A r c h i v e d  I n f o r m a t i o n

I want to take just a moment to mention that this likely will be my last appearance before Congress, and I am delighted that we will end on such a positive note. Chairman, it is wonderful to be here with you, someone who appreciates the value of learning a foreign language.

The benefits of helping Americans acquire a second or third language are significant. Strengthening this one area - foreign language instruction - helps to build a better workforce, to improve our national security, and, as research shows, to lift other areas of education as well. That is why I am convinced that we should do everything we can to ensure that we have high-quality foreign language instruction in America's schools. Let me focus on these three benefits of promoting what I call "biliteracy." The first benefit is a better workforce. Today, more of America's companies do business in other countries, and more of our citizens regularly speak a language other than English in their home.

We should welcome these changes. They can make our nation stronger. And we should make sure that those who live in the United States and speak more than one language are valued. We should think of a second language as an asset for students, not a barrier.

Now, don't misunderstand me. Knowing a second language is not a substitute for mastering English. But with their language skills, people who are biliterate may enjoy greater opportunities in our increasingly diverse nation and command a greater salary in the marketplace.

The second benefit is stronger national security. Helping young people learn foreign languages can make our nation safer. If more Americans understand the language and culture of others, I believe that we will be more likely to avoid conflicts and reach across cultural differences to form international friendships and partnerships. There are also clear advantages in having members of our armed forces who are biliterate.

The third benefit is improved academic achievement for our students. We have strong evidence today that studying a foreign language has a ripple effect, helping to improve student performance in other subjects. The European Union has a goal for their students to learn three languages. Surely, we can help our students remain competitive by learning English and at least one more language.

Here is what the research says: Children who have studied a foreign language in elementary school score higher on standardized tests in reading, language arts, and mathematics. They also show greater cognitive development in areas such as mental flexibility, creativity, tolerance, and higher order thinking skills - four qualities that are very desirable in today's workplace.

So far, our nation has not done enough to help our children learn second and third languages. The United States lags behind many other developed countries in providing foreign language study to elementary and secondary school students. Research suggests that students acquire foreign languages more easily when instruction begins in the early grades. Despite this evidence, however, few elementary schools in the United States offer foreign language instruction.

Increasing our efforts in two areas will help us catch up with other nations in foreign language instruction and provide the excellent, complete education that our nation's children deserve.

First, we recently have promoted a number of changes at the Department to improve foreign language instruction in the United States. Our proposal to reauthorize the Elementary and Secondary Education Act (ESEA) would set a national goal "that 25 percent of all public elementary schools offer-high-quality, comprehensive foreign language programs by 2005, and that 40 percent offer such programs by 2010."

Specifically, the Foreign Language Assistance Program would support high-quality, foreign language programs for elementary and secondary students, and these programs would be aligned with state-approved standards and curriculum.

One of the problems with foreign language instruction in the United States is that, too often, when there is an elementary school program, it is not integrated with the middle school and high school programs. That means that young students have to adjust to new methods.

To remedy this, our ESEA reauthorization proposal includes provisions that would help students to make a smooth transition in their foreign language studies as they advance from elementary school to middle and on to high school.

Another problem is that when America's elementary schools offer foreign language instruction, typically it is just an introductory exposure to the language. So our ESEA reauthorization proposal also focuses on ensuring that the elementary school foreign language instruction is more challenging and more meaningful.

Our FY 2001 budget request includes $14 million for Foreign Language Assistance, which is $6 million above the FY 2000 level. The increase reflects the growing importance of foreign language skills, which I've outlined.

The second area in which we can increase our effort and improve foreign language instruction is what are called "dual language" programs. These differ from regular foreign language instruction in that students are immersed in English and a second language, rather than being taught the second language as a separate subject.

In dual language programs, approximately equal numbers of English-speaking and non-English speaking students participate in classrooms, with every student challenged to meet high academic standards for each subject in both languages.

Again, this approach is backed by research showing that students in high-quality dual language programs have higher achievement than their peers who are not enrolled in a language program. I have called on educators and community leaders to create more dual language schools. Right now, there are about 260 in the United States; I would like to see 1,000 dual language schools by 2005.

To help meet this goal, the Department announced on September 1st that we would be setting aside $20 million through the Bilingual Education program for two special competitions for dual language projects.

I am pleased that the budget plan that the president submitted to Congress for FY 2001 would increase funding for bilingual education, including dual immersion programs, to $296 million and increase our investment in foreign language education by 75 percent. We will continue to do everything we can to ensure that bilingual programs make a positive difference in helping students learn English and achieve academically.

I would like to emphasize that President Clinton and his staff have been leaders in the effort to improve foreign language acquisition. At the beginning of the Administration, we made competency in foreign languages part of the Goals 2000: Educate America Act. In 1993, we provided funding to four national language organizations to develop national standards in foreign language. These standards were issued in 1996, and they have given us a strong foundation for improving foreign language acquisition.

In addition, on April 19 of this year, the White House released a Memorandum on International Education Policy, which directs the U.S. Department of Education and other agencies to work to improve international education. The Memorandum specifically addresses the need to improve foreign language learning, including efforts to achieve biliteracy, and to enhance the nation's capacity to produce foreign-language expertise.

Technology and demographics are changing the world and the United States. As public officials, we should adapt our education policies to reflect these changes. By working together, we can encourage better foreign language instruction in our nation's schools. If we do that, we will strengthen our workforce, make our nation more secure, and elevate the level of education for America's children.

Thank you, Mr. Chairman. I look forward to your questions.