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Committee to Review the Title VI and Fulbright-Hays
International Education Programs
Mary Ellen O’Connell and Janet L. Norwood, Editors
Center for Education
Division of Behavioral and Social Sciences and Education
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Govern-
ing Board of the National Research Council, whose members are drawn from the
councils of the National Academy of Sciences, the National Academy of Engineer-
ing, and the Institute of Medicine. The members of the committee responsible for
the report were chosen for their special competences and with regard for appropri-
ate balance.
This study was supported by Grant No. ED05CO0016 between the National Acad-
emy of Sciences and the United States Department of Education. Any opinions, find-
ings, conclusions, or recommendations expressed in this publication are those of the
author(s) and do not necessarily reflect the views of the organizations or agencies
that provided support for the project.
Library of Congress Cataloging-in-Publication Data
International education and foreign languages : keys to securing America’s future
/ Committee to Review the Title VI and Fulbright-Hays International Education
Programs ; Mary Ellen O’Connell and Janet L. Norwood, editors.
p. cm.
ISBN-13: 978-0-309-10494-4 (case : alk. paper)
ISBN-10: 0-309-10494-7 (case : alk. paper) 1. Language and languages—Study
and teaching (Higher)—United States. 2. Area studies—United States. I. O’Connell,
Mary Ellen, 1960- II. Norwood, Janet Lippe. III. National Research Council (U.S.).
Committee to Review the Title VI and Fulbright-Hays International Education
Programs.
P57.U7I58 2007
418.0071'173—dc22
2007014905
Additional copies of this report are available from the National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or
(202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.
edu.
Printed in the United States of America
Cover: The languages used on the cover are the six official languages used by the
United Nations in its meetings and documents: Arabic, Chinese, English, French,
Russian, and Spanish.
Copyright 2007 by the National Academy of Sciences. All rights reserved.
Suggested citation: National Research Council (2007). International Education and
Foreign Languages: Keys to Securing America’s Future, Committee to Review the
Title VI and Fulbright-Hays International Education Programs, M.E. O’Connell and
J.L. Norwood, Editors. Center for Education, Division of Behavioral and Social Sci-
ences and Education. Washington, DC: The National Academies Press.
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The National Academy of Sciences is a private, nonprofit, self-perpetuating society
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cil is administered jointly by both Academies and the Institute of Medicine. Dr.
Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of
the National Research Council.
www.national-academies.org
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COMMITTEE TO REVIEW THE TITLE VI AND FULBRIGHT-HAYS
INTERNATIONAL EDUCATION PROGRAMS
JANET L. NORWOOD (Chair), Chevy Chase, MD
WILLIAM M. ARNOLD, International Government Relations, Shell Oil
Company, Houston
LYLE F. BACHMAN, Department of Applied Linguistics and TESOL,
University of California, Los Angeles
BURT S. BARNOW, Institute for Policy Studies, Johns Hopkins
University
SHEILA BIDDLE, Independent consultant, New York City
CHRISTOPHER T. CROSS, Cross & Joftus, LLC, Danville, CA
ELEANOR LIEBMAN JOHNSON, Independent consultant,
Washington, DC
MICHAEL C. LEMMON, National War College, National Defense
University
KENNETH PREWITT, School of International and Public Affairs,
Columbia University
FERNANDO M. REIMERS, Graduate School of Education, Harvard
University
DAVID M. TRUBEK, Center for World Affairs and the Global Economy,
University of Wisconsin-Madison
ELIZABETH B. WELLES, Independent consultant, Washington, DC
YONG ZHAO, Educational Psychology and Educational Technology,
Michigan State University
MARY ELLEN O’CONNELL, Study Director
NAOMI CHUDOWSKY, Senior Program Officer
MARGARET HILTON, Senior Program Officer (since June 2006)
LORI HOUGHTON WRIGHT, Program Officer (since March 2006)
