Topic: Importance of Language Acquisition
"How Do You Say 'Do You Want Fries With That' in Another Language? Future Jobs and the Importance of Language"

Overview/Abstract: This lesson plan will establish the need for language acquisition and careers that will require language acquisition, or at least enhanced by it.

Theme/Essential Question: How do we make language acquisition easier and more relevant to learners?

Time Required: 30-60 minutes, over two different days

Suggested Grade Level(s): Grades 5 - 9

Interdisciplinary Application: World Language, Career Infusion, Social Studies

N.J. Core Content Standards:
6.5 (Students will understand varying cultures throughout the history of New Jersey, the United States and the world.) Students will see how multiple languages are present in NJ and the US and the effect that will have on future careers.
7.1 (Students will be able to communicate at a basic literacy level in at least one language other than English). Students will see the relevance of achieving this basic literacy level.
7.2 (Students will be able to demonstrate an understanding an of the interrelationship between language and culture for at least one world language in addition to English). Students will see the relevance of understanding the interrelationship between language and culture.

Instructional Objectives: Students will be able to:

• Discuss and identify future career options
• Evaluate and assess the need for multi-lingual capabilities and cultural awareness
• Research and examine career options, education training, and futures
• Produce a poster enticing someone to become that career.

Strategies:

1. Ask students to think of careers that would require the use of another language and/or extensive knowledge about another culture. Write their careers that they come up with on the board and discuss as a class what those careers are and why language and cultural knowledge acquisition would be important.
2. Have the students take out a scrap piece of paper and write on it their name and a realistic career choice for themselves. They hand the paper to you (but this is just to keep to them honest).
3. Tell students to stand up and clear desks out of the way. Then tell students to divide in the room. On one side of the room, is for people who think that their future career choices will need multi-language capabilities and a knowledge of another culture, or at the very least these capabilities and knowledge would be helpful. On the second side of the room should be the people that feel that their future career choices will not need multi-language capabilities and knowledge of another culture will not be needed at all. (Chances are that most of the students will be on the second side or the “non-language” side of the room, but it doesn’t matter how many students are on each side.)
4. Have a “non-language” and a “language” student meet in the center and each announce what they want to be when they grow up. The class, with the teacher’s help, discuss and decide whether either or both careers will need or be enhanced by language and cultural knowledge. At first the teacher may have to help more and ask questions for the students to see that language and cultural knowledge would be needed or helpful. i.e. a policeman will have to talk and deal with people and immigrants of all nationalities that may not speak English well, or a teacher will have E.S.L. students, or a professional athlete will travel to many countries or have people of all nationalities on their team. If the class decides that the career could be enhanced by a language they return to the “language” side, if not they return to the “non-language” side. Chances are eventually the “language” side will become the one with the most students on it. Continue the game as long as you like (until you feel the students get the point) or until all students are on one side of the room.)
5. For closure, share with the students some of the information from above from the census bureau. How will that census information affect future careers? Those are the results from the 1990 census, how might they change for 2000 and further in the future? Also discuss with students how business and the economy will become even more global in the future. Discuss reasons for that and perhaps even the pros and cons of that. What companies are “global” today? How so? What effect does the internet and satellites have on business and the need for knowledge of cultures and languages? Also, another topic to explore is the ease and speed of travel today and in the future—what effect does that have on the need for language and cultural knowledge?
6. Assign to the students a class or home project to create a recruitment poster about their chosen career that has a picture on it, a career outlook, education needed, and how language acquisition and cultural knowledge would enhance their career. The students can use Peterson’s and Baron’s guides to colleges and the Department of Labor Outlook Handbook. Online resources:
   • www.collegeboard.com
   • www.Petersons.com
   • www.barons.com
   • http://stats.bls.gov/ocohome.htm
   • www.excite.com/careers/occupations
   • www.wa.gov/careerguide/career/index5.html
   • www.webcrawler.com/careers/occupations
7. Collect the posters on a later date and perhaps hang them around the room. Also have the students share and present their posters.

1990 Census Information from http://www.census.gov

For New Jersey only

Materials: scrap paper and if the posters are done in class, construction paper, markers or crayons, college and occupation guides and/or internet access.

References: References are included in the lesson plan already.

Assessment: Class discussion and the career posters.