(5) Strengthening innovative preparation and 
recruitment initiatives for future foreign language 
teachers and enhance professional development op-
portunities for current teachers. 
(6) Exposing elementary schoolchildren to for-
eign languages early in their educational career. 
(7) Widely disseminating information on pro-
grams that demonstrate success. 
SEC. 3. NATIONAL ACTIVITIES. 
(a) IN GENERAL.—From the amounts made available 
to carry out this section, the Secretary of Education shall 
carry out the following national activities: 
(1) Coordinating with the Secretary of State, 
Secretary of Defense, Secretary of Commerce, and 
the heads of other relevant Federal agencies to share 
best practices in teaching and learning foreign lan-
guages. 
(2) Providing incentives for States to adopt and 
implement nationally recognized standards that are 
developed and widely accepted by the language edu-
cation professionals community for foreign language 
instruction in elementary and secondary education 
and to disseminate information on effective language 
assessments aligned to those standards. 
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(3) Supporting and disseminating research in 
the areas of best practices in teaching and learning 
foreign languages at elementary and secondary edu-
cation levels, including best practices with respect to 
the instructional time and intensity of programs that 
achieve high levels of student proficiency. 
(4) Supporting the development and expansion 
of existing nationally recognized proficiency-based 
valid and reliable assessments for foreign languages. 
(5) Providing scholarships for study-abroad op-
portunities for students in grades 6 through 12 and 
for the teachers and prospective teachers of such 
students. 
(6) Providing scholarships for study-abroad op-
portunities linked to language learning for foreign 
language teachers who teach at the elementary or 
secondary education levels. 
(7) Requiring the National Center for Edu-
cation Statistics to annually collect, analyze, and 
internationally benchmark data on— 
(A) the number of students reaching pro-
ficiency benchmarks at the elementary and sec-
ondary education level; 
(B) the number of public elementary and 
secondary schools, private elementary and sec-
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ondary schools, and private heritage schools 
that offer foreign language instruction; 
(C) the languages taught and the levels of 
instruction offered at public elementary and 
secondary schools, private elementary and sec-
ondary schools, and private heritage schools; 
(D) the number of teachers providing for-
eign language instruction at public elementary 
and secondary schools, private elementary and 
secondary schools, and private heritage schools, 
including the languages and the levels of in-
struction taught at such schools; and 
(E) the number of public elementary and 
secondary schools that provide academic credits 
for proficiency in language abilities acquired 
outside of the public school system. 
(8) Working with State educational agencies to 
develop a standardized data collection method de-
scribed in section 4 to collect the data described in 
paragraph (7). 
(9) Disseminating nationally, including through 
a Web-based clearinghouse, promising foreign lan-
guage learning and teaching practices and successful 
program models for students in kindergarten 
through grade 12, as developed under this section 
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and through other Department of Education pro-
grams. 
(10) Supporting partnerships of local and State 
educational agencies with institutions of higher edu-
cation and other nonprofit educational organizations 
to identify innovative, state-of-the-art technologies 
and platforms that have been proven to be successful 
for effective language instruction. 
(b) COLLABORATION.—The activities described in 
subsection (a) may be carried out by the Secretary directly 
or through grants to, or contracts with, institutions of 
higher education or public and private nonprofit agencies 
and organizations. 
(c) REPORTING.—Not later than 5 years after the 
date of the enactment of this Act, the Secretary, after con-
sultation with State educational agencies, shall submit a 
report to the Committee on Education and Labor of the 
House of Representatives and the Committee on Health, 
Education, Labor and Pensions of the Senate on— 
(1) the use of funds authorized under this Act; 
and 
(2) how the programs and activities carried out 
with such funds impacted— 
(A) student language proficiency; 
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(B) the availability of foreign language 
education programs in kindergarten through 
grade 12; 
(C) the number of early foreign language 
programs; and 
(D) the number of elementary school and 
secondary school foreign language teachers. 
(d) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated such sums as may be 
necessary to carry out this section for fiscal year 2012 
and each succeeding fiscal year. 
SEC. 4. STATE ACTIVITIES. 
(a) IN GENERAL.—From the amounts made available 
to carry out this section, the Secretary shall award grants, 
on a competitive basis, to States to improve elementary 
school and secondary school foreign language learning pro-
grams in the State. 
(b) APPLICATION.—In order to receive a grant under 
this section, a State educational agency shall submit an 
application to the Secretary at such time, in such manner, 
and containing such information as the Secretary may re-
quire. 
