World Language Programs: Roster
World Language (WL) data does not represent one individual field of data entry. Rather, this data element page reports on WL programs as they are seen on the School Roster Details screen in WISEdata Portal. World language data is submitted through the SIS (either through courses or programs) and sent to WISEdata Portal.
World Language (WL) data is a portion of the data collected under the nomenclature “Programs” on WISEdata Portal (WDP). WDP uses the word ‘program’ differently than the World Language team. The use of the word “program” on WISEdata Portal refers to the way that data is organized and categorized on various screens, so as to create specific exports.
USES: World Language data reporting ensures specific programs will be accounted correctly for aid purposes and for federal and state accountability.
Click the links below to navigate to different sections of this page:
World Language Programs
World Language Courses are domestic courses of study in languages other than English. Courses may be designed to meet the needs of heritage or second language learners. Such courses were previously commonly referred to as "Foreign Language" courses. The program has adopted the term "World Languages" to reflect the reality that these languages are spoken by resident communities within the United States as well as in other nations.
World Language Education Programs on School Roster Details
World Language Education Program Models document (Google Doc - view only)
- American Indian Language Program (AIWL)
- Content Based World Language Program (CBWL)
- Dual Language Education - Heritage Learners (DLDB-HL)
- Elementary School World Language Program (ESWL)
- Exploratory World Language Program (EXWL)
- Facilitated World Language Study Program (FWLS)
- Heritage Learner World Language Program (HLWL)
- One-Way Dual Language Education Program (OWDL)
World Language Program Definitions (23-24 SY)
| Program Code | Program Name | Definition |
|---|---|---|
| EXWL (a.k.a. FLEX) | Exploratory World Language Program | World language exploratory programs introduce Pre-K-6 learners to one or more languages for limited instructional time (less than 90 minutes/week or no more than nine weeks in duration). Themes guide language and cultural learning. Program is designed to promote, and prepare learners, for future language study. |
| ESWL (a.k.a. FLES) | Elementary School World Language Program | Elementary school world language programs articulate with middle school programs through a language proficiency development pathway. Minimum of 90 minutes/week of standards-based instruction for the full academic year. |
| CBWL (a.k.a. IMMR or World Language Immersion) |
Content-Based World Language Program |
Academic content learning is facilitated in a language other than English. PreK-6 students in this learning environment for less than 50% of instructional time. Example: science curriculum taught in Chinese. |
| OWDL | One-Way Dual Language Education Program |
Education in a language other than English for primarily English-dominant/proficient learners. Minimum of 50% of core instruction in partner language in grades PK-5, guided by language-content-time allocation policy (90/10, 80/20, 50/50). Secondary level dual language education programs include a minimum of two courses annually in the partner language. |
| DLTW-WL | Two-Way Dual Language Education Program - World Language Cohort |
Education in a language other than English by English-dominant/proficient learners (40-50%) along with English Learner peers (50-60%). Minimum of 50% of core instruction in partner language in grades PK-5, guided by language-content-time allocation policy (90/10, 80/20, 50/50). Secondary level dual language education programs include a minimum of two courses annually in the partner language. Use this program type for non-ELs, former ELs, and non-EL heritage language learners in two-way dual language education programs. |
| DLDB-HL | Dual Language Education - Heritage Learners | Use only for former ELs and non-EL heritage language learners within developmental bilingual dual language LIEP. Academic content learning facilitated in English and partner language. Minimum of 50% of daily core instruction in partner language. Language of instruction guided by the program's language-content-time allocation policy (90/10, 80/20, 50/50). |
| SLWL | Secondary Level World Language Program | Standards-based progression of world language learning in grades 6-12. Includes American Sign Language. Access to world language learning is required in grades 7-12. |
| HLWL | Heritage Learner World Language Program | Language and literacy development for heritage/home-language learners, such as Spanish for Native Speakers courses. |
| AIWL | American Indian Language Program | Elementary or secondary level language course/program for indigenous American Indian languages. |
| FWLS |
Facilitated World Language Study Program |
High school learners, with two or more years of world language study, engage in self-directed learning of a new, less-commonly taught language. Licensed world language educator facilitates student goal setting, assessment, and reflection process. Learning environments include individuals, and groups of students, learning diverse languages in a shared learning environment. Includes interpersonal and intercultural communication with members of the target language community. |
NOTE: A Babbel course and non-language acquisition multi-language course are not aligned with state statutes and administrative rules for world language learning in grades 7-12.
