Lead with Languages Video

Here is a great video to share with people who need to know why it’s important to learn languages now, more than ever.

Lead with Languages from APCO Worldwide on Vimeo.

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World Languages Competency-Based Credits

As part of the Road Map World Languages Credit Program, a special video was made this summer to highlight the experiences of students in the 7 Road Map districts who have earned World Language Credits for languages they know.
View the Road Map World Language Credit Video.
Road Map Credit for Proficiency Report October 2014
Education Northwest spoke with students across the seven Road Map districts, from a wide range of backgrounds, and consistently found that the Road Map World Language Credit Program provided positive recognition of the value of bilingualism and increased students’ pride in and appreciation for their own strengths. It also appeared to help them meet graduation requirements. Read the Report.
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World Educator – Noah Zeichner

Congratulations to Noah Zeichner, the 2013-2014 World Educator award recipient from the World Affairs Council in Seattle.

From their website: https://www.world-affairs.org/programs/global-classroom/world-educator-award/2013-world-educator-award/

For almost a decade, Noah has taught Social Studies and Spanish at Sealth International High School. He works diligently to keep each of his students engaged on a global level. For the past six years Noah has taught a class called Global Leadership in which students learn to work as a community as they learn about contemporary global problems. His students then take their knowledge to a nearby elementary school and teach 5th graders lessons that they develop together. For the past three years, he has facilitated a student-led, school-wide festival called World Water Week. This year he helped organize an interdisciplinary 9th grade project (world history/language arts/science) at Chief Sealth. Three hundred students studied water issues and created action projects based on research done during a field experience day. The ten 9th grade classes were connected with ten classes in Kenya with whom they shared their findings. Currently, Noah is deeply engaged in the development of the dual language/Spanish immersion program at Chief Sealth, the first of its kind in the region (content area classes in Spanish).

Read more at: https://www.world-affairs.org/programs/global-classroom/world-educator-award/

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How global is Washington?

New map illustrates importance of global competence for U.S. students

Nearly one million data points have been collected to prove what parents, businesspeople, and policymakers already know: American students must be globally competent to succeed in the interconnected 21st century. “Mapping the Nation: Linking Local to Global,” a new online resource from Asia Society, the Longview Foundation, and analytics leader SAS, makes a compelling case for a globally competent workforce and citizenry.

Launched at the U.S. Department of Education by Secretary Duncan, Mapping the Nation presents data at state and county levels to show international connections for every county in the U.S. – from jobs tied to global trade and immigrants with rich linguistic resources, to billions of dollars contributed to our economy by international students studying here. It also reveals a significant education gap: Not enough U.S. students at any level, K-16, are gaining the global knowledge and skills needed for success in this new environment.

Check out the our state page: http://mappingthenation.net/state-washington.html.

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International Education Update

We are excited to announce the return of the Washington State Coalition for International Education!

Please join us on Tuesday, November 12, 2013 at 7:00-8:30 pm for a conversation with Noah Zeichner, Chief Sealth International High School teacher and recipient of the 2013-14 World Educator Award. He will share highlights of his recent trip to Singapore with the Asia Society’s Global Cities Education Network and the Center for Teaching Quality.

You can read his recent blog posts to learn more: http://teachingquality.org/blogs/NoahZeichner. Noah will talk about global perspectives on 21st century competencies as well as his big takeaways from visiting schools in Singapore.

After Noah’s presentation, Steering Committee members from the Washington State Coalition of International Education will share an update from their recent meetings talking about revitalizing the International Education Coalition. (Learn more about the work of this virtual coalition of individuals and organizations that share a vision of Washington State: Preparing all students for today’s interconnected world at http://internationaledwa.org.)

Please register at:
http://confucius.washington.edu/event/international-education-update/.
(You can register your interest in the meeting even if you can’t attend. We’ll follow up later.)

Details:
When:  Tuesday, November 12, 2013 7:00-8:30 pm
Where:  Confucius Institute Education Center @ Chief Sealth International High School
2600 SW Thistle St, Seattle, WA, 98126
Cost:  Free
Who’s invited:  Anyone interested in international/global education from preschool through graduate school.

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Is any publicity good publicity?

Looking at all the media coverage of HB 1445 (“Using computer sciences to satisfy world language college admission requirements.” http://apps.leg.wa.gov/billinfo/summary.aspx?year=2015&bill=1445), I am reminded of that old saying, “Any publicity is good publicity” or “There is no such thing as bad publicity.”