(c) USE OF FUNDS.—A State educational agency re-
ceiving a grant under this section shall use such grant 
funds to carry out the following: 
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(1) DEVELOPING POLICY.—Develop foreign lan-
guage and international education policy and pro-
grams in the State to— 
(A) provide for articulated pathways to-
ward language proficiency beginning in kinder-
garten through high school graduation; and 
(B) build capacity for delivering foreign 
language and international education to stu-
dents statewide. 
(2) STATE
FOREIGN
LANGUAGE
AND
INTER-
NATIONAL EDUCATION ADVISORY COUNCIL.— 
(A) APPOINTMENT.—Appoint a State for-
eign language and international education advi-
sory council (in this section referred to as the 
‘‘Council’’) that includes representatives from— 
(i) the State’s business community; 
(ii) State economic development and 
trade agencies; 
(iii) small business bureaus; 
(iv) military facilities; 
(v) individuals with international and 
area studies expertise; and 
(vi) teachers and individuals with pro-
fessional expertise in language acquisition 
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(dd) the number of foreign 
language teachers in the State’s 
elementary 
and 
secondary 
schools; and 
(ee) the number of com-
prehensive statewide sequences of 
foreign languages from kinder-
garten through high school grad-
uation; 
(II) recommend approaches to 
improve the teaching of foreign lan-
guages for students statewide based 
on research-based best practices; 
(III) recommend ways to expand 
foreign language and international 
education opportunities for students 
statewide 
through 
innovative 
ap-
proaches, such as immersion, online, 
and other hybrid language and inter-
national educational learning experi-
ences that use pedagogically sound 
approaches; 
(IV) 
work 
with 
professional 
standards boards and State licensing 
bodies, review teacher certification re-
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quirements and, as needed, rec-
ommend changes to State certification 
requirements to ensure high-quality 
foreign language teachers; 
(V) recommend strategies to ad-
dress any shortages of elementary and 
secondary education teachers in com-
mon and less commonly taught lan-
guages within the State; 
(VI) develop pathways for stu-
dents to achieve the advanced level of 
proficiency on the American Council 
on the Teaching of Foreign Lan-
guages proficiency scale or by other 
nationally recognized measures of ad-
vanced standards of proficiency; and 
(VII) develop and assist in imple-
mentation of a statewide outreach and 
communications campaign to the pub-
lic on the importance of foreign lan-
guage and international education as 
one of the prerequisites to success in 
the 21st Century; and 
(ii) may recommend alternative routes 
to certification that employ equally rig-
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orous standards for highly skilled teachers 
of less commonly taught languages. 
(3) STATE
LANGUAGE
AND
INTERNATIONAL 
EDUCATION COORDINATOR.—Designate a State lan-
guage and international education coordinator, or, 
as appropriate, coordinators to oversee and coordi-
nate foreign language programs within the State to 
oversee the planning, development, and implementa-
tion of the State foreign language policies described 
in paragraph (1). 
(4) FOREIGN LANGUAGE PROFICIENCY STAND-
ARDS.—Adopt nationally recognized foreign lan-
guage learning proficiency standards as well as stu-
dent foreign language assessments aligned to the 
proficiency standards. 
(5) 
PROFESSIONAL
DEVELOPMENT
PRO-
GRAMS.—Carry out teacher in-service and pre-serv-
ice professional development programs, including 
summer institutes, that address the shortage of for-
eign language teachers in the State. Such activities 
may be in partnership with local educational agen-
cies, institutions of higher education, and nonprofit 
organizations, and may be consistent with model 
program established under section 5. 
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(6) SCHOLARSHIPS AND INCENTIVES.—Provide 
scholarships and incentives to recruit new teachers 
and encourage practicing teachers to take advantage 
of professional development opportunities. 
(7) TECHNICAL
ASSISTANCE.—Provide tech-
nical assistance to local programs for foreign lan-
guage education carried out in elementary schools or 
secondary schools in the State. 
(8) CARRY
OUT
RECOMMENDATIONS.—Carry 
out recommendations of the State foreign language 
and international education advisory council, as ap-
propriate. 
(d) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated such sums as may be 
necessary to carry out this section for fiscal year 2012 
and each succeeding fiscal year. 
SEC. 5. FOREIGN LANGUAGE EDUCATION PARTNERSHIP 
PROGRAMS. 