Choosing World Language Course Codes:
Select the course code for the specific language being learned within a world language program type, e.g., choose 'Spanish II' rather than "world language" or "foreign language." The SCED subject area code for World Languages is 24; current school year listings can be located on the Courses data element page.
World Language Courses for EL Students
There aren’t any WL codes that specifically should or shouldn’t be used for ELs, as the taking of World Language courses depends on the context in which an EL student is participating in the program. For example, if an EL is participating in a dual language bilingual program that provides them with instruction in their home language, then that program would be considered their LIEP and they should be reported as an EL rather than as a WL learner.
However, ELs can, and do, participate in World Language programs/classes as World Language learners. In those cases, they should be classified as such. For example, students who are ELs may be enrolled in one-way or two-way bilingual programs that provide instruction in English and in a target language that is not their home language. EL students may also be enrolled in a World Language course that is in their home language that is designed to build on and expand students’ knowledge of their home language (i.e., a Spanish for Spanish Speakers class at the secondary level). If the course is not part of their LIEP, or if they have exited EL status, then they should be classified as World Language learners.
FAQs, Details, and Use Cases
- World Language Education Rules and Recommendations:
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State statutes require that public school districts provide access to world language learning in grades 7-12.
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Students are not required, by state statute, to enroll in world language courses and there is no state graduation requirement for world language learning. (There are a few districts with local graduation requirements for world language learning which include MMSD and MPS.)
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Schools are not required to submit world language data. Due to recent data systems enhancements, around 90% of districts submit world language enrollment data.
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This year (2024-25 school year) the data set will include enrollments in Hmong and Indigenous Language courses.
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We are observing declines in the percentage of students engaged in world language learning and in the number of languages to which students have access. Many districts offer only Spanish
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For more details, please view the Wisconsin Standards for World Languages.
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How many districts offer world language courses?
Most districts are in compliance with state statutes and provide students the opportunity to learn one or more world language in grades 7-12. 40 districts reported world language learning in grades 3-5, and 24 districts reported enrollments in grades K-2. -
How many different languages are taught?
Schools across the state reported enrollments in ASL, Chinese, French, German, Hebrew, Ho Chunk, Italian, Japanese, Latin, Menominee, Ojibwe, and Spanish (We are also aware of programs in Hmong for which data will be collected beginning this school year.)
132 of 420 the districts reporting data had only a single world language available to students, Spanish. 98 offered 2 languages. 74 offered 3, 49 offered 4 and 63 districts offered 5 or more language options. In some districts, like MPS and MMSD, many languages are available through formal programs. In smaller districts access to a diversity of languages is often realized through virtual school course offerings.
Some districts have begun to offer classrooms in which students are engaged in guided, but independent, learning of less commonly taught languages such as Arabic and Russian.
For the 2022-2023 school year, MPS reported enrollments in American Indian, ASL, Chinese, French, German, Italian, Japanese, and Spanish.
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Which languages are most popular based on enrollments? The world language education field is exploring ways to innovate to provide access to a diversity of languages of interest to a diversity of learners.
It is difficult to assess popularity based on enrollments due to the fact that for many students, Spanish is the only option available. Spanish is also the language with the highest enrollments, even in contexts where multiple languages are offered. Total reported enrollments for top 5 languages in grades K-12 are summarized below.
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1,626,902 (K-12) students were enrolled in these districts. (Most language learning happens in grades 7-12.)
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Spanish = 290,864
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French = 38,818
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German = 12,036
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American Sign Language (ASL) = 6,450
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Chinese =
4,862
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It is interesting to note that students of color currently participate in world language learning at higher rates than their white peers. DPI partnered with UW-Madison and the Wisconsin Economic Development Center (WEDC) to publish The Wisconsin Language Roadmap, a strategic plan for world language learning, in 2018. The agency is committed to promoting language, intercultural, and global learning experiences for all students and for a world-ready Wisconsin.
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Are there standards for the teaching and learning of world languages?
Wisconsin Standards for World Languages
Professional Resources for World Language Education.
For more details, visit the:
- World Language section of the Language Instruction: Info, Help and FAQ page.
- World Language Program Rules and Recommendations support document
- World Language Program Models document
- DPI World Languages program website
- Courses Data Element page
- For more details on bilingual programs or World Languages courses for ESL students, please visit the Language Instruction Services page.
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