State Advocacy Team Toolkit

• Requesting a District Office Meeting with your Member of Congress’s Staff (PDF)
• Educating a Candidate (PDF)
• Advocating for a State Supervisor for Languages at the State Education Agency (PDF)
• Seal of Biliteracy: Comparisons of Scales — Talking Points (PDF)
• Seal of Biliteracy Guidelines (PDF)
• Map of ACTFL Organizational Members

Every Student Succeds Act (ESSA)

Learn More 

Partner Organizations

• ASCD
• Association of International Educators (NAFSA)
• Center for Applied Linguistics (CAL)
• Joint National Committee for Languages and National Council for Languages and International Studies (JNCL-NCLIS)
• The Language Flagship
• National Foreign Language Center (NFLC)
• National Security Language Initiative for Youth (NSLI-Y)
• STARTALK

Advocacy Tips

Click on each item to expand and display the tip

These tips are published in the Legislative Look section of The Language Educator.

• Advocacy Resources at Your Fingertips

  TIP: When you go out to advocate on behalf of language learning—whether at a school board meeting or with an administrator, in an interaction with a state or national decision-maker, or in your community during Discover Languages Month in February, you want to feel prepared for the task.

  One great source for what you will need is the Advocacy section on the newly redesigned ACTFL.org. The ACTFL website now puts Advocacy front and center, as a link along the top bar of the front page or by going directly to www.actfl.org/advocacy. Clicking on “Take Action!” directs you to a page where you can search for your officials by zip code, find issues and legislation, access the congressional schedule, and get other key information. “Advocacy Resources” gives you many different links to helpful websites where you’ll find information and suggestions about implementing various approaches to advocacy. You can also find Advocacy Tips printed in The Language Educator from 2010 to the present.

• Advocacy and Future Language Teachers

  TIP: Language methods instructors and state world language association leaders can arrange for future language teachers to go to their state capitol, attend a state board of education meeting, attend full senate sessions and/or full house sessions, meet state legislators, attend a senate or house education committee, etc. Working with individual state legislators and board members to arrange a visit can be very meaningful for future language teachers and help them fulfill requirements they may have under the “professionalism” area of their certification or recognition program. This can be a valuable experience for any language educator—but particularly for those going through the National Board certification process, as there is also an “advocacy” component in that process.

• Are You Involved With Professional Organizations Beyond World Languages?

  TIP: Language methods instructors and state world language association leaders can arrange for future language teachers to go to their state capitol, attend a state board of education meeting, attend full senate sessions and/or full house sessions, meet state legislators, attend a senate or house education committee, etc. Working with individual state legislators and board members to arrange a visit can be very meaningful for future language teachers and help them fulfill requirements they may have under the “professionalism” area of their certification or recognition program. This can be a valuable experience for any language educator—but particularly for those going through the National Board certification process, as there is also an “advocacy” component in that process.

• Bring the Message to Organizations Beyond the Language Profession

  TIP: When we speak to others within the language profession, we are “preaching to the converted,” as the old adage goes. But it is important to reach beyond the boundaries of the language community and find advocates in other organizations. Start by seeking out opportunities to speak or present about language learning today. Send in a proposal connecting language education to the goals of a particular organization you are targeting. For example, early childhood associations are interested in the role of learning languages in preschool and early childhood; board of education and school executive associations are interested in the role of languages in the total academic curriculum; PTAs and other parent-teacher organizations are interested in the role of studying languages in their children’s overall education. There are numerous professional and education-related associations whose members can benefit from being informed about language education.

  Seek them out and spread the word!

• Building Coalitions

  TIP: Many professional and education-related associations share common goals with language educators and our professional associations. These common goals revolve around the main goal that students of all ages have access to the best possible education for the 21^st century. Become partners with parent-teacher organizations, bilingual education associations, professional associations for English language learners, chambers of commerce, international education associations, early childhood associations, business organizations, international trade organizations, etc. In the public sector—which includes the political arena—the work of language education professionals and world language associations is enhanced when partnerships and coalitions are formed.