On the one hand, much of the media coverage seems to perpetuate the idea that “learning 2-3 years of a foreign language in high school is a waste of time,” but, on the other hand, at least they’re talking about language learning. And it’s interesting to see the arguments made for starting language learning earlier.

Here are a few samples related to this bill.

Washington lawmakers want computer science to count as foreign language
If bill passes, two years of comp sci would count toward university admission.
Ars Technica | 2/6/2014 (accessed 3/9/2015)

“The bill’s author, Representative Chris Reykdal told Ars that while he does believe in a ‘well-rounded’ education including foreign language, most students end up studying a language for the first time in high school—far too late to usually be effective.

“If we were serious, we would put language in our elementary schools when the brain is mapping in a different way, and we would have kids fluent by 6th or 7th grade,” he said. “By high school it’s just a way for kids to get into college. If we’re serious about language, we should embed it earlier.”  …

“I’ve nothing against students learning more about programming, but I think it’s a disingenuous way of getting around foreign language requirements,” Patrick Cox, an editor on PRI’s The World, and the host of The World in Words podcast, told Ars by e-mail. “It’s an indication of the low value that many American politicians—and unfortunately, educators—place on foreign language learning. No linguist I know of buys the argument that a computer programming language is even close to a natural language and should be treated as such.”

Here’s another…

Wash. Bill Would Let High School Students Take Computer Science Instead Of Foreign Language
KPLU 88.5 | 2/4/2014 (accessed 3/9/2015)

“People from the higher education community who spoke against the bill say while students may not remember much Spanish or Japanese after high school, taking such classes makes them well rounded and culturally competent to deal with the world.”

Or another…

Washington Bill Would Count Programming As A Foreign Language On College Apps
Fast Company | (accessed 3/9/2015)

“As the Learn 2 Code movement swells and pushes increasingly toward educating youth, this doesn’t seem like a bad idea, especially since learning programming is kind of like learning a different language. A study released by an international team of researchers last April used MRI scanners to discern whether programming was more closely related to math or language disciplines in the brain—and found a tenuous association favoring language.

“‘It appears to make some sense, based on what we have learned from the study,’ University of Passau computer scientist Janet Siegmund told Fast Company.’ Actually, with these kinds of studies, you should always say that more studies need to be done. But what we found is that it appears to be related.’”

And yet another…

Code.org takes sides on dueling bills promoting computer science in Washington State
Geek Wire | 2/5/2015 (accessed 3/9/2015)

“Two bills are currently vying for attention in the state House of Representatives: HB 1813, which expands computer science education through a grant program, and HB 1445, which proposes using computer science courses to satisfy college world language requirements.” …

“The problem in Washington, he [Seattle-based Code.org co-founder and CEO Hadi Partovi] adds, ‘isn’t that computer science doesn’t satisfy graduation requirements. That was a problem in 2013, and we solved that by allowing (computer science) to count as math or science. The problem today is that computer science isn’t even being taught in the majority of schools.’”  …

“The non-profit Code.org has dealt with similar matters in the past. Almost exactly a year ago it argued on its blog that, ‘Computer science is not a foreign language.’”

 

Blog post by Dr. Michele Anciaux Aoki,
Member of WAFLT (Washington Association for Language Teaching), and
ACTFL American Council on the Teaching of Foreign Languages, and
NADSFL (National Association for District Supervisors for Language), and
Associate Member of  NCSSFL (National Council of State Supervisors for Language)

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Early Language Learning is a good idea, but not at 10 minutes/day

Continuing to review a bill introduced this session in the Washington State Legislature, “Using computer sciences to satisfy world language college admission requirements” (HB 1445 – 2015-16 http://apps.leg.wa.gov/billinfo/summary.aspx?year=2015&bill=1445), I’d like to say a few words about another interesting provision in the substitute version from February 18. This one give a nod to the benefits (and costs) of offering language instruction in a language other than English in grades 1 to 8. (Presumably, this would leave high school students free to pursue computer science classes in place of beginning world language courses.)

“The office of the superintendent of public instruction shall conduct a study to assess the implication of adding ten minutes of instruction to the school day, as defined in RCW828A.150.203, for grades one through eight for the purpose of learning a world language other than English. The study must address the costs associated with the additional instruction time, the impacts on teachers and districts, the benefits of introducing a world language at a younger age, the anticipated effects of requiring additional curriculum, and any other measures the office of the superintendent of public instruction deems appropriate. The office of the superintendent of public instruction shall report the findings of the study to the legislature by November 1, 2017.”

