On behalf of the Bureau of Educational and Cultural Affairs (ECA) of the U. S. Department of State, American Councils for International Education is pleased to administer the Teachers of Critical Languages Program. This program seeks to strengthen foreign language instruction at U.S. schools, while also providing the selected exchange teachers the opportunity to learn about U.S. teaching methodologies, culture, and society. U.S. schools may apply to host a teacher from China or Egypt to teach Mandarin Chinese or Arabic, respectively; the exchange teacher may also serve as a cultural resource in the host school and community.
The mission of the U.S. State Department’s Bureau of Educational and Cultural Affairs is to assist in the development of friendly, sympathetic, and peaceful relations between the U.S. and other countries by fostering mutual understanding. The Bureau does this through a wide range of international exchanges and training programs, as authorized by the Mutual Educational and Cultural Exchange Act of 1961 (as amended). The Bureau works in close cooperation with U.S. Embassies overseas to promote personal, professional, and institutional ties between private citizens and organizations in the United States and abroad, as well as by presenting U.S. history, art, and culture in all of its diversity to audiences overseas.
Underlying the Bureau’s activities is the belief that mutual understanding is of vital importance in an increasingly interdependent world; that person-to-person exchanges and training is the most effective way to promote mutual understanding; that international exchanges enhance the effectiveness of the United States in dealing with other nations; and that the exchange of persons and ideas is essential to the promotion of democracy, economic prosperity, international cooperation, and global peace. A major part of the Bureau’s mission is to act as a catalyst for cooperation among hundreds of American private sector organizations engaged on the international scene.
American Councils for International Education: ACTR/ACCELS, an international not-for-profit organization, believes in the fundamental role of education in fostering positive change for individuals, institutions and societies. Building upon over three decades of regional expertise and development experience, American Councils advances education and research worldwide through international programs that provide the global perspective essential for academic and professional excellence. In collaboration with partners around the world, American Councils designs and implements innovative and effective programs responsive to the cultures and needs of the international communities in which it works.
Exchange teachers selected for the program will meet the following program eligibility requirements:
Teach Chinese/Arabic as a Foreign Language or teach English as a Foreign Language in a K-12 school;
Have at least four years classroom teaching experience;
Have at least a Bachelor’s degree; and
Have English-language proficiency in written and spoken English.
The program will provide the following to the exchange teachers:
Round-trip airfare to the U.S.;
Maintenance allowance of approximately $30,000;
J-1 visa support;
Pre-departure orientation in their home country;
Two-week orientation in Washington, D.C.;
Health insurance; and
Professional development workshops.
The exchange teachers will complete the Washington D.C. based orientation and be available for travel to the host school by mid-August. At the end of the school’s academic year, exchange teachers will be required to return to their home country; their exchange period will not be extended.
U.S. primary and secondary schools that have developing or existing Chinese or Arabic foreign language programs, or currently have them in development, may submit an application to host an exchange teacher. Selection preference will be given to those schools that will afford regular opportunities for exchange teachers to interact with large and diverse groups of students and community members.
In the application, the school should present a convincing plan for the exchange teacher to:
Strengthen language teaching at the host school;
Observe classes and team-teach;
Have a school assigned mentor teacher to assist exchange teacher’s transition to teaching in the U.S. as well as provide support throughout the academic year;
Receive professional development opportunities that are available to host school’s own faculty, including orientations and planning days before school, in-service trainings, new teacher workshops, and faculty meetings;
Receive logistical support throughout the year;
Learn about U.S. education, culture, and society; and
Promote greater understanding of the exchange teacher’s home country in the host school and community.
Schools must designate an experienced teacher to serve as a mentor to the exchange teacher to facilitate the exchange teacher’s success in a new education system. The ideal mentor teacher would:
Have a genuine interest in cross-cultural exchange;
Have the ability to provide guidance and counsel on best practices and school policies regarding classroom; management, curriculum development, assessment, and other school norms;
Have time to devote both to exchange teacher’s classroom observation and to the regular sharing of best practices and suggestions through team-teaching in cooperative and/or interdisciplinary ways; and
Have a willingness to provide guidance to the exchange teacher to establish networks within the faculty, construct positive classroom atmospheres, and establish strong rapport with students.
Mentor teachers are encouraged to team-teach classes with the exchange teacher and will receive a small honorarium each month of their participation. The mentor teacher and a school administrator are expected to attend the orientation to be held in Washington, D.C. in late July 2010.
In order to be considered for hosting an exchange teacher in the Teachers of Critical Languages Program, host schools must be:
A primary or secondary school that has an existing Chinese or Arabic foreign language program, or currently has such programs in development, and
Be able to send an administrator and a mentor teacher to Washington, D.C. for a weekend in late July 2010 to meet the exchange teacher and participate in orientation activities. The program will cover transportation and room and board charges for the conference.
The U.S. Department of State and American Councils will convene an independent panel consisting of U.S. teachers, curriculum designers, and foreign language specialists who will review the hosting applications on the basis of the following:
The academic program plan;
The school’s commitment to the program;
The presence of diverse student and community populations with whom the exchange teacher can interact;
Professional development opportunities for the exchange teacher;
Cultural exchange opportunities for both the exchange teacher and the host community; and
Plans for special projects that promote critical language learning
Following independent evaluation, semi-finalist host schools’ mentor teachers and administrative representatives will participate in a telephone interview in which program vision, support strategies, teaching and outreach schedule design, and post-exchange collaboration will be discussed. Schools will be notified of the results of the screening process by late-April 2010.
Applications must be received by American Councils no later than February 12, 2010. Please submit the original and three copies to:
American Councils for International Education
Attn: TCLP 1776 Massachusetts Avenue, NW
Suite 700
Washington, DC 20036
If you have further questions about the application process, please contact Ben Dunbar at bdunbar@americancouncils.org, Eliza Doton at edoton@americancouncils.org, or by telephone at 202-833-7522.
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