• Create a Pool of Language Professionals Willing to Testify

  TIP: Before or soon after state legislative sessions convene, state language associations may wish to invite their members to be a part of a pool of language professionals who are willing to testify in support of language learning programs and funding; on the benefits of learning a second language to an individual, the community, the economy, and the nation; and on what makes a high-quality language program successful.

  Even though most bills are scheduled in advance, bills can also be scheduled on short notice. It is much easier to ensure that someone will be available to testify on any relevant legislation if there are a number of language educators who have already agreed to offer testimony for languages. It is paramount that the state language association’s advocacy leaders help provide the outline of a statement the language professional can make, as well as offer ongoing support for this individual leading up to the testimony before the committee. The presence of additional colleagues is always welcome.

• Cultivating Connections and Networking with Local, State and National Decision-Makers

  There are numerous ways to network behind the scenes with decision-makers!

  TIP: Meet candidates when they are running for office. Educate them about the benefits of language education. Help out in the candidate’s campaign. A contribution to the candidate’s campaign and/or volunteering time is helpful; minimal contributions and/or volunteering time is helpful. The candidate will remember this when elected!

  Your elected official is there to represent you and your interests. A U.S. senator or congressman welcomes his/her constituents making contact with the local office. If you plan to visit your senator or congressman’s office in Washington, DC, make arrangements in advance. Face-to-face meetings, such as lunch or a meeting in the legislator’s office, are effective means to educate about language education. Inform the legislator that you would welcome serving as a resource for him or her. Then when a bill is introduced, the legislator will be more apt to recall your position when it is time to vote.

  Attend your legislator’s public meetings. Chances are that language education will not come up at a public meeting, but the important thing is that you showed up. After the meeting, re-introduce yourself and let the legislator know that you are a language educator in your particular school/district. Thank the legislator for the meeting. Follow up with an e-mail message or a handwritten note.

• Educate the Local Board of Education and Other Local Stakeholders

  Often language educators think about standing up for their programs only when the inevitable axe is ready to fall. However, pro-active and ongoing advocacy addressing the benefits of articulated and academic PK-16 language education including multiple languages is much more effective than relying just on reactive or crisis advocacy.

  TIP: Get on the agenda for a local board meeting, local PTA meetings, school accountability committee meetings at the district and/or school level, community organizations such as Rotary International. At the postsecondary level, see if you can make a presentation at a meeting of your university’s Board of Trustees. Show clips of your students in action using the language, or invite your students to do a skit, sample class, or some other demonstration using their language skills. In your presentation, show how your program is aligned with local, state and national guidelines and mention the cognitive benefits of language education that can lead to increased overall achievement in school. This approach to local stakeholders and decision-makers allows for an objective presentation that validates the current language program or sets the groundwork for program expansion. Above all, know your audience, meet them where they are in terms of their awareness about language learning, and customize your presentation to further their knowledge of the benefits of language education.

• Educate Other Decision-Makers in Your Community About the Benefits of Language Learning

  TIP: Another way to spread the word about the importance of language education and to highlight the great work you are doing is to get on the agenda for local board meetings, local PTA meetings, or board of trustee meetings at the postsecondary level. If you secure an opportunity to give a presentation at any of these events, be sure to discuss the cognitive benefits of language learning and how learning a second language can lead to an increase in overall achievement in students. Another important point to discuss is the competitive edge that speaking a second language will give students as they enter the workforce. Show clips of your students speaking the language, or invite your students to do a skit, sample class, or some other demonstration that will showcase their language skills. Make sure that at some point in your presentation, you explain the ways in which your program aligns with local, state, and national guidelines. Above all, be aware of your audience, try to gauge their awareness of language learning and then customize your presentation to further enhance their knowledge of the benefits of language education.