(a) PROGRAM AUTHORIZED.— 
(1) IN
GENERAL.—From the amounts made 
available to carry out this section, the Secretary 
shall make incentive grants to eligible partnerships 
to develop and maintain, or to improve and expand, 
model programs that support articulated foreign lan-
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guage learning in elementary schools and secondary 
schools. 
(2) PLANNING AND DEVELOPMENT.—For the 
first 2 fiscal years an eligible partnership receives 
funds under paragraph (1) for a model program on 
a less-commonly-taught foreign language, the Sec-
retary may allow that partnership, based on dem-
onstrated need, to use funds for planning and devel-
opment activities based on nationally recognized 
standards in foreign language education, including— 
(A) development of an articulated instruc-
tional curriculum for the less-commonly-taught 
foreign language to which the model program 
relates; 
(B) in-service and pre-service development 
of teachers, and development of curriculum and 
language assessments in the less commonly 
taught foreign language to which the model 
program relates; and 
(C) development of contextual programs 
and curriculum materials related to the less 
commonly taught foreign language to which the 
model program relates, as described in sub-
section (d). 
(b) APPLICATIONS.— 
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(1) IN GENERAL.—Each eligible partnership de-
siring a grant under this section shall submit an ap-
plication to the Secretary such time, in such man-
ner, and containing such information as the Sec-
retary may require, including the information de-
scribed in paragraph (2). 
(2) CONTENTS.—Each application shall— 
(A) identify each member of the partner-
ship, provide contact information and letters of 
commitment for each such member, and de-
scribe the responsibilities of each such member, 
including— 
(i) identifying the member that will 
receive and manage the grant; 
(ii) specifying how each member will 
be involved in the planning, development, 
and implementation of the activities pro-
posed under the grant; 
(iii) describing the resources to be 
provided by each member; and 
(iv) describing how each member will 
contribute to ensuring the continuity of 
student progress in foreign language pro-
ficiency from kindergarten through grade 
12; 
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(B) describe how an articulated curriculum 
for students to achieve an advanced level of pro-
ficiency by grade 12 will be developed and im-
plemented; 
(C) identify target proficiency levels for 
students at critical benchmarks, and describe 
how progress toward those proficiency levels will 
be assessed at the benchmarks; 
(D) describe how the partnership will sup-
port and continue the program after the grant 
has expired, including how the partnership will 
seek support from other sources, such as State 
and local governments, foundations, and the 
private sector; 
(E) describe which assessments will be 
used or, if assessments are not available, how 
assessments will be developed; and 
(F) describe how the proposed program 
will meet nationally recognized standards in for-
eign language education. 
(c) CONTEXTUAL DIMENSION.—A model program 
may not receive an incentive grant under this section un-
less it includes a dimension, carried out in conjunction 
with foreign language instruction, under which each for-
eign language learner also participates in programs to ex-
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pand the understanding and knowledge of historic, geo-
graphic, cultural, economic, and other contextual factors 
of countries with populations who speak the foreign lan-
guage to which the model program relates. 
(d) USE OF FUNDS.— 
(1) REQUIRED USES.—An eligible partnership 
shall use an incentive grant under this section— 
(A) to design programs and teaching strat-
egies informed by the best practices recognized 
by the foreign language education field and by 
the best available research; 
(B) to develop curriculum materials based 
on an articulated framework or approach de-
signed to bring students to an advanced level of 
foreign language proficiency by grade 12; 
(C) to recruit students and teachers for 
model programs that support articulated for-
eign language learning in elementary schools 
and secondary schools; and 
(D) to carry out teacher in-service and pre- 
service professional development programs, in-
cluding summer institutes, that support the 
model programs. 