This provision is indeed interesting since the office of superintendent of public instruction (OSPI) already spent time researching options for early language learning when “Providing experiences in science, social studies, arts, health and physical education, and a world language other than English” became part of the requirements for state-funded full-day kindergartens. (See: http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.150.315.) The OSPI resources can be downloaded at: http://www.k12.wa.us/WorldLanguages/WorldLanguageExperiences.aspx.

Learning a language for 10 minutes a day is not the path to developing language proficiency — whether it’s for one year or eight. But, let’s hear what students themselves have to say about that…

 

Blog post by Dr. Michele Anciaux Aoki,
Member of WAFLT (Washington Association for Language Teaching), and
ACTFL American Council on the Teaching of Foreign Languages, and
NADSFL (National Association for District Supervisors for Language), and
Associate Member of  NCSSFL (National Council of State Supervisors for Language)

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Competency-Based Credits for World Languages is a good idea, but we already have them

It is not unusual for bills in the Legislature to experience modifications as they progress through their journey to a vote. In the case of a bill this session in the Washington State Legislature, “Using computer sciences to satisfy world language college admission requirements” (HB 1445 – 2015-16 http://apps.leg.wa.gov/billinfo/summary.aspx?year=2015&bill=1445), the substitute version from February 18 includes several interesting additions. These additions do not change the basic intent of the bill (the merits of which I have discussed in an earlier blog post), but they do deserve attention.

One new addition is the provision that the “student achievement council shall study and include in the report to the legislature required in this section what elements a world language competency-based assessment would need to include in order to successfully measure a student’s ability to proficiently read, write, and speak a world language other than English. The world language competency-based assessment should be designed with the intention that high school students could meet college academic distribution requirements for admission purposes into the state universities, regional universities, and the state college, each as defined in RCW 28B.10.016, via a competency-based assessment in lieu of two credits of world language course work in high school.”

Interestingly enough, a state model policy and procedure for awarding Competency-Based Credits in World Languages has already been in place since 2010. In the past five years, several thousand students have been tested and earned one to four Competency-Based Credits for World Languages in a variety of districts around the state. All but a few students who have tested (in more than 50 languages) have been able to satisfy the college admissions requirement of two high school credits of the same world language.

The state model policy and procedure, as well as FAQs from the State Board of Education (SBE) are posted on the Office of Superintendent of Public Instruction website:
http://www.k12.wa.us/WorldLanguages/CompetencyBasedCredits.aspx. The SBE FAQs  indicated that the Higher Education Coordinating Board (HECB) (predecessor to the Student Achievement Council) revised its minimum admission standards policy in 2011 to state:

“Students may meet the World Language requirement through passage of a district approved competency assessment consistent with the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines in order to ensure consistency across languages. The State Board of Education provides a sample policy for districts and recommended assessment tools. Assessment procedures for other subject areas will be established in the future.”

Furthermore, in March 2014, the Legislature passed the Seal of Biliteracy bill, which explicitly states that the “criteria [for earning the Seal] must permit a student to demonstrate proficiency in another world language through multiple methods including nationally or internationally recognized language proficiency tests and competency-based world language credits awarded under the model policy adopted by the Washington state school directors’ association.” Read more about the Seal of Biliteracy on the OSPI website.

One disadvantage of the current program for Competency-Based Credits is that it requires each district (and we have 295 of them in Washington, although a few don’t have high schools) to adopt some version of the model policy and procedure described above. Some districts have done that quickly, but others have taken no action yet even though they have students who have completed testing and qualified for credits. Perhaps getting Competency-Based Credits for World Languages officially codified into law would increase the opportunities for students to earn credits since it would be a state law, rather than a local decision.

What would help the most is if the Legislature would provide some funding so that local school districts could afford to offer testing opportunities for their students. Tests for some languages (like Spanish, French, German, Italian, Japanese, Chinese, and even Arabic) are reasonably priced. But tests for other languages that are well-represented among English Language Learners in our state, like Russian, Vietnamese, Ukrainian, Somali, Nepali, and many more, are much more expensive. (For a list of languages and testing options, see the information posted on the OSPI website > World Language Assessment Days.)

