Title: The Changing Role of Languages in Higher Education in the US
1The Changing Role of Languages in Higher
Education in the US
- And How That Role Might Expand
- H Stephen Straight
- Thematic Network Project in the Area of Languages
- TNP3 Conference on Multilingualism
- in the knowledge-based society
- Copenhagen, 2005-10-01
2H Stephen Straight Biodata
- Professor of Anthropology and of Linguistics
- Vice Provost for UG Ed International Affairs
- BA in English Language Literature, U Michigan
MA PhD in Linguistics, U Chicago - Mayanist, developmental psycholinguist, language
program innovator, international educator - NDEA Fellow/NSF Grantee, research in Yucatán
- Fulbright Senior Lecturer, U of Bucharest,
Romania - Founding Dir, Lgs Across the Curriculum, Bing U
- Mellon Fellow, National Foreign Language Center
- Senior Associate, American Council on Education
3Topics Covered In This Talk
- Review of the status of languages other than
English (LOTEs) in US institutions of higher
education (IHEs) - Pre-9/11 upturn in college study of LOTEs
- Post-9/11 urgent calls for learning LOTEs
- Prospects for two-way Lg X English bilingual
education in selected language/discipline pairs
at US IHEs in partnership with non-US IHEs
4Report from the Association of Departments of
Foreign Languages
- Foreign Language Enrollments in United States
Institutions of Higher Education, Fall 2002 - Elizabeth B. Welles
- ADFL Bulletin, Vol. 35, Nos. 23, Winter-Spring
2004 - http//www.adfl.org/resources/enrollments.pdf
5http//www.adfl.org/resources/enrollments.pdf
6http//www.adfl.org/resources/enrollments.pdf
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11Secondary School Enrollments, Fall 2000 A
Similar Pattern
Draper Hicks, May 2002, http//www.actfl.org/fil
es/public/Enroll2000.pdf
12Report from the Modern Language Association
- Successful College and University Foreign
Language Programs,199599, Part 1 - David Goldberg and Elizabeth B. Welles
- Profession 2001, pp. 171-210
- http//www.mla.org/pdf/succollege_p1.pdf
13Ratio of Introductory Enrollments to Majors, By
Institutional Type
14Ratio of Advanced Enrollments to Majors, By
Institutional Type
15Double Majors Minors, 1995-1999
- Most departments (60.3 percent) reported a gain
in the number of double majors, 35.3 percent
reported a stable number, and 4.5 percent a
decline. - For minors, 69.2 percent reported an increase,
25.9 percent stability, and 4.9 percent a loss. - In other words, the majority of departments
offering these options reported that the options
are increasingly utilized by students.
16Graduate Enrollments, Fall 2003 Bad News for
Languages
Syverson Brown, Council of Graduate Schools
http//www.cgsnet.org/pdf/2003GEDRep.pdf
17Languages in US IHEs Recapitulation
- Decline of The Big Two (French and German)
- Hegemony of The Big One (Spanish)
- Despite anti-Spanish English-Only politics in
US - Rise of LCTLs, esp. heritage languages
- Continuing shortfalls in LOTES with respect to
- enrollments, especially in LOTS
- levels of study, both undergrad grad
- variety of specialized disciplinary expertise
18Pre-9/11 Upturn in LOTEs
- General Education Globalization globalism,
diversity internationalism
19Missouri Southern Universitys Global Learning
Outcomes
- Understanding of how cultures and societies
around the world are formed, sustained, and
evolve. - Empathy for values and perspectives of cultures
other than their own, and awareness of
international multicultural influences in their
own lives. - Ability to identify and discuss international
issues and cultures other than their own. - Communicative competence in a second or third
language. - Experience, or desire to experience, a culture
other than their own.
20California State U-Stanislauss Global Learning
Outcomes
- Multiple Perspectives
- Recognize that people in different cultures have
profoundly different perceptions of the world. - Interdependence
- Understand how the worlds systems are
interdependent and how local economic and social
patterns have global impact. - Equity/Living Responsibly
- Understand how the behavior of individuals,
groups, nations affects others, in terms of human
rights and economic well being, both within and
beyond the U.S. - Sustainability
- Understand the cost of individual and national
actions to the physical and social environment
both within and beyond the U.S. (e.g. population
growth, resource use, health issues). - Intercultural Communication
- Including required language study appeared in
original, later dropped
21Language Requirements, 1995-1999 (Goldberg
Welles)
- Of the responding institutions, 23.7 percent had
an entrance requirement and 60.1 percent had a
graduation requirement in 1999. - In comparison with the percentages reported in
the MLAs 1995 survey (Brod Huber), entrance
requirements rose from 21 percent in 1995 to 31
percent in 1999, and graduation requirements from
68 percent to 75.4 percent. - In two-year colleges entrance requirements rose
from 3 percent to 8.4 percent and from 23 percent
to 30.9 percent for graduation.
