Minnesota Legislation Proposed in 2007
World language high school graduation requirements were proposed during the 85th Legislative Session (2007-2008).
Senate File 1306, Section 1, subdivision 1 contained:
2.18(b) At a minimum, school districts must implement a world language graduation 2.19requirement for students who graduate in the 2014-2015 school year and later. The 2.20graduation requirement must expect students to demonstrate an intermediate-low level of 2.21proficiency in a language other than English using the American Council on the Teaching 2.22of Foreign Languages performance guidelines for kindergarten through grade 12 learners. 2.23EFFECTIVE DATE.This section is effective immediately and applies to students 2.24who graduate in the 2014-2015 school year and later.
Senate File 1306, Section 3, subdivision 2 contained:
4.15Students who graduate in the 2014-2015 school year and later must satisfactorily complete 4.16four credits of a world language between seventh and twelfth grades as a graduation 4.17requirement. School districts and charter schools must formally establish a periodic 4.18review cycle for the academic standards and related benchmarks in health, physical 4.19education, world languages, and career and technical education. 4.20EFFECTIVE DATE.This section is effective immediately and applies to students 4.21who graduate in the 2014-2015 school year and later.
Senate File 1306, Section 6, subdivision 2 contained:
5.28 Sec. 6. ADVISORY TASK FORCE ON DEVELOPING STUDENTS' WORLD 5.29LANGUAGE PROFICIENCY. 5.30(a) An advisory task force on developing students' world language proficiency 5.31is established to consider and recommend to the legislature a process for designing 5.32and implementing a comprehensive statewide program to ensure a high level of world 5.33language proficiency for all Minnesota students by the 2024-2025 school year. The 6.1process must anticipate a gradual implementation of world language programs over time, 6.2acknowledge and reinforce the language proficiency and cultural awareness that minority 6.3language speakers already possess, and encourage students' proficiency in multiple world


Presently, all Minnesota districts must offer the opportunity to study the same language for two years. Students in a college preparation program take world language as it is a common college/university entrance requirement. A world language requirement addresses the paradigm shift for a more globally competent workforce and citizenry. Findings from the Minnesota K-12 World Language Survey 2008 showed that 91% of school districts believe that world language study is a critical component to prepare students for the 21st century.
The goal of a requirement is for all students to exit high school with communicative skills in at least one world language. Two years of language study is not sufficient to reach this goal. Research shows that a minimum of four years of high school study is a realistic time frame to reach "communicative competency." The American Council on the Teaching of Languages and Cultures (ACTFL) has defined stages of K-12 language proficiency development: Novice Low/Mid/High, Intermediate Low/Mid and Pre-Advanced. Intermediate-Low is the level where a language learner can communicate on everyday, uncomplicated topics, demonstrating "communicative competency." Intermediate-Low is also the common benchmark to articulate into postsecondary world language coursework.
A district has many options for developing a program that matches its local goals. The ACTFL bar graph in Appendix A illustrates that various world language program configurations can result in students at the Intermediate-Low or above language proficiency levels: K-8, K-12, 5-12, 7-12, or 9-12. An earlier start results in a longer sequence. Growing bodies of research give evidence that more students are successful language learners when study is started early. Cognitive and academic benefits of starting language study before high school are discussed later in this report.
A school district may consider early start options for several other reasons. Students will have the chance to continue language study to develop higher proficiency and possibly earn college credit. Data from the Minnesota Staff Automated Report (STAR) shows that enrollment in Advanced Placement language courses is declining. In 2000-2001, there were 9,668 students enrolled in French, German and Spanish AP courses. In 2006-07 there were 3,714, a drop of 5,954 students. (Table 1 shows enrollment data comparisons for all languages and for specific AP language courses for 2000-01 and 2006-07.) Districts that start language study before high school will have a larger pool of students with the foundation to pursue rigorous coursework including Advanced Placement. High schools could develop interdisciplinary courses that are taught in languages other than English. Students with communicative language skills can use those skills during internship or service learning experiences, both locally and abroad. Students may choose elective courses to learn additional language(s). A start before high school also allows more time for students to attain the required proficiency. Demonstration of the required proficiency will open up a student’s schedule to select other high school electives.