A report produced last fall by Education Northwest as part of the Road Map World Language Credit Program, funded by the Bill & Melinda Gates Foundation, found that the program gave students flexibility in their schedules and the time to enroll in advanced-level courses.

It seems this is exactly what HB 1445 would like to accomplish. Perhaps the next substitute version of the bill will include funds for testing. (The Gates funding for the Road Map World Language Credit Program ends this fall.)

Blog post by Dr. Michele Anciaux Aoki,
Member of WAFLT (Washington Association for Language Teaching), and
ACTFL American Council on the Teaching of Foreign Languages, and
NADSFL (National Association for District Supervisors for Language), and
Associate Member of  NCSSFL (National Council of State Supervisors for Language)

 

 

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When is a bad idea a good idea?

When I first got word that the Washington State Legislature was considering a bill entitled “Using computer sciences to satisfy world language college admission requirements.” (HB 1445 – 2015-16 http://apps.leg.wa.gov/billinfo/summary.aspx?year=2015&bill=1445),  I thought to myself, well, that’s a BAD idea. Our new state World Languages Program Supervisor reached out to colleagues in the National Council of State Supervisors for Language (NCSSFL) to hear what’s been happening in other states. There were some great responses:

We have had this provision in Oklahoma for many years (since 1991). No one was making the case that computer technology was a “language” per se. It was primarily done because the many rural schools in our state could not find language teachers that would be hired just to teach 2 courses (levels 1 & 2—our high school graduation requirement), and it was easier to find someone who could be hired to teach full time combining a content level with computer technology. That is the crux of the problem here—language teacher shortages and rural schools having to juggle their student needs with their inability to staff their schools adequately due to their circumstances. This, too, will have to be addressed in any advocacy efforts.
– Desa Dawson, Director of World Language Education, Oklahoma State Department of Education

I keep going back to the State Standards that need to guide learning in every subject area. If computer programming is being considered a language, I would simply ask how well it addresses the Washington State Standards for learning languages – with all 5 goal areas: Communication, Cultures, Connections, Comparisons, and Communities. And to go one step further – the goal area of Communication is not about grammar and syntax – it is about interpersonal communication (interaction and negotiation of meaning); interpretive communication (understanding and analyzing a message received); and presentational communication (knowing the audience, purpose, and task). The World-Readiness Standards have explicitly embedded literacy strategies (and Washington is a Common Core state) and 21st century skills (communication, collaboration, critical thinking, and creativity). So, how does computer programming address these language standards?
– Paul Sandrock, Director of Education, American Council on the Teaching of Foreign Languages (ACTFL)

Programming languages are not the same as spoken or signed languages. They are expressions of logic, similar to mathematical proofs. As such, it would be much more appropriate to give students math credit for successfully completing a programming language course.
– Article in the Huffington Post co-authored by Marty Abbott, Executive Director of the American Council on the Teaching of Foreign Languages (ACTFL), “Computer Science Is Not a Foreign Language.” Posted 2/20/2014 http://m.huffpost.com/us/entry/4823691 (retrieved 2/7/2015)

Kentucky Senate President Pro Tem David Givens has filed a bill that would allow students to get foreign language credit for studying a computer programming language.
This is an incredibly bad idea.
I learned a foreign language before I learned English and then went on to study three more foreign languages in high school, college and graduate school so I know the differences between learning a language as a native speaker and learning it in a school setting.
Furthermore, as a computer scientist for over 30 years, I have studied, used and taught a wide variety of programming languages. Though both kinds are “languages,” they are very different. Our children need to study both.
– Article in the Lexington-Herald Leader, “Language of computing, language of cultures not comparable.” Posted 2/3/2015 http://www.kentucky.com/2015/02/03/3676508_language-of-computing-language.html?rh=1 (retrieved 2/7/2015)

So, it seems I’m not alone in thinking that this is a bad idea. And I myself am pretty familiar with both human languages and computer programming. I’ve learned to communicate in over 8 languages (besides English) and I have a Ph.D. in Slavic Linguistics. But I also spent twenty years as a computer programmer/systems analyst. In fact, to be honest, after finishing my Ph.D. general exams, I needed a “real” job and a friend suggested that I try computer programming. I called the large insurance company that had the best reputation for training new programmers (ahem… back then computer science did not even exist on the university campus) to apply for a job. Actually, I called several times a week all summer long until they finally interviewed me. I claimed that having demonstrated that I could easily learn new languages, I was confident I could master computer languages too. They hired me. Fortunately, I was right, and I did become a very good programmer and eventually systems analyst and trainer.

