 nership demonstrates, based on nationally recognized 

13 standardized foreign language assessments, that the 

14 model program carried out with funds received 

15 under this section is effective. 

16 (g) MATCHING REQUIREMENT.— 

17 (1) IN GENERAL.—An eligible partnership that 

18 receives a grant under this section shall provide, to19 ward the cost of carrying out the activities sup20 ported by the grant, from non-Federal sources an 

21 amount equal to not less than the applicable per22 centage of the amount of the grant. 

23 (2) APPLICABLE PERCENTAGE.—For purposes 

24 of paragraph (1), the term ‘‘applicable percentage’’ 

25 means— 


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1 (A) for the first fiscal year of the first 

2 grant received under this section, 20 percent; 

3 (B) for the second fiscal year of the first 

4 grant received under this section, 30 percent; 

5 (C) for the third fiscal year of the first 

6 grant received under this section, 40 percent; 

7 and 

8 (D) for the fourth fiscal year of the first 

9 grant received under this section and for each 

10 fiscal year of each succeeding grant received 

11 under this section, 50 percent. 

12 (3) NON-FEDERAL SHARE.—The non-Federal 

13 share required under paragraph (1) may be provided 

14 in cash or in kind. 

15 (4) WAIVER.—The Secretary may waive, in 

16 whole or in part, the matching requirement in para17 graph (1) for any fiscal year if— 

18 (A) the eligible partnership demonstrates 

19 hardship and the waiver will best serve the pur20 poses of this section; or 

21 (B) the foreign language to which the 

22 model program relates is a less commonly 

23 taught foreign language as determined by the 

24 Secretary. 


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1 (h) SUPPLEMENT NOT SUPPLANT.—Grant funds 

2 provided under this section shall be used to supplement, 

3 not supplant, other Federal and non-Federal funds avail4 able to carry out the activities described in this section. 

5 (i) DATA COLLECTION, ANALYSIS, DISSEMINATION, 

6 AND TECHNICAL ASSISTANCE.— 

7 (1) IN GENERAL.—The Secretary may reserve 

8 not more than 3 percent of the total amount appro9 priated for this section for any fiscal year to— 

10 (A) annually collect and analyze data on 

11 the programs under this section; and 

12 (B) disseminate nationally, including 

13 through a Web-based clearinghouse— 

14 (i) aggregated data collected under 

15 subparagraph (A); 

16 (ii) promising kindergarten through 

17 grade 12 foreign language learning and 

18 teaching practices and successful program 

19 models developed under this section; 

20 (iii) provide grant application tech21 nical assistance to prospective grantees 

22 through the website established under this 

23 subsection, including foreign language edu24 cation resource information and contacts 

25 available at State and local educational 


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1 agencies, institutions of higher education, 

2 and nonprofit educational organizations. 

3 (2) COLLABORATION.—The activities described 

4 in paragraph (1) may be carried out by the Sec5 retary directly or through grants and contracts to 

6 institutions of higher education and public and pri7 vate nonprofit agencies and organizations. 

8 (j) AUTHORIZATION OF APPROPRIATIONS.—There is 

9 authorized to be appropriated $200,000,000 to carry out 

10 this section for fiscal year 2011 and such sums as may 

11 be necessary for each succeeding fiscal year. 

12 SEC. 6. DEFINITIONS. 

13 In this Act: 

14 (1) EARLY FOREIGN LANGUAGE PROGRAM.— 

15 The term early foreign language program means a 

16 foreign language program offered as part of a pre17 kindergarten program. 

18 (2) ELIGIBLE PARTNERSHIP.— 

19 (A) IN GENERAL.—The term ‘‘eligible 

20 partnership’’ means a partnership that— 

21 (i) shall include— 

22 (I) one or more local educational 

23 agencies or State educational agen24 cies, or both; and 


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1 (II) subject to subparagraph (B), 

2 1 or more institutions of higher edu3 cation, where the institution has and 

4 may include in the partnership— 

5 (aa) a school, department, 

6 or program within the institution 

7 or institutions of higher edu8 cation that provides a teacher 

9 preparation program; 

10 (bb) a school, department, 

11 program, or center within the in12 stitution or institutions of higher 

13 education that provides a pro14 gram of study or research in for15 eign languages; and 

16 (cc) a school, department, 

17 program, or center within the in18 stitution or institutions of higher 

19 education that provides programs 

20 of study about the historic, geo21 graphic, cultural, economic, and 

22 other contextual factors of the 

23 world area or country with popu24 lations who speak the foreign lanVerDate Mar 15 2010 00:14 Aug 04, 2010 Jkt 089200 PO 00000 Frm 00028 Fmt 6652 Sfmt 6201 E:\BILLS\H6036.IH H6036

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1 guage to which the model pro2 gram relates; and 

3 (ii) may also include 1 or more busi4 nesses, or nonprofit organizations with ex5 pertise in kindergarten through grade 12 

6 language learning. 

7 (B) WAIVER.—The Secretary may waive 

8 the requirement in subparagraph (A)(i)(II), if 

9 the prospective grantee demonstrates the inabil10 ity to secure an institution of higher education 

11 as a partner for the purposes of receiving a 

12 grant under section 5, including as a remote, 

13 digitally connected partner, after making a good 

14 faith effort to secure such institution. 

15 (3) ADVANCED LEVEL OF PROFICIENCY.—The 

16 term ‘‘advanced level of proficiency’’ means the ad17 vanced level as measured by the American Council 

18 on the Teaching of Foreign Languages, or level 2 as 

19 measured by the Federal Interagency Language 

20 Roundtable or by other nationally recognized meas21 ures of advanced standards of proficiency. 

22 (4) ARTICULATED.—The term ‘‘articulated’’ 

23 means that each grade level of the foreign language 

24 program is designed to sequentially expand on the 

25 student achievement of the previous level with a goal 


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1 toward achieving an established level of language 

2 proficiency. 

3 (5) HERITAGE SCHOOL.—The term ‘‘heritage 

4 school’’ means a school that— 

5 (A) offers foreign language instruction or 

6 tutoring, and cultural education related to a 

7 foreign country; and 

8 (B) serves students who are enrolled, on a 

9 full-time basis, in a public or private elementary 

10 school or secondary school that is not a heritage 

11 school. 

12 (6) INSTITUTION OF HIGHER EDUCATION.—The 

13 term ‘‘institution of higher education’’ has the 

14 meaning given in section 101 of the Higher Edu15 cation Act of 1965. 

16 (7) SECRETARY.—The term ‘‘Secretary’’ means 

17 the Secretary of Education. 

Æ 


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