MONICA ULEWICZ, Program Officer (until March 2006)
MARY ANN KASPER, Senior Program Assistant
JEREMY BROWNE, Data Consultant, Brigham Young University
v
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CENTER FOR EDUCATION
RICHARD MURNANE (Chair), Graduate School of Education, Harvard
University
DAVID BOTSTEIN, Lewis-Sigler Institute, Princeton University
DENIS P. DOYLE, SchoolNet, Chevy Chase, MD
GERALD R. FINK, Whitehead Institute for Biomedical Research,
Cambridge, MA
LOUIS M. GOMEZ, School of Education and Social Policy,
Northwestern University
ROBERT LINN, School of Education, University of Colorado, Boulder
C. KENT McGUIRE, College of Education, Temple University
PETER McWALTERS, Rhode Island Department of Education,
Providence
HELEN R. QUINN, Stanford Linear Accelerator Center, Menlo Park, CA
STEPHEN W. RAUDENBUSH, Department of Sociology, University of
Chicago
ROBERT SCHWARTZ, Graduate School of Education, Harvard
University
MARSHALL (MIKE) SMITH, The Hewlett Foundation, Menlo Park, CA
CARY I. SNEIDER, Boston Museum of Science
CATHERINE SNOW, Graduate School of Education, Harvard University
SUZANNE WILSON, Department of Teacher Education, Michigan State
University
Ex Officio
LORETTA SHEPARD (National Academy of Education), School of
Education, University of Colorado, Boulder
PATRICIA MORISON, Interim Director, Center for Education
MARTIN ORLAND, Senior Program Director, Center for Education
VIOLA HOREK, Manager, Program Operations
DOROTHY MAJEWSKI, Administrative Assistant
vi
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Acknowledgments
T
his report is the work of the Committee to Review the Title VI and
Fulbright-Hays International Education Programs, a project of the
National Research Council (NRC). The expertise and hard work of
the committee was advanced by the support of our sponsor, the contribu-
tions of able consultants and staff, and the input of outside experts and
university officials. The funding for this project was provided by the U.S.
Department of Education (ED). ED staff provided valuable insight into
the programs and readily responded to numerous and repeated requests
for financial and other data and other inquiries. Karla Ver Bryck Block,
our project officer, provided continued support throughout the project,
provided valuable clarification of multiple issues, and served as a valuable
resource for the committee.
Throughout this process, the committee benefited from oral or written
input by individuals with a range of perspectives: Susan Beaudoin, U.S. De-
partment of Education; Melissa H. Birch, Center for International Business
Education and Research, University of Kansas; Robert Blake, University of
California Language Consortium; Christine L. Brown, Glastonbury Public
Schools; William Brustein, University Center for International Studies, Uni-
versity of Pittsburgh; Diane Castiglione, U.S. Department of State; Mark
Chichester, Institute for International Public Policy, The College Fund/
UNCF; Donna Christian, Center for Applied Linguistics; The Honorable
David S.C. Chu, Under Secretary of Defense for Personnel and Readiness;
Carlotta Cooke Joyner, CCJ Consulting; Dan E. Davidson, American Coun-
cils for International Education: ACTR/ACCELS; J. David Edwards, Joint
National Committee for Languages and the National Council for Languages
vii
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viii ACKNOWLEDGMENTS
and International Studies; Bradley Farnsworth, Center for International
Business Education, Stephen M. Ross School of Business, University of
Michigan; Albert Fishlow, Columbia University; William Foltz, Department
of African Studies and Political Science, Yale University; Uliana Gabara,
University of Richmond; Ralph Hines, U.S. Department of Education; In-
teragency Language Roundtable—Frederick H. Jackson, Scott G. McGin-
nis, and Glenn Nordin; Catharine Keatley, The National Capital Language
Resource Center; Ben L. Kedia, Wang Center for International Business and
Research and International MBA Program, University of Memphis; Michael
D. Kennedy, Center for Russian and East European Studies and Center for
European Studies/European Union Center, University of Michigan; Charles
Kolb, Committee for Economic Development; Martin Kramer, The Wash-
