TCLP staff has developed these answers to frequently asked questions. If your question is not answered here, please supply it in the box below so we can include it in this section. For more information, please call (202) 833-7522 or email staff at tclp@americancouncils.org.

• What is the Teachers of Critical Languages Program?
• Which schools are eligible to apply to host a Chinese or Arabic exchange teacher?
• When is the host school application deadline?
• Will I be notified by American Councils upon their receipt of my application?
• What is the process for host school selection?
• What criteria are used to evaluate host school applications?
• What is expected of host schools?
• What is cost sharing? Is it required?
• What criteria are used to evaluate international teachers for participation in the Teachers of Critical Languages Program?
• Are exchange teachers certified?
• What type of visa do exchange teachers receive?
• What teaching schedule do exchange teachers follow?
• What are the responsibilities of the mentor teacher?
• What are the responsibilities of the community liaison?
• Are host schools responsible for the exchange teachers' housing? Can exchange teachers live with host families?
• What are the expectations regarding transportation for exchange teachers? Can exchange teachers drive?
• What occurs during the orientation in Washington?
• What is the host school orientation for host school administrators and mentors? What will the costs be for host school representatives to attend?
• Is it possible for an exchange teacher to teach at the host school for a second year?
• Are there funded project opportunities for host schools and exchange teachers? What are they?
• I am a Chinese citizen. How do I apply to participate in the Teachers of Critical Languages Program?
• I am an Egyptian citizen. How do I apply to participate in the Teachers of Critical Languages Program?

The Teachers of Critical Languages Program, a program of the Bureau of Educational and Cultural Affairs of the U.S. Department of State, is designed to increase the study and acquisition of important world languages in U.S. schools. This program enables primary and secondary schools to strengthen their teaching of Mandarin and Arabic by bringing Chinese and Egyptian teachers to the U.S. to teach their native languages and culture for an academic year. The exchange teachers receive on-going methodological observation and training opportunities, live and work in an immersive English environment, and receive a certificate of participation following their exchange. (back to top)

All K-12 schools in the United States are eligible to apply to participate in this program, including any public, private, or charter school that has a developing or established language program in Chinese or Arabic. (back to top)

U.S. host school applications will be posted to the TCLP homepage in the fall. Please check the homepage for the most current deadline, which is typically in January of each year. (back to top)

Yes, all applicants will received via email confirmation from tclp@americancouncils.org, indicating whether the application is complete, or if additional materials are needed. (back to top)

After the application deadline, the Bureau of Educational and Cultural Affairs and American Councils will convene an independent panel consisting of U.S. teachers, curriculum designers, and foreign language specialists who will review the hosting applications and determine semi-finalists. The semi-finalists will be interviewed via telephone by program staff throughout the weeks following; the finalists' selection will be based on the applications and interview results. Schools selected to host an exchange teacher will be notified in the spring. (back to top)

The host schools are selected based on the following criteria:

• The academic program plan;
• The school's commitment to the program;
• The presence of diverse student and community populations with whom the exchange teacher can interact;
• Professional development opportunities for the exchange teacher;
• Cultural exchange opportunities for both the exchange teacher and the host community; and
• The school's sustainability plan for its Arabic/Chinese foreign language program.

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Host schools are expected to:

• Help ensure that exchange teachers are comfortable and successful in their classrooms;
• Make the exchange teachers feel part of the faculty and schools' educational communities (e.g. through shared activities and social events);
• Support the teachers' transition into their new classrooms, especially
  • guidance in understanding schedules;
  • developing experience with activity-based education and classroom management; and
  • facilitating collegial relationships with fellow teachers.

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While strongly encouraged, cost-sharing is not required to participate in the Teachers of Critical Languages Program. As exchange teachers represent a significant financial investment, a school's proposal of cost-sharing helps demonstrate its ownership in the development of a critical foreign language program. (back to top)

To be eligible to participate in this program, international teachers must:

• Be a citizen of China or Egypt;
• Currently teach Chinese/Arabic/English as a Foreign Language in a K-12 school;
• Have at least four years of classroom teaching experience;
• Have at least a Bachelor's degree; and
• Have English language proficiency in written and spoken English.

Teachers will be selected through independent panel evaluations and in-person interviews. (back to top)

Selected exchange teachers are certified teachers in their home countries and each comes to the U.S. with at least four years of teaching experience in English as a Foreign Language (EFL), Arabic as a Foreign Language (TAFL), or Chinese as a Foreign Language (TCFL). Since the teacher certification process varies from state to state in the U.S., the host schools are required to identify, then describe certification procedures and requirements in their applications in order for the exchange teacher to begin teaching in the shortest amount of time. If awarded the grant, the host school is responsible for the costs related to certification, which might include funding the teacher to take the TOEFL or other necessary tests. Exchange teachers are asked to bring original copies of their university transcripts and certifications with them to the U.S. (back to top)

Exchange teachers receive a J-1 visa that is valid for one academic year. They must return to their home countries for a period of at least two years immediately upon completion of the program. Dependents or other family members are not allowed to accompany participants on this program. (back to top)