• Engage Local Press to Publicize Your Advocacy Efforts

  TIP: Whenever you do anything special in or beyond your classroom that demonstrates your students’ language learning, be sure to get the word out to newspapers and media in both your school and local community. If you work in a university or other institution which has an Office of Public Affairs, try to make a personal contact there. Learn to write a simple press release for anything noteworthy going on in your department and get it to your contact a week before the event so they can choose to send a reporter and/or photographer if appropriate.

  You can find tips on writing a release at tinyurl.com/write-press-release. You should also try to reach out to local newspapers and television stations in your city or region and send them press releases as well. Don’t assume they are not interested in your “little” school events or accomplishments. Instead, present your event in context of how necessary the acquisition of language skills is for the global competitiveness of the next generation. You can also let the local media know that you can serve as an expert if they have any future stories concerning language education and you may want to provide them with a list of colleagues (with their permission) who teach different languages at different levels, all of whom are willing to be interviewed.

• Get Local School and Community “Buy-In” to Start or Expand a Program

  Getting “buy-in” from your school—including administration and staff—and community is essential to the long-term success of a language program.

  TIP: Steps that lead to starting or expanding a successful world language program may include the following:

  • Approach a parent, community leader, or colleague to join you in contacting an administrator with the request to form a committee to study the idea of the feasibility of starting or expanding a program. Ask the administrator about the proper channels for getting official permission.
  • Once the board of education or similar body has given permission for a study committee to be formed, members should be identified. They should include representatives from the language department, the administration, parents, business community, classroom teachers, and any other stakeholders.
  • This committee should research the benefits of starting or expanding the academic language program. Research may include visiting other programs.
  • Committee members can make presentations—allowing time for questions and answers—to administrators, individual school staff members, PTAs, accountability committees, etc. After each presentation, a one-question survey is presented. A sample question can be: “If budgeting and scheduling is not insurmountable to you support the concept of a K–12 world language program?” Allow space for comments. [Note: Give the survey at the end of the presentations. Those who do not attend the presentations are not informed enough to respond to the survey.]

  Present survey results to the local board of education (or other decision-maker).

• Get on the Agendas of State Decision-Makers

  TIP: A month or two before your state legislative session begins, contact the capitol and find out if there will be an opportunity to do a presentation on language education. You may want to directly contact the chair of the senate education committee and the chair of the house education committee.

  Contact the state board of education member who represents you. Tell this member about world language education and inform him or her that language educators in your state would appreciate if he or she would serve as an informal liaison with the language teaching profession. If this board member does not agree to fill this role, ask for a recommendation as to who could serve in this liaison role. It will be important to keep your board member informed even if this board member chooses not to serve as a liaison. Then inquire about how to schedule a brief presentation and when. [Note: State board meetings allow time for public comments.]

  If you have a state world language supervisor, inquire about meeting with key people in the state department of education. If the language teachers in your state do not have a world language supervisor, arrange meetings with key people such as the commissioner/superintendent of education.

• Invite Members of Congress to Your School

  TIP: Inviting your Senators or Representative to your classroom is a great way to build a connection to their office. Seeing a high-quality 21^st century language classroom in action will illustrate the importance of language learning and let you and your school showcase the great work you are doing in the community. To invite your Member of Congress, work with your principal to compose a letter telling them about your school, your language classroom, and the importance of this class to students and parents in their district. Send the letter to both their Washington, DC and the district offices. Make sure you send the letter directly to the Congressman’s scheduler, preferably via their e-mail address. As Members of Congress often have busy schedules and are only in the district for a few days a month it is helpful if you can remain flexible with their schedules. Sometimes a Member of Congress will be unable to attend but will send a member of their staff. These connections are also beneficial because staff have a direct line to the Member of Congress. Having a relationship with the staff can be useful in other advocacy efforts down the road.

  Another suggestion is to have your students create the invitations. You could post on the school’s website some classroom evidence of what students can do in the target language (e.g., performance assessments, conversations, Skype connections with partners abroad) and send the link via e-mail to your Members of Congress and their staff members. Who could resist clicking on a link to see real students using different languages for real communication?