(2) AUTHORIZED
USES.—An eligible partner-
ship may use an incentive grant under this section— 
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(A) to develop nationally recognized assess-
ments for the foreign language to which the 
model program relates, if such assessments do 
not exist for that language; 
(B) to enhance nationally recognized as-
sessments for the foreign language to which the 
model program relates, if such assessments al-
ready exist for that language; 
(C) to provide scholarships and incentives 
to recruit new teachers and encourage prac-
ticing teachers to take advantage of the profes-
sional development opportunities; 
(D) to provide opportunities for maximum 
foreign language exposure for students domesti-
cally, such as the creation of immersion envi-
ronments in the classroom and school, on week-
end or summer experiences, and special tutor-
ing and academic support; 
(E) to provide for the possibility for mul-
tiple entry points for studying the foreign lan-
guage; 
(F) in an amount equal to not more than 
20 percent of such grant received in a fiscal 
year, to provide scholarships for study-abroad 
opportunities related to the foreign language to 
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which the model program relates for students in 
grades 9 through 12 and teachers and prospec-
tive teachers of such students; 
(G) to create partnerships with elementary 
and secondary schools in other countries to fa-
cilitate language and cultural learning and ex-
change; 
(H) to carry out activities to integrate for-
eign languages into the school curriculum and 
generate whole-school collaboration, including 
activities and support for teachers of other sub-
jects and administrators; 
(I) to carry out activities to encourage 
community involvement; 
(J) to obtain technical assistance in the de-
velopment and implementation of the model 
program funded under this section; 
(K) to incorporate effective and innovative 
uses of technology to enhance student learning 
and teaching; 
(L) to recruit or appoint a language super-
visor to oversee and coordinate the progress of 
the articulated foreign language program across 
grade levels in the local educational agency 
funded with the incentive grant; 
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(M) to work with professional standards 
boards and State licensing bodies, review teach-
er certification requirements and, as needed, 
recommend changes to State certification re-
quirements to ensure high-quality foreign lan-
guage teachers; and 
(N) recommend alternative routes to cer-
tification that employ equally rigorous stand-
ards for highly skilled teachers of less com-
monly taught languages. 
(e) RESEARCH AND EVALUATION.— 
(1) IN GENERAL.—A model program may not 
receive an incentive grant under this section unless 
it includes a research and evaluation component, 
under which— 
(A) information is collected and analyzed 
regarding the effectiveness of activities carried 
out under the program, including— 
(i) program design; 
(ii) student and teacher recruitment 
strategies; 
(iii) curricular approaches; 
(iv) teacher development and pro-
ficiency levels; and 
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(v) foreign language assessment in-
struments; 
(B) information is collected and analyzed 
regarding the impact of each activity in sub-
paragraph (A) on the foreign language pro-
ficiency of the students; 
(C) information is collected and analyzed 
regarding program participation, including data 
on student enrollments and numbers of foreign 
language teachers; and 
(D) the information collected, and the 
analyses of that information, are made widely 
available to the public. 
(2) STANDARDIZATION.—The Secretary shall 
provide guidelines to standardize the categories of 
information collected and analyzed under paragraph 
(1) and the manner in which that information is col-
lected, analyzed, and made available to the public. 
(f) DURATION OF PAYMENTS.— 
(1) INITIAL INCENTIVE GRANT.—An initial in-
centive grant under this section shall be awarded to 
an eligible partnership awarded for a period of 4 
years. 
(2) RENEWAL INCENTIVE GRANTS.—An eligible 
partnership that received an initial incentive grant 
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under this section may be eligible for 2 additional 5- 
year awards under this section, but only if the part-
nership demonstrates, based on nationally recognized 
standardized foreign language assessments, that the 
model program carried out with funds received 
under this section is effective. 
(g) MATCHING REQUIREMENT.— 
(1) IN GENERAL.—An eligible partnership that 
receives a grant under this section shall provide, to-
ward the cost of carrying out the activities sup-
ported by the grant, from non-Federal sources an 
amount equal to not less than the applicable per-
centage of the amount of the grant. 
(2) APPLICABLE PERCENTAGE.—For purposes 
of paragraph (1), the term ‘‘applicable percentage’’ 
means— 
(A) for the first fiscal year of the first 
grant received under this section, 20 percent; 
(B) for the second fiscal year of the first 
grant received under this section, 30 percent; 
(C) for the third fiscal year of the first 
grant received under this section, 40 percent; 
and 
(D) for the fourth fiscal year of the first 
grant received under this section and for each 
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jlentini on DSK4TPTVN1PROD with BILLS
fiscal year of each succeeding grant received 
under this section, 50 percent. 
(3) NON-FEDERAL
SHARE.—The non-Federal 
share required under paragraph (1) may be provided 
in cash or in kind. 
(4) WAIVER.—The Secretary may waive, in 
whole or in part, the matching requirement in para-
graph (1) for any fiscal year if— 
(A) the eligible partnership demonstrates 
hardship and the waiver will best serve the pur-
poses of this section; or 
(B) the foreign language to which the 
model program relates is a less commonly 
taught foreign language as determined by the 
Secretary. 