No question that this bill is a bad idea for Washington.

Then, I decided to take a closer look. In reading the actual language of the bill, I realized that the purpose of the bill is to “facilitate a dialogue” and “produce a report to the Legislature by November 1, 2017.” The fiscal note would partially fund the State World Languages Program Supervisor in 2015-2016 to make that dialogue happen. http://apps.leg.wa.gov/billinfo/summary.aspx?year=2015&bill=1445 (retrieved 2/7/2015)

So, is that such a bad idea? There’s unlikely to be much other state funding for the World Languages Program Supervisor at this time. And, if a “dialogue” really happens, could it actually be an opportunity for legislators and key educators in the state to pay attention to World Languages for a change? Am I so confident that we are “right” (that is, world languages are not the same as computer languages), that I’d be willing to risk setting the stage for that dialogue? And suppose people end up agreeing with me?

This bill is all about college admissions because Washington does not have a high school graduation requirement for world languages. When the state updated the high school graduation requirements a few years ago to 24 credits, 2 credits of world languages were included in the “Career and College Ready Graduation Requirements” that go into effect in 2017, but they are considered “[f]lexible requirements… [that] may be substituted according to a student’s High School and Beyond Plan.” http://www.k12.wa.us/GraduationRequirements/Requirement-Credits.aspx (retrieved 2/7/2015) In other words, students will already be able to substitute computer programming for world languages in order to meet high school graduation requirements in our state.

If HB 1445 required the state to have a “dialogue” about whether world languages are really the equivalent of computer programming languages for the purposes of college admissions, maybe, just maybe we could have that dialogue about high school graduation requirements, as well.

Maybe this bill is a good idea after all…

Blog post by Dr. Michele Anciaux Aoki,
Member of WAFLT (Washington Association for Language Teaching), and
ACTFL American Council on the Teaching of Foreign Languages, and
NADSFL (National Association for District Supervisors for Language), and
Associate Member of  NCSSFL (National Council of State Supervisors for Language)

 

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WAFLT Spring Regionals 2015

The Washington Association for Language Teaching (WAFLT) is very pleased to announce that there will be more than one spring regional conference this year! This goes back to the original concept of having regional one-day conferences that were easily accessible to people in more than one part of the state. We now have confirmed dates for all three spring regionals. March 21, 2015 is the regional conference at Cheney High School in Cheney (near Spokane). Contact Rachel Martin (tiraromartin@aol.com) for more details. A westside spring regional will also take place March 21, 2015 at Mount Vernon High School. Contact Catherine Ousselin (catherineku72@gmail.com) for information. The third conference is April 4, 2015 at Central Washington University in Ellensburg. Contact Alejandro Lee (leealejandro@gmail.com) for more details. Registration coming soon at http://www.waflt.net/conferences.html.

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Steps to help you go global

Wondering how to get started to make your classroom more global? Check out this blog on VIF Learn for 6 easy (pretty easy) steps to take:

  1. Look the part
  2. Take baby steps
  3. Don’t try to reinvent the wheel
  4. Start with the standards
  5. Connect
  6. Collaborate

https://www.viflearn.com/index.php/ourblog/entry/go-global-in-6

VIF Learn has a lot of sample learning plans and ways to connect. Check it out (free registration) at: https://www.viflearn.com/.

Posted in Global Competence Blog | Leave a comment

1st Annual Washington State Global Issues Network Coming!

Dear Friends, Colleagues, and Community Partners,

As many of you know, for the past four years, students and teachers at Chief Sealth International High School have organized a weeklong festival called World Water Week. This year we are doing something new and exciting: the first annual Washington State Global Issues Network (WAGIN) Conference.

March 6-8, 2015 (Friday/Saturday/Sunday) we plan to host a few hundred middle and high school students at Chief Sealth IHS. We are partnering with Global Issues Network (GIN), a nonprofit that supports Global Issues conferences in Latin America and Asia. They have worked with a couple of independent schools in the U.S., but our conference will be the first international youth conference of its kind in the United States. The latest GIN conference took place in Buenos Aires in late October. You can watch videos of the student workshop sessions on the conference YouTube channel.