• Invite State Legislators and U.S. Congressmen to Visit Your Program

  TIP: Have your students write invitations to visit your world language classes—and be sure to include their names and pictures! Try to time it for when you know the U.S. Congress will not be in session and your Congressional representative will be looking for opportunities to appear in the district. Members often prefer that the invitations be sent to the local office. If you hand-deliver the invitations, you will get to meet the local staff person. This can be an advantage for when the staff person relays messages to the legislator. If you cannot hand-deliver the invitations, send them and follow-up with a phone call. Or if someone is representing your state language association in Washington, DC, at the JNCL-NCLIS Delegate Assembly in May, send the student invitations so the state delegate can hand-deliver them. This is a wonderful photo opportunity and carries a lot of great PR! State legislators will also appreciate invitations to visit language classes in their respective districts. Finally, if you are planning something special for Discover Languages Month in February, this can be a great time to invite policymakers to learn about what is happening in language learning in the district.

• Learn if Your Legislator Serves on a Committee

  TIP: Members of Congress often have their greatest influence not in the larger legislature or by writing bills, but through their service on a House or Senate committee or subcommittee. These groups can pass on (or bury) legislation and we should work hard to cultivate a champion for language education on any committee which may consider and rewrite legislation that can impact language learning and program funding.

  Among these are the very powerful Senate and House Appropriations Committees, which are in charge of setting the specific expenditures of money by the government of the United States. Also important are the Senate Health, Education, Labor and Pensions Committee, and the House Education & The Workforce Committee.

  For the U.S. Senate, you can access the following pages to find out if either of the senators from your state serves on a key committee or subcommittee:

  Senate Appropriations Committee Click on ABOUT THE COMMITTEE for a list of Committee Members.

  • Labor, Health and Human Services, Education, and Related Agencies
  • Defense
  • State, Foreign Operations, and Related Programs
  • Senate Health, Education, Labor, and Pensions Committee

  For the U.S. House of Representatives, you can access the following pages to find out if your district’s representative serves on a key committee or subcommittee:

  House Appropriations Committee Click on ABOUT > MEMBERS for a complete list of Committee Members.

  • Labor, Health and Human Services, Education, and Related Agencies
  • Defense
  • State, Foreign Operations, and Related Programs
  • House Education & The Workforce Committee
  • Early Childhood, Elementary and Secondary Education
  • Higher Education and Workforce Training

  Once you have determined which of your members of Congress serve on these committees and subcommittees (and especially if any of the committee chairpersons are from your state), make an initial contact with their office, either by phone or e-mail. Let them know of your interest in any legislation concerning language education and offer to serve as an expert advisor on topics relating to world languages. Also, don’t forget to let ACTFL know when you make contact so that we can better coordinate your advocacy efforts with our state team efforts.

• Meet Candidates When They Are Running for Office

  TIP: Members of Congress have begun preparing for their re-election campaigns for November 2012. There will also be numerous state and local election campaigns. The campaign season is a great time to talk with your Members of Congress and other candidates about the importance of language education. One way to make this connection is to attend a campaign event or a town hall meeting. If given the opportunity, ask a question specifically about language learning. This will let the representative know that language education is important to constituents in their district. After the meeting, introduce yourself to the Member of Congress or his or her staff and later that week follow up with an e-mail message or a handwritten note. Another way to make a connection is to volunteer for a campaign. Establishing a connection to the campaign will prove to be helpful in your advocacy efforts going forward.

• Participate in a Town Hall Meeting or Other Campaign Event

  TIP: During this campaign season, many lawmakers are holding events in their local districts, including town hall meetings. These events offer an excellent opportunity to interact directly with Members of Congress and urge them to support language learning, including continuing support for programs like STARTALK and the Language Flagship, while also urging them to reinstate funds for the Foreign Language Assistance Program (FLAP).

  You can find out if your Congressperson is hosting a town hall meeting on their individual website or Twitter feed. Go to www.house.gov or www.senate.gov and enter your zip code to be directed to the appropriate website. If no information is listed, call their local office in your area. The phone number should be listed on the website.

