Before standing in front of the person or people you wish to influence in favor of world languages, it would be helpful for you to reflect upon some things. For example, how will you be seen by the people you want to influence? If you truly want to affect change, you need to think before you leap. When someone has tried to influence you, what impressed you positively? Negatively? How knowledgeable and organized were they when they spoke? Were they respectful or condescending or demanding as they spoke? How do you want people to see you?

Consider the following aspects of your credibility as you launch your advocacy campaign. (Note: these are not necessarily listed in order of importance).

• Your credibility is crucial to the impact you will have.
• You need to be seen as someone whose information is accurate and can be trusted, not one who exaggerates or is misleading.
• You need to be a person others can work with, not a pain in the posterior.
• You need to be respectful of those to whom who are speaking, to their face and behind their backs. Being angry, demanding or insulting will get you one audience and a sigh of relief when you leave. That is not helpful to you or anyone else coming after you. We can all be tenacious and still be courteous. If you were in the other person's shoes, how would you like to be treated and addressed?
• Your remarks need to be well thought out and organized. Your concern needs to be clearly stated, as does the result you want to happen. If you ramble on or needlessly repeat yourself, you will lessen your impact on your audience and give the impression that you have not thought this out very well.
• You need to follow up as soon as possible on anything you have said you will do or provide. These are all pieces which contribute to your credibility and reputation.
• You are part of an organization. Teachers need to be seen as team players who are not interested ONLY in world languages. You need to know the broader goals of your school and district and how world languages will help your school and district reach those goals. You will need to do your homework here. What are your district's goals and how will world languages help the district meet them? What other information should the decision makers know in order to make an informed decision regarding world languages? Parents are not held to this expectation. As part of an organization, teachers need to know and work up the chain of command with requests; parents do not have to. Unless you are sure that your district has other expectations, teachers need to speak first with their department chair, then with their principal, site council, area superintendent, superintendent and as a last resort, the school board members. If a group of teachers from various schools are working together, start at the level above the schools, for example. Parents can start right at the board if they want to but the school principal would probably appreciate being approached before speaking with the school board.
  
  TEACHERS
• Your broader reputation is very important as an advocate. Are you seen as a conscientious teacher who works to keep up with changes in the field and the needs of your students? A problem solver who thinks of the whole school? Or someone who does only as much as needs to be done but no more? A team player or a loner? It makes a difference when asking people to listen to you.
• Be aware that the people to whom you are speaking will have a different reference point than you do. Parents are not expected to be advocating for all children but just for their own. Teachers typically speak about students in their content area and/or the content area. For example, district personnel will be looking at the needs of all children in the district, not just about a content area and how it affects some of the students.

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We mentioned several things to keep in mind above, including, being knowledgeable, well organized, courteous, as brief as possible and stating clearly what actions you want.

In addition to keeping your comments well organized, you may want to write them down and be able to leave a copy or distribute copies to those you are addressing as well as copies of any additional information you want them to have.

Anticipate questions you might be asked and have answers. What would you ask if you were hearing this? Watch body language, your own and that of the people you are addressing.

When a decision maker has done something which supports language learning, write a thank you to them.

If you are trying to influence a group or board, it is up to you to find out when the group meets, no one will call you, that is up to you. You don't want to miss a crucial meeting because you missed the schedule.

Advocating for something is a slow process, rarely does anything happen quickly. Don't get discouraged or impatient. Don't take it personally.

As important as what you are advocating is to you, there may be a time when you have to let go and walk away from a situation. Life goes on, sometimes you will have to also.

That said, good luck. There is no better time to start than now.

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The following section of resources is intentionally broad. The spectrum of people and situations we will be addressing also have a broad spectrum of priorities and levels of understanding regarding world languages and cultures. For example, materials aimed at parents of college bound students most likely would not be the most helpful for administrators in a district where raising test scores for all students is the top priority. Although some articles could be useful for various people, you need to use reference materials that will appeal to the priorities of your audience. Don't just try to convince them of your viewpoint, tell them why world languages will help them meet their priorities.

Current priorities for many schools include:

1. Developing cognitive abilities and raising test scores of all students, especially those not headed to college;
2. Developing skills to cope today and in the future with a multi-cultural society and people who are perceived to be different than us;
3. Teaching skills which will enable our students to compete successfully in a global world and global economy when they leave school, i.e.. a "world class education";
4. To learn world languages to meet the needs of our national security (e.g. the response to terrorism after 9/11 and the competition with the Soviets during the Cold War);
5. To meet the world language requirements of secondary and post secondary schools.

Consider which of the priorities listed above are important to the person or group you are addressing and which are important to you. Use the resources and background information included in the New Visions website to put together your advocacy campaign for world languages. Also consult the list of specific resources for advocacy listed below.

OTHER RESOURCES

This press release emphasizes the need for "bringing an international perspective into American classrooms." It supports world language learning as necessary for being successful in the future and for national security. It can be found on the website for Joint National Committee for Languages and the National Council for Languages and International Studies (JNCL-NCLIS). Go to the main page and scroll down to International Education Week in the News Updates section.

This press release highlights the U.S. government's need for foreign language speakers. It discusses problems recruiting and maintaining such a workforce, including the need to encourage more language study in the schools. Go to the JNCL-NCLIS main page and click on Media Room on the side bar and then click on March 13, 2002.

This press release illustrates the global nature of our society and our language needs for the future with specific reference to the tragedy of Sept. 11. Go to the JNCL-NCLIS main page and click on Media Room on the side bar and then click on March 7, 2002

This press release highlights the need for world language education in our schools and for starting such programs in elementary school. It also supports the need for our students to be prepared for globalization of our future and economy. Go to the JNCL-NCLIS main page and click on Media Room on the side bar and then click on March 20, 2001.

This online resource includes information on mounting a letter writing and advocacy campaign for foreign languages. It can be found on the website for the Joint National Committee for Languages and the National Council for Languages and International Studies ( JNCL-NCLIS). Go to the main page and click on Advocacy 101 on the side bar.

This is an excellent resource for background information and studies on language learning. To order a copy contact the NNELL National Advocacy Chair.