I 
110TH CONGRESS 
1ST SESSION H. R. 2111 
To amend the Elementary and Secondary Education Act of 1965 to establish 
a partnership program in foreign languages. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 2, 2007 
Mr. HOLT (for himself, Mr. HINOJOSA, Mrs. MCCARTHY of New York, Mr. 
WU, and Mr. REYES) introduced the following bill; which was referred 
to the Committee on Education and Labor 
A BILL 
To amend the Elementary and Secondary Education Act 
of 1965 to establish a partnership program in foreign 
languages. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Foreign Language 
Education Partnership Program Act’’. 
SEC. 2. PARTNERSHIP PROGRAM IN FOREIGN LANGUAGES. 
(a) IN GENERAL.—Subpart 9 of part D of title V 
of the Elementary and Secondary Education Act of 1965 
is amended— 
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(1) by striking section 5494 (20 U.S.C. 7259c); 
and 
(2) by inserting after section 5493 the fol-
lowing: 
‘‘SEC. 5494. PARTNERSHIP PROGRAM IN FOREIGN LAN-
GUAGES. 
‘‘(a) PURPOSES.—The purposes of this section are— 
‘‘(1) to provide incentives for developing and 
maintaining model programs of articulated foreign 
language learning from kindergarten through grade 
12 that increase the number of American students 
graduating from high school with an advanced level 
of proficiency in at least one foreign language; and 
‘‘(2) to widely disseminate information on the 
model programs that demonstrate success. 
‘‘(b) PROGRAM AUTHORIZED.— 
‘‘(1) IN GENERAL.—From the amounts made 
available to carry out this section, the Secretary may 
make incentive payments for a fiscal year to eligible 
partnerships to develop and maintain, or to improve 
and expand, model programs that support articu-
lated foreign language learning in kindergarten 
through grade 12. 
‘‘(2) PLANNING AND DEVELOPMENT.—For the 
first two fiscal years an eligible partnership receives 
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funds under paragraph (1) for a model program on 
a critical foreign language, the Secretary may allow 
that partnership, based on demonstrated need, to 
use those funds for planning and development activi-
ties, including— 
‘‘(A) development of an articulated instruc-
tional curriculum for the critical foreign lan-
guage to which the model program relates; 
‘‘(B) in-service and pre-service develop-
ment of teachers, and development of cur-
riculum and language assessments in the crit-
ical foreign language to which the model pro-
gram relates; and 
‘‘(C) development of contextual programs 
and curriculum materials related to the critical 
foreign language to which the model program 
relates, as described in subsection (e). 
‘‘(c) APPLICATIONS.— 
‘‘(1) IN GENERAL.—Each eligible partnership 
desiring a grant under this section shall submit an 
application to the Secretary at such time, in such 
manner, and containing such information as the Sec-
retary may require. 
‘‘(2) CONTENTS.—Each application shall— 
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‘‘(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 
from 
kindergarten 
through grade 12; 
‘‘(B) describe how an articulated cur-
riculum for students to achieve an advanced 
level of proficiency by grade 12 will be devel-
oped and implemented; 
‘‘(C) identify target proficiency levels for 
students at critical benchmarks, and describe 
how progress toward those proficiency levels will 
be assessed at the benchmarks; 
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‘‘(D) describe how the partnership will 
support and continue the program after the 
grant has expired, including how the partner-
ship will seek support from other sources, such 
as State and local governments, foundations, 
and the private sector; and 
‘‘(E) describe what assessments will be 
used or, if assessments are not available, how 
assessments will be developed. 
‘‘(d) USE OF FUNDS.—Incentive payments under this 
section— 
‘‘(1) shall be used— 
‘‘(A) to design programs and teaching 
strategies informed by the best practices recog-
nized by the field and by available research; 
‘‘(B) to develop curriculum materials based 
on an articulated framework or approach de-
signed to bring students to an advanced level of 
proficiency by grade 12; 
‘‘(C) to recruit students and teachers, such 
as from heritage populations; and 
‘‘(D) to carry out teacher in-service and 
pre-service professional development programs, 
including summer institutes, that support the 
model programs; and 
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‘‘(2) may be used— 
‘‘(A) to develop nationally recognized as-
sessments for kindergarten through grade 12 
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 kindergarten through grade 12 
for the foreign language to which the model 
program relates, if such assessments already 
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 max-
imum foreign language exposure for students 
domestically, such as the creation of immersion 
environments in the classroom and school and 
on weekend or summer experiences, and special 
tutoring and academic support; 
‘‘(E) to provide the possibility for multiple 
entry points for studying the foreign language; 
‘‘(F) to provide scholarships for study- 
abroad opportunities related to the foreign lan-
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