  You can also check your local newspaper for announcements about upcoming town hall meetings, “office hours,” or special events for constituents. Town hall meetings are often not announced very far in advance and additional events are sometimes added to the schedule at the last minute. Make note of any instructions about registering for the meeting or sending an RSVP. Be prepared to provide your name, address, and phone number that will be used to verify that you are a constituent.

  To prepare for the meeting, again visit the website, Facebook page, or Twitter feed and read their latest press releases, speeches, newsletters, and/or tweets to find out how they’ve voted recently and which issues they are currently following.

  Write down one or two brief questions that you would like to ask. Make sure they are focused on a specific subject (like the impact of cuts on language education). Do not include long introductory statements in your questions; just state your name and the town where you live. You may want to practice asking your question until you can get through it in 25 seconds or less.

  On the day of the meeting, introduce yourself to the congressperson’s staff if you have the opportunity and offer your contact information. Ask if you need to sign-up in advance to ask a question. If possible, sit in the front of the audience, or if microphones are set up in the aisle, sit as close to the aisle as possible.

• State Legislative Sessions Convene in January—Now What Do I Do?

  TIP: On a weekly or bi-weekly basis visit the state government’s website and scan the education bills originating in both the state senate and the state house. Look for bills that language educators can support. For example, there may be a bill to encourage expanded parental involvement in the decision-making process regarding schools’ academic programs. Language educators may support this type of bill because we know that the seeds for long-sequence language programs and programs to include additional languages often come from parents. Also, look for bills in which the teaching of languages can be included in the bill’s language. For example, there may be legislation on financial incentives to attract teachers in high-need content areas. Collaborate with the bill’s sponsor as well as your own legislators to include mention of world languages in the bill. Your state language association will welcome your volunteering to scan regularly the state government’s website for bills that can strengthen language education.

• Take Advantage of "Fridays at Home"

  TIP: Many members of Congress spend time in Washington, DC from Monday through Thursday and head back to their home districts in time to be back interacting with constituents over an extended weekend. Votes and committee meetings are often scheduled with this in mind. So take note: A good time to be able to meet your representatives in their home offices is on a Friday, says California Language Teachers Association Executive Director Lorraine D’Ambruoso. She advises all language educators and leaders to consider making such Friday visits to their lawmakers’ offices, as they have done in her state. She also suggests: “You want to visit them before you have something specific to fight for, so you are laying the groundwork of the relationship. Then, when you really need those legislators to support you, they know who you are."

• Use Key Online Sources to Stay Informed and In Touch with Legislators

  TIP: You don’t always have to visit Capitol Hill or your statehouse to learn about the latest legislation related to language education; some actions you can take right from your desktop. One website offering good information about Congress and advocacy is congress.org. At this site, visitors can find lawmakers by zip code and link to their pages, contact them, and find out more about their legislative priorities. The websites house.gov and senate.gov also offer quick access to national legislators. Another helpful site for this purpose is the Senate’s Health, Education, Labor & Pensions (HELP) Committee webpage at help.senate.gov. There, you can find out if any of your senators are members of this very important committee, click on their names, and find out what they say are the issues which matter most to them and whether or not they have any official statements about language education. This information can help you in future communication with them. Educators may also want to consider doing this exercise with your students—particularly during Discover Languages Month in February—as a way to get them personally involved with advocacy for language education.

• Volunteer to Testify for or Against Bills that Affect Language Education

  TIP: State language associations should organize their members to testify before their state senate and house education committees about upcoming legislation that affects language programs. Legislators recognize the value of testimony from language professionals and your testimony will almost certainly influence the committee’s vote. If you are testifying against a bill, remember to progress quickly from the negative to the positive. For example, if there is a bill introduced that would eliminate a high school graduation requirement for foreign language, you can testify that you oppose the bill for specific reasons. Then move on to provide positive reasons that learning languages are critical for our students. Position statements of your state language association or from ACTFL are quite appropriate to include in testimony. You can also use testimony as an opportunity to educate legislators about language education today.