Philadelphia, Pennsylvania — Foreign language instruction should be part of every child's education. A language is more than sounds and syntax: it is a culture, a way of thinking, and a perspective on the world. Each language is a precious resource that must be studied, used, and preserved precisely because a language opens the mind to new possibilities. The study of language is the study of life, literature, history, and thought. It is nothing less than the study of our world and ourselves.

I wanted to come here today to talk about our work to promote the study of other languages. In the No Child Left Behind legislation, the President and the Congress have introduced a set of reforms designed to enhance the quality of education. Implemented wisely, these reforms should assist foreign language study. However, there is a looming danger—some school districts are cutting language classes. The Wall Street Journal (October 30, 2003) recently ran this headline: "Schools Say 'Adieu' to Foreign Languages." We cannot let that happen!!! Together, we can oppose such moves.

So I want to explain some of the positive, unprecedented benefits of the law. They give us important new ways to solidify or increase foreign language offerings in our schools.

It is appropriate to talk about this during "International Education Week," a time when we promote international awareness and the study of foreign languages. During such a week, we must demand that education become the bridge that crosses oceans and continents to unite all people. No Child Left Behind can help us build that bridge.

When he assumed office, the President confronted an educational crisis. There was a two-tiered educational system. For the fortunate few, there was the chance at a world-class education. For the many, there was an under-achieving system that left millions of our children under-educated.

The consequences were obvious. For those who received a good education, there were profound and powerful opportunities for intellectual growth, and later economic security. For those less fortunate, there was despair and frustration, followed by few opportunities in later life.

If we step back for a global perspective, there was more shocking news. Our school systems were simply not keeping pace with the rest of the world. In September, the Organization for Economic Cooperation and Development released a disturbing report. The findings indicate students in other countries are rapidly overtaking American students. American students read, do math, and learn science at rates lower than students in many Asian and European countries.

This is a shocking report, especially because it also documents that we spend more per student than any of the other OECD countries. Yet, we receive insufficient results. The report makes it unarguably clear that if educational performance does not improve, underachievement will be a disaster, not only for our students, but our nation as well.

I'm glad to say there is a solution to this problem. The President and the Congress have given us the tools we need to reform our educational system—the No Child Left Behind Act. I really give the President much credit for recognizing this problem and giving educational reform an unprecedented priority. He introduced the No Child Left Behind blueprint just four days after taking office. And he has followed through at every juncture to help pass and implement the law. This has been an historic bipartisan effort. But the law is a credit to the President's vision and courage.

Because of No Child Left Behind, our schools will make progress. For the first time in the history of our nation, every state in our nation has an accountability plan that holds all schools and all students in their state to the same high standards.

For the first time in our nation, parents and teachers have the information they need to work together to make sure no child is left behind. Every child counts. No Child Left Behind focuses attention on the children who most need our help; but it benefits all children.

Thanks to No Child Left Behind, I'm proud to report that all across the country, communities are making progress in reforming their schools.

• This fall, parents in economically disadvantaged school districts can get information about how well their school is performing, and about their teacher's qualifications.
• Schools and teachers will have detailed information about their students' achievement, so that they can adapt their lessons and better serve ALL their students.
• Parents of students attending high-need schools will receive a letter telling them they have options if their child's school hasn't made sufficient progress over the last couple years.
• And they will find that this year they have more federal funding, the highest federal support in history.

Let me explain that last point in more detail. The Administration has provided record spending—the highest investment per child ever. The President has secured historic levels of Federal funding. President Bush and the Congress have provided a $3 billion increase for Title I spending in the first two years following passage of No Child Left Behind. That is a 33 percent increase. The President sought an additional $1 billion for Title I in Fiscal Year 2004. We believe that this level of funding is more than enough to carry out the changes called for in the new law.

In fact, foreign language is considered a "core academic subject" under No Child Left Behind, which means:

1. That foreign language teachers must be "highly qualified"; and
2. That states and districts can use their Title II teacher quality grant money (nearly $3 billion) on professional development and other initiatives to get their teachers, including foreign language teachers, to become highly qualified in their field.

The Administration's FY 2004 budget request includes $390 million to help states develop and implement annual reading and mathematics assessments in Grades 3 through 8. In addition, the FY 2004 budget proposes $4.5 billion for teacher-related programs and benefits, including $2.85 billion in state formula grants for teacher quality, almost $800 million in set asides for professional development in other state formula grant programs, and an additional half billion dollars in loan forgiveness and tax benefits for teachers.

Of course, there has been some resistance and some misinformation. Some people don't like change. I respectfully understand, but also respectfully urge that some people get on with it.

For example, the law is blamed, by some, for threatening the existence of foreign language study in the schools. Some school districts claim that they have to shift resources to meet the law.

You should know that if a foreign language course is cut, it has nothing to do with this law. Those courses are cut over our vocal and vigorous objections. We have given local school districts significant flexibility in shifting other federal funds to cover their needs in implementing the law. Under No Child Left Behind, we introduced more local flexibility to allow for music, language, art, and other courses to remain part of the curriculum, or perhaps to even allow the number of courses to grow.

In my mind, we have created a sound educational and economical foundation for school reform. And, you should know, I have made it very clear foreign language study is not expendable. It is not an add-on. It is essential for a 21st Century education.

The federal money and the flexibility provisions of No Child Left Behind virtually guarantee that current courses would not be harmed, if there were the local will to keep them.

I have told my department to work closely with local school districts to make sure that language courses are not cut. I have gone further—I have urged local school districts include a wide and deep set of offerings in foreign languages because our students need a working knowledge of languages to compete in the future. As you know, the government, corporations, and academia are desperate for speakers of Arabic, Farsi (Far'see), and other languages. There has been a steady demand for speakers of Japanese and Chinese. The need for bilingual Spanish speakers is so prevalent that I'm even taking instruction in Spanish.

It is time to focus on what can and must be done under the law, not to point fingers and run for cover. Your organization can help me keep superintendents and local school board members accountable for their own actions and their own decisions. We can do this together. They should know that if a language course is cut or language offerings are scaled back, that is a bad decision that only harms our children's future educational and employment opportunities. Only the most extraordinary circumstances could justify such dangerous cuts.

The No Child Left Behind reforms fit in well with other departmental efforts. Last year, we introduced policy directives to increase the international focus of the Department of Education. In response, in fiscal year 2004 the Fulbright-Hays Group Projects Abroad includes a request for seminars that develop and improve foreign language and area studies at elementary and secondary schools.

And, for the first time, the Title VI Undergraduate International Studies and Foreign Language competition has asked for projects that provide in-service training for K-12 teachers in foreign languages and international studies, or strengthen international learning in teacher education programs.

Because of my belief that language education is necessary for a quality education, I strongly support your efforts to declare 2005 as "The Year of Languages." This is a worthy endeavor.

We must do all of this and more. A philosopher once said, "The limits of my language are the limits of my world." It is time to remove the limits on our language and on our educational thinking. Foreign language instruction is an important part of education and vital knowledge for every child.

Together, we must work to fully implement No Child Left Behind. It is the best way to secure quality education, inclusively, and fairness for all children. It is a powerful tool for the support of foreign language study. And you can help me to proudly and strongly use the law to keep and expand foreign language opportunities in our schools. I will fight from Washington; you can fight in your cities and counties. Together, we can make a formidable force for foreign language inclusion in our schools.

Thank you.

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