(h) SUPPLEMENT NOT SUPPLANT.—Grant funds 
provided under this section shall be used to supplement, 
not supplant, other Federal and non-Federal funds avail-
able to carry out the activities described in this section. 
(i) DATA COLLECTION, ANALYSIS, DISSEMINATION, 
AND TECHNICAL ASSISTANCE.— 
(1) IN GENERAL.—The Secretary may reserve 
not more than 3 percent of the total amount appro-
priated for this section for any fiscal year to— 
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(A) annually collect and analyze data on 
the programs under this section; and 
(B) 
disseminate 
nationally, 
including 
through a Web-based clearinghouse— 
(i) aggregated data collected under 
subparagraph (A); 
(ii) promising kindergarten through 
grade 12 foreign language learning and 
teaching practices and successful program 
models developed under this section; 
(iii) provide grant application tech-
nical assistance to prospective grantees 
through the website established under this 
subsection, including foreign language edu-
cation resource information and contacts 
available at State and local educational 
agencies, institutions of higher education, 
and nonprofit educational organizations. 
(2) COLLABORATION.—The activities described 
in paragraph (1) may be carried out by the Sec-
retary directly or through grants and contracts to 
institutions of higher education and public and pri-
vate nonprofit agencies and organizations. 
(j) AUTHORIZATION OF APPROPRIATIONS.—There is 
authorized to be appropriated such sums as may be nec-
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essary to carry out this section for fiscal year 2012 and 
each succeeding fiscal year. 
SEC. 6. DEFINITIONS. 
In this Act: 
(1) EARLY
FOREIGN
LANGUAGE
PROGRAM.— 
The term ‘‘early foreign language program’’ means 
a foreign language program offered as part of a pre-
kindergarten program. 
(2) ELIGIBLE PARTNERSHIP.— 
(A) IN
GENERAL.—The term ‘‘eligible 
partnership’’ means a partnership that— 
(i) shall include— 
(I) one or more local educational 
agencies or State educational agen-
cies, or both; and 
(II) subject to subparagraph (B), 
1 or more institutions of higher edu-
cation, where the institution has and 
may include in the partnership— 
(aa) a school, department, 
or program within the institution 
or institutions of higher edu-
cation that provides a teacher 
preparation program; 
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(bb) a school, department, 
program, or center within the in-
stitution or institutions of higher 
education that provides a pro-
gram of study or research in for-
eign languages; and 
(cc) a school, department, 
program, or center within the in-
stitution or institutions of higher 
education that provides programs 
of study about the historic, geo-
graphic, cultural, economic, and 
other contextual factors of the 
world area or country with popu-
lations who speak the foreign lan-
guage to which the model pro-
gram relates; and 
(ii) may also include 1 or more busi-
nesses, or nonprofit organizations with ex-
pertise in kindergarten through grade 12 
language learning. 
(B) WAIVER.—The Secretary may waive 
the requirement in subparagraph (A)(i)(II), if 
the prospective grantee demonstrates the inabil-
ity to secure an institution of higher education 
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as a partner for the purposes of receiving a 
grant under section 5, including as a remote, 
digitally connected partner, after making a good 
faith effort to secure such institution. 
(3) ADVANCED LEVEL OF PROFICIENCY.—The 
term ‘‘advanced level of proficiency’’ means the ad-
vanced level as measured by the American Council 
on the Teaching of Foreign Languages, or level 2 as 
measured by the Federal Interagency Language 
Roundtable or by other nationally recognized meas-
ures of advanced standards of proficiency. 
(4) ARTICULATED.—The term ‘‘articulated’’ 
means that each grade level of the foreign language 
program is designed to sequentially expand on the 
student achievement of the previous level with a goal 
toward achieving an established level of language 
proficiency. 
(5) HERITAGE
SCHOOL.—The term ‘‘heritage 
school’’ means a school that— 
(A) offers foreign language instruction or 
tutoring, and cultural education related to a 
foreign country; and 
(B) serves students who are enrolled, on a 
full-time basis, in a public or private elementary 
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jlentini on DSK4TPTVN1PROD with BILLS
school or secondary school that is not a heritage 
school. 
(6) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given in section 101 of the Higher Edu-
cation Act of 1965. 
(7) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
Æ 
VerDate Mar 15 2010 
22:14 May 31, 2011
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E:\BILLS\H1994.IH
H1994
jlentini on DSK4TPTVN1PROD with BILLS