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Spotlight on You: Michael Bacon

Portland Public Schools in Oregon has long been recognized as an early adopter of language immersion programs. Beginning with Spanish and Japanese programs in the 1980s, the groundbreaking Mandarin Chinese program in the 1990s, and the recent launch of a Russian program, the district of 95 schools now has 10 immersion programs at 18 sites in 4 languages. Michael Bacon has led the growth of these programs for the last several years during which time the program has more than doubled in size.

Michael’s passion for and success in developing world language programs is a result of the contract between his own traditional and immersion experiences. Disregarding his early proficiency in “Twinese” (a unique language spoken by the Bacon Brothers), Michael’s second language learning began with the traditional “take 2 years of French in high school, get straight A’s – and see if it sticks”. It didn’t. But, it did inspire a goal to become fluent by the end of college studies; and Japanese, being something way outside the suburban norm of that time, resonated as the language of choice. Michael describes his entrance into Japanese studies as the first “no-clue” academic experience of his life – intensely challenging and fascinating – and credits his college year-in-Japan and post-college years as an English teacher and organic farmer in rural Japan in providing the daily purpose and context that resulted in his fluency. Through these years, Michael recognized that great advances in acquiring proficiency happened when language was the vehicle for experiencing all interests in life; and, as a teacher, that awareness helped him better understand his learners and brought great joy when his students “got it”.

Michaels’ entry into teaching language through an immersion model was equally challenging. He was the first teacher hired by PPS for the Mt. Tabor Middle School Japanese immersion program. He was provided with a mission, vision, and set of goals -- no books, curriculum, materials, or plan. As he recounts, he was ignorant and naïve and so gladly took the job, and embarked on a sleepless year of building the program. Reflecting Michael’s personal and transforming experiences in the culture of his study language, the program grew and evolved the model 8th grade Research Residency in Japan (inaugural residency in China in Spring 2008) focused on building language and cultural skills. Again, that experience is serving him well in his current role as the PPS Immersion Program Coordinator and K-12 Chinese Flagship Director in understanding all that’s needed to build a program from scratch.

So, what are the most important elements to continue the forward motion at Portland Public Schools? For Michael, they are professional development, the creation of a language framework to align with standards, curriculum content in multiple languages, and ongoing assessment of programs. He notes two specific goals in the area of professional development —— recognition that it is always in English and therefore requires extra translation work for immersion teachers, and the building of language capacity across the district for more effectiveness engaging students and parents. At PPS, dialog and work around development of frameworks and curriculum is informed by data (including over three years of STAMP data), and the search for and development of standards-aligned content in various languages is constant. Regarding program assessment, Michael notes that after over 20 years of success, there is still more need for accountability utilizing both current measurements of anecdotes and demand for the program, and increased use of data such as the STAMP data.

And, what is the purpose of growing the PPS Language Immersion Program? For Michael Bacon, it is the vision of creating a generation of leaders with the linguistic, cultural and academic training to lead global relationships. The next generation of leaders will grapple with the tension between the flat-world pull towards a monoculture and the critical need for a multi-cultural world. Michael recognizes the essential value of indigenous language immersion programs in that they demonstrate that language is more than a skill – it plays a critical role in preserving cultures. At Portland Public Schools, it is Michael Bacon’s passion to grow the immersion programs that will provide students with the language, culture, and leadership that enables them to fulfill their dreams in a flat and culturally-rich world.