ington Institute for Near East Policy; Lewis Kraus, InfoUse; Stanley Kurtz,
Hudson Institute; Mary Ellen Lane, Council of American Overseas Re-
search Centers; Linda Lim, Stephen M. Ross School of Business and Center
for Southeast Asian Studies, University of Michigan; Gilbert Merkx, Center
for International Studies, Duke University; Barbara D. Metcalf, Center for
South Asian Studies, University of Michigan; Kelly Jett Murphrey, Center
for Study of Western Hemispheric Trade, Center for International Business
Studies, May Business School, Texas A&M University; James Nye, South
Asia Language and Area Center, University of Chicago; Patrick O’Meara,
Indiana University; Steven Poulos, South Asia Language Resource Center,
University of Chicago; Nancy L. Ruther, MacMillan Center for Interna-
tional and Area Studies and Yale University; Sandra Sanneh, Yale Program
in African Languages, Yale University; Ann Imlah Schneider, International
Education Consultant, Washington, DC; Tony Stewart, North Carolina
State University; Vivien Stewart, Asia Society; Mark Tessler, University
of Michigan; Karla Ver Bryck Block, U.S. Department of Education; and
David Wiley, African Studies Center, Michigan State University. We thank
all of them for their valuable contributions, as well as the many people who
attended the committee’s open sessions.
We appreciate the contributions of several people who responded to
inquiries from the committee between meetings, including Richard Bre-
cht, National Foreign Language Center, University of Maryland; Miriam
Kazanjian, Coalition for International Education; Carl Falsgraff, University
of Oregon; Dorry Kenyon, Center for Applied Linguistics; Frederick H.
Jackson, Interagency Language Roundtable and Foreign Service Institute;
Rick A. Ruth and Lauren Marcott, Department of State; Robert O. Slater,
National Security Education Program; and staff of the International Educa-
tion Programs Service office.
The committee also thanks those who wrote papers that were invalu-
able to the committee’s discussions: Carlotta Cooke Joyner, CCJ Consult-
ing; Margaret Malone, Center for Applied Linguistics; Nancy L. Ruther,
MacMillan Center for International and Area Studies and Yale University;
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ix
ACKNOWLEDGMENTS
and Joanna Slater, independent consultant, New York City. Jeremy Browne,
Brigham Young University, worked with the committee throughout the
study, providing essential feedback on the EELIAS database and provided
multiple analyses that aided the committee’s deliberations.
The committee gained tremendous insight through site visits conducted
at eight universities throughout the country. The committee met with uni-
versity administrators, Title VI program directors and staff, and faculty, stu-
dents, and librarians affiliated with the Title VI programs. We would like to
thank all of them for the time they spent preparing materials for and meet-
ing with committee members. In particular, we would like to thank Gilles
Bousquet and Cynthia Williams from the University of Wisconsin-Madison;
Kathy Bellows, Scott Fleming, and James O’Donnell from Georgetown Uni-
versity; Carol Sigelman from the George Washington University; Amanda
Ciccarelli and Patrick O’Meara from Indiana University; Pierre C. Hohen-
berg, David McLaughlin, and Amber Min-Lee from New York University;
Joanna Kukielka-Blaser and Jerry Ladman from Ohio State University;
Makayla Branscomb, Nancy A. Marlin, and Alan Sweedler from San Diego
State University; and German Esparza and Ronald Rogowski from the Uni-
versity of California, Los Angeles, for their help facilitating the meetings.
This report has been reviewed in draft form by individuals chosen
for their diverse perspectives and technical expertise, in accordance with
procedures approved by the Report Review Committee of the NRC. The
purpose of this independent review is to provide candid and critical com-
ments that will assist the institution in making its published report as sound
as possible and to ensure that the report meets institutional standards for
objectivity, evidence, and responsiveness to the study charge. The review
comments and draft manuscript remain confidential to protect the integrity
of the deliberative process.