The policy for program participants is that they will have a maximum of 20 classroom teaching hours per week. The remaining 20 hours of the 40-hour work week are allocated to curriculum development, guest presentations in colleagues' classes, outreach to other district and area schools, and the designing of extracurricular activities. In their applications, the host schools should propose schedules that demonstrate how exchange teachers will contribute toward the development and expansion of their foreign language programs. (back to top)

The mentor teacher is the person designated by the host school to provide ongoing professional support to the exchange teacher at the local level. Any teacher can serve in this capacity. The ideal mentor teacher has a genuine interest in cross-cultural exchange; the ability to provide guidance and counsel on best practices and school policies regarding classroom management, curriculum development, assessment, and other school norms; and can devote time both to exchange teacher's classroom observation and to the regular sharing of best practices through team-teaching in cooperative and/or interdisciplinary ways. He/she should also be willing to assist the exchange teacher in forming faculty networks, constructing positive classroom climate, and establishing a strong rapport with students.

Mentor teachers receive a monthly honorarium during the academic year and professional development hours. (back to top)

The community liaison is designated by the host school to serve as a resource for the exchange teacher's transition into the host community, outside of school. Typically, prior to the exchange teacher's arrival, this person assists with locating the teacher's housing and makes arrangements for his/her transportation. After the exchange teacher arrives in the host community this person also schedules tours of the community, provides introductions to community groups, activities, and programs, and throughout the year assists the exchange teacher with becoming part of the host community. Anyone in the community can serve in this role. (back to top)

While cost sharing for housing is welcomed, the expectation is that host schools will make housing arrangements because they know the best locations for exchange teachers to live in the host community. Exchange teachers receive monthly maintenance allowances to pay for rent, bills, and normal living expenses.

Apartments, houses, basement rentals, and host family arrangements are all acceptable. Host schools are expected to arrange for safe and secure housing that has access to local public transportation or is strategically located to allow exchange teachers to function independently in the community. (back to top)

Host schools are expected to have a plan in place for exchange teachers' transportation needs. Exchange teachers can walk or use public transportation if their housing is strategically located. Historically, in the areas that public transportation is not available many people from the host school and community have volunteered to help with the exchange teachers' transportation.

Some exchange teachers have no experience driving cars in their home country while others may have an international driver's license -- in either case, the exchange teachers will need to take the driving test required by the host states. Schools should indicate on the application if a car will be made available for the exchange teacher; how the school will facilitate training, licensing, and the acquisition of insurance; and the details of the transportation plan in the time period between when the teacher arrives and when he/she obtains a driver's license. (back to top)

Before the program begins, exchange teachers participate in a two-week orientation in Washington, DC, which is typically at the end of July or early August. During this time, exchange teachers gain knowledge on a range of topics, including U.S. educational structure and current issues; constructivist, activity-based, and learner-centered teaching approaches; U.S. foreign language teaching methods; classroom management techniques; U.S. culture and society; relationship-building techniques with the host schools and other exchange teachers; and strategies for integrating into the host school and community.

Exchange teachers also participate in a teaching practicum where they discuss methodologies and best practices with foreign language teaching specialists, observe modeled lessons in area schools, and take part in a facilitated analysis of the lessons' components. During the teaching practicum, exchange teachers design activity-based lessons and become acquainted with classroom management and cooperative learning strategies. (back to top)

The host school orientation is a weekend conference that takes place during the exchange teachers' program orientation. The mentor teacher and principal/administrator from each host school participate in sessions that discuss program benefits, policies, and cross-cultural communication. The host school orientation is also the first opportunity for school officials to meet with their exchange teachers; representatives are requested to bring with them concrete information about exchange teachers' transitional housing and school plans, as well as specifics about who will greet them when they first arrive in their host communities. Host school representatives will attend the orientation at no cost to their school; their transportation, per-diem, and hotel rooms will be paid for under the terms of the grant. (Please note that all rooms will be double-occupancy by gender.) (back to top)

Each exchange teacher's J-1 visa is valid for one academic year only. Host schools, however, may apply to host a different exchange teacher in a second year through the Teachers of Critical Languages Program in order to continue building sustainable Chinese or Arabic language programs. Additionally, the Teachers of Critical Languages Program has a grants component called “Critical Language Projects” that provides funds for U.S. host schools to continue relationships with their exchange teachers upon their return to China or Egypt. (back to top)

Current and former host schools, as well as current exchange and mentor teachers, are eligible to apply for Critical Language Projects grants -- a component of the Teachers of Critical Languages Program. These grants provide up to $3000 for projects that support the teaching or learning of critical languages and are described in the “Announcements” section of this website. (back to top)

Teachers of English as a Foreign Language or Chinese as a Foreign Language who are Chinese citizens, currently live and teach in China, have at least four years’ teaching experience, have at least a Bachelor’s degree, and are proficient in written and spoken English are eligible to apply to participate in the Teachers of Critical Languages Program. Applications are available online at Hanban website. (back to top)

Teachers of English as a Foreign Language or Arabic as a Foreign Language who are Egyptian citizens, currently live and teach in Egypt, have at least four years’ teaching experience, have at least a Bachelor’s degree, and are proficient in written and spoken English are eligible to apply to participate in the Teachers of Critical Languages Program. Applications are available online at the Amideast website. (back to top)

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