Here’s what WAGIN 2015 will look like:

  • We will have some school-wide events and activities during the week leading up the conference. The content of the conference includes water, but is much broader. See our conference website for the list of 20 global issues.
  • All students who attend the conference will present workshop sessions about action projects that they have carried out (connected to one or more of the 20 global issues). All workshops are youth-led.
  • Keynotes (2-3 per day). We are in the process of inviting some exciting speakers.
  • Throughout the weekend, students will meet in “Global Villages” – these are groups of 10 students, all from different schools, who will have small group discussions (facilitated by youth).
  • Each team of students that attend (2-6 in a team) will create a 1-2 minute trailer for their workshop. These will be shown as part of a film festival throughout the weekend.
  • There will be a Global Action Fair with nonprofit organizations who carry out work related to the 20 global issues. Our 9th grade students will also be sharing their Water Ecology and Sustainability Action Team (WEST) Projects at this time.
  • We are inviting schools from around the region to participate. We will also be hosting several schools from Latin America and Asia that are part of the GIN network.
  • There are over 100 leadership roles for students for planning and implementing the conference. Several student committees have been meeting for the past two months.

We have started our fundraising efforts. We are reaching out to several local businesses. (We will charge a registration fee for student teams that covers meals and other general expenses – we hope raise enough money to allow local public school students to attend for free).

WAGIN will share some things in common with World Water Week:

  • global issues focus
  • it will touch all students in our school
  • youth-led
  • powerful keynotes

And it will bring some new elements:

  • broader list of topics
  • we will bring together students from public, private, and international schools
  • weekend event
  • larger budget

There are several ways that you can be involved in the WAGIN Conference:

  • Participate in the Global Action Fair on Friday, March 6. Organizations will have tables, and some may choose to present workshops.
  • Be a keynote speaker or connect us to dynamic individuals who would be excited to speak to youth.
  • Connect us to local businesses and organizations that might want to be a sponsor or provide in-kind donations (we are looking for breakfast and snack items right now).
  • Spread the word about this opportunity to teachers and school networks. Registration information will available soon.

Thanks!
Noah
Noah Zeichner nczeichner@seattleschools.org
Social Studies / International Education
Chief Sealth International High School

Update 12/10/2014

Registration is now open for the Washington State Global Issues Network (WAGIN) Conference! Visit the conference website: http://globalissuesnetwork.org/wagin/.

Teams of 2-6 students can register for the rate of $100 per student. There is no additional charge for the accompanying teacher. If you would like to request full or partial scholarships, please indicate that in the registration form. We do not want the cost to prevent any student from attending. The fee covers all meals and programming throughout the weekend.

For students who are not from Seattle, there will be three categories of lodging options.

  • Local hotels
  • Local hostels
  • Family homestays

More lodging details will be posted on the conference website soon.

If you are from the Seattle area and would like to host out-of-town students for the weekend, please contact me directly.

Each registered student team will need to submit a workshop proposal – these will be due in early February. You will find student workshop guidelines on the conference website.

Noah Zeichner nczeichner@seattleschools.org

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What Does Competition Mean Today?

Competition takes many forms. It surrounds us as children on the playground. It increases as we realize classes rank students, then into the pressure of college acceptance, and next in the job market.  Competition is not only between individuals, it is also between organizations, and states.

As I mentioned in my post last week, our world is becoming ever more interconnected. And competition has taken a new form between nations. Never before have citizens from one country been able to directly compete with citizens of another country for spots in universities or jobs at such a large scale.

Competition results in both negative and positive outcomes. The negative outcomes are job insecurities and fewer resources from the home country spent on their citizens. For example, when international students study at US universities they are receiving an education that a citizen of the US could have received instead. The positive outcomes of competition on such a global scale are that it drives states and people to make improvements. Such competition drives development, which creates great things for society. Using the international student as an example again, they pay more than a US student, which is financially beneficial to the university. The student also brings different beliefs and strengths that can better all students attending the university.

If competition is negative and positive, how should we think about it? We should teach our students and citizens that this is the reality of the world they live in. We can even be friends with the people we compete with. Competition is a factor but there is so much more to our interactions with people that it should not negatively consume us.

Competition affects all of us. Whether it is a policy implemented by our government to develop weapons before other countries or it is as simple as students competing for a higher grade in school, we are surrounded by competition. Competition can make us better people, it can help us grow.

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