We thank the following individuals for their review of this report:
George Breslauer, Provost’s Office, University of California, Berkeley;
Donna Christian, President’s Office, Center for Applied Linguistics, Wash-
ington, DC; Ray T. Clifford, Center for Language Studies, Brigham Young
University; A. Lee Fritschler, School of Public Policy, George Mason Uni-
versity; Burkart Holzner, Department of Sociology, University of Pittsburgh;
Catherine Ingold, Director’s Office, National Foreign Language Center,
College Park, MD; Lyle V. Jones, L.L. Thurstone Psychometric Laboratory,
University of North Carolina; Alfred Mockett, Office of the Chairman
and CEO, Motive, Inc., Austin, TX; Michael Nacht, Goldman School of
Public Policy, University of California, Berkeley; Robert Sparks, Senior As-
sociate, California Medical Association Foundation, Sacramento, CA; and
G. Richard Tucker, Department of Modern Languages, Carnegie Mellon
University.
Although the reviewers listed above have provided many constructive
comments and suggestions, they were not asked to endorse the conclu-
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x ACKNOWLEDGMENTS
sions or recommendations nor did they see the final draft of the report
before its release. The review of this report was overseen by Kenji Hakuta,
School of Education, Stanford University, and Elena Nightingale, Scholar-
in-Residence, Institute of Medicine. Appointed by the NRC, they were
responsible for making certain that an independent examination of this
report was carried out in accordance with institutional procedures and that
all review comments were carefully considered. Responsibility for the final
content of this report rests entirely with the authoring committee and the
institution.
The committee appreciates the support provided by members of the
Center for Education (CFE), under the leadership of Richard Murnane.
We are grateful for the leadership and support of Michael Feuer, execu-
tive director of the NRC’s Division of Behavioral and Social Sciences and
Education (DBASSE); Martin Orland, senior program director of the CFE;
and Patricia Morison, interim director of the CFE and associate director
of DBASSE.
The committee also acknowledges the exceptional contributions of the
National Academies staff. Throughout its work, the committee benefited
from the talent and knowledge of its study director, Mary Ellen O’Connell,
who organized the work of the panel, brought together experts to share
their experiences with the programs under review, found experts for com-
missioned papers, and helped to guide the panel through the large amount
of material submitted. Her tact and competence in managing many of the
difficult questions that faced the panel were especially useful in bringing the
project to a successful conclusion. Naomi Chudowsky and Monica Ulewicz
conducted critical background research when the committee was first estab-
lished, and Naomi’s ongoing contributions to the committee’s research and
synthesis tasks were invaluable. Lori Wright analyzed reams of historical
financial data, ensured their accuracy, and translated them into a digestible
format for the committee. Margaret Hilton provided important leadership
in helping to plan and conduct the committee’s site visits and helping to
collect and synthesize materials for the committee. A final thanks is due to
Mary Ann Kasper, who managed the numerous and often complicated ad-
ministrative tasks of the committee with grace and competence. The panel
feels very fortunate to have had them work with us.
Finally, I especially thank the members of the committee for their
willingness and dedication in wrestling with an important and complicated
issue.
Janet L. Norwood, Chair
Committee to Review the Title VI and Fulbright-Hays
International Education Programs
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Contents
Acronyms xiii
Executive Summary 1
PART I: The Title VI and Fulbright-Hays Programs 13
1 Introduction 15
2 Demand for Foreign Language, Area, and International
Expertise 36
3 Title VI and Fulbright-Hays Implementation 58
PART II: Key Areas of Concern 83
4 Infusing a Foreign Language and Area Studies Dimension
and Conducting Outreach and Dissemination 89
5 Reducing Shortages of Foreign Language and Area Experts 113
6 Supporting Research, Education and Training 140
7 Producing Relevant Instructional Materials 156
8 Advancing Uses of New Technology 171
9 Addressing Business Needs 182
10 Increasing the Numbers of Underrepresented Minorities in
International Service 196
PART III: Important Next Steps 209
11 Monitoring, Evaluation, and Continuous Improvement 211
12 Looking Toward the Future 228
xi
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xii CONTENTS
References and Bibliography 249
Appendixes
A Legislative History 267
B The Committee’s Approach to Its Review 309
C Selection Criteria and Priorities in Title VI and Fulbright-Hays
Programs 350
D A Brief History of Foreign Language Assessment in the
United States 360
E Summary of Federal Foreign Language and Area Studies
Programs 365
F Biographical Sketches of Committee Members and Staff 372
Index 379
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Acronyms
TITLE VI PROGRAMS
AORC American Overseas Research Centers
BIE Business and International Education
CIBER (also CIBE) Centers for International Business Education
and Research
FLAS Foreign Language and Area Studies Fellowships
IIPP Institute for International Public Policy
IRS International Research and Studies
LRC Language Resource Centers
NRC National Resource Centers
TICFIA Technological Innovation and Cooperation for Foreign
Information Access
UISFL Undergraduate International Studies and Foreign
Language
FULBRIGHT-HAYS PROGRAMS
DDRA Doctoral Dissertation Research Abroad
FRA Faculty Research Abroad
GPA Group Projects Abroad
SA Seminars Abroad
xiii
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xiv ACRONYMS
OTHER ACRONYMS RELATED TO COMMITTEE WORK
AAU Association of American Universities
ACE American Council on Education
ACIE American Councils for International Education
ACLS American Council of Learned Societies
ACTFL American Council on the Teaching of Foreign Languages
ADFL Association of Department of Foreign Languages
AIBER Association for International Business Education and
Research
CAORC Council of American Overseas Research Centers
CAST computer-assisted screening tool
CED Committee for Economic Development
CIE Coalition for International Education
CIES Council for International Exchange of Scholars
CLRC Civilian Linguist Reserve Corps
COPI Computerized Oral Proficiency Instrument
CNRC Council of National Research Centers
CPI Consumer Price Index
CRS Congressional Research Service
DARPA Defense Advanced Research Projects Agency, formerly
known as the Advanced Research Project Agency, U.S.
Department of Defense
DIA Defense Intelligence Agency
DLI Defense Language Institute
DoD U.S. Department of Defense
ED U.S. Department of Education
EELIAS Evaluation of Exchange, Language, International and
Area Studies database
FAO U.S. Army Foreign Area Officer Program
FH Fulbright-Hays International Education Act (Section
102(b)(6)), formally known as the Mutual Educational
and Cultural Exchange Act
FIPSE Fund for the Improvement of Postsecondary Education
FLAP Foreign Language Assistance Program
FSI Foreign Service Institute
GAO Government Accountability Office, formerly known as
General Accounting Office
GPRA Government Performance and Results Act
HBCUs historically black colleges and universities
HEA Higher Education Act
IB International Business Education (also IBE)
IEPS International Education Programs Service
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xv
ACRONYMS
ILR Interagency Language Roundtable
IPS International Programs and Studies
IRIS International Resource Information System
JNCL Joint National Committee for Languages
LCTLs less commonly taught languages (e.g., Arabic, Chinese,
Korean, Pashto)
MLA Modern Language Association
NCASA National Council of Area Studies Association
NCOLCTL National Council of Organizations of Less Commonly
Taught Languages
NDEA National Defense Education Act
NFLP National Flagship Language Program
NSA National Security Agency
NSEP National Security Education Program
NSLI National Security Language Initiative
OPE Office of Postsecondary Education, U.S. Department of
Education
OPEPD Office of Planning, Evaluation and Policy Development,
U.S. Department of Education
OPI oral proficiency interview
PART Program Assessment Rating Tool
PPIA Public Policy and International Affairs Fellowship
Program, formerly known as Woodrow Wilson
Fellowships in Public Policy and nternational Affairs
RFA request for applications
SMART Science and Mathematics Access to Retain Talent
SOFLO Special Operations Forces Command Foreign Language
Office
SOPI simulated oral proficiency interview
SSRC Social Science Research Council
Title VI Title VI of the Higher Education Act
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