22Language Requirements, By Institution Type, in
1999
23One Language Requirement
- Harvard Colleges Foreign Cultures requirement
can be met in any one of the following three
ways, only the second of which actually requires
use or study of a foreign language - A one-term course listed under Foreign Cultures
devoted to a culture or cultures distinct from
that of the United States and other anglophone
cultures . This course may be taught in English
or in the language of that particular culture, .
Courses on French, German, and Spanish cultures
are usually taught in the language of the
culture. - A two-term foreign language course listed under
Foreign Cultures, in which the substance of the
course, in addition to language study, meets the
specifications of the Foreign Cultures
guidelines. Students choosing this option must
complete both semesters to meet the requirement. - A pre-approved summer program of study abroad.
Consult the Core Office for details regarding
this option.
24A Graduation Requirement
- Foreign Language skills are ensured by requiring
that students pass either a 3rd-semester
college-level course in one foreign language or a
second-semester course in two foreign languages,
or satisfactorily complete some other significant
activity that requires second-semester foreign
language proficiency as a prerequisite, such as
study abroad in a non-English environment or an
internship serving people who can communicate
only in a language other than English. - Students may fulfill the foreign language
requirement prior to enrolling in college either
by completing four or more units of one high
school foreign language with a course grade in
the fourth year of 85 or better, or three units
each of two high school languages with course
grades in each third unit of 85 or better, by
passing the Advance Placement examination (or its
equivalent) with a score of 3 or better, or by
demonstrating equivalent proficiency in some
other fashion. - Binghamton University, State University of New
York
25Pre-9/11 Upturn in LOTEs
- General Education Globalization globalism,
diversity internationalism - Language Specialist Proficiency-oriented
content-based pedagogy
26National Standards for Foreign Language Learning
- Communication
- Cultures
- Connections
- Comparisons
- Communities
- National Standards in Foreign Language Education
Project (1996) - a collaborative project of ACTFL, AATF, AATG,
AATI, AATSP, ACL/APA, ACTR, CLASS/CLTA,
NCSTJ/ATJ
27Communicate in Languages Other Than English.
- Standard 1.1 Students engage in conversations,
provide and obtain information, express feelings
and emotions, and exchange opinions. - Standard 1.2 Students understand and interpret
written and spoken language on a variety of
topics. - Standard 1.3 Students present info., concepts,
and ideas to an audience of listeners or readers
on a variety of topics.
28Standards for Foreign Language Learning
29Gain Knowledge and Understanding of Other
Cultures.
- Standard 2.1 Students demonstrate an
understanding of the relationship between the
practices and perspectives of the cultures
studied. - Standard 2.2 Students demonstrate an
understanding of the relationship between the
products and perspectives of the cultures studied.
30Standards for Foreign Language Learning
- Communication
- Cultures
- Connections
31Connect with Other Disciplines and Acquire
Information.
- Standard 3.1 Students reinforce and further
their knowledge of other disciplines through the
foreign language. - Standard 3.2 Students acquire information and
recognize the distinctive viewpoints that are
only available through the foreign language and
its cultures.
32Standards for Foreign Language Learning
- Communication
- Cultures
- Connections
- Comparisons
33Develop Insight into the Nature of Language and
Culture.
- Standard 4.1 Students demonstrate understanding
of the nature of language through comparisons of
the language studied and their own. - Standard 4.2 Students demonstrate understanding
of the concept of culture through comparisons of
the cultures studied and their own.
34Standards for Foreign Language Learning
- Communication
- Cultures
- Connections
- Comparisons
- Communities
35Participate in Multilingual Communities at Home
Around the World.
- Standard 5.1 Students use the language both
within and beyond the school setting. - Standard 5.2 Students show evidence of becoming
life-long learners by using the language for
personal enjoyment and enrichment.
36Standards for Foreign Language Learning
- Communication
- Cultures
- Connections
- Comparisons
- Communities
- National Standards in Foreign Language Education
Project (1996) - Executive Summary available in PDF format at
- http//www.actfl.org/
37Literary Emphasis Persists in HE
38Bad News Standards May Hurt Postsecondary
Language Study
- The long-term result of ignoring the Standards
, as most postsecondary faculty are doing, will
be a serious diminishment of student numbers in
higher education foreign language courses. That
diminishment will come because the content and
instruction of such courses will be directly
antithetical to students preparation, knowledge,
experience, and capabilities as developed through
K-12 adherence to the Standards. - Dale Lange, ACTFL Newsletter, Vol. XI, No. 1,
Summer 1999
39Pre-9/11 Upturn in LOTEs
- General Education Globalization globalism,
diversity internationalism - Language Specialist Proficiency-oriented
content-based pedagogy - Heritage Learner Language as civil right rather
than as civic problem - 32 million people in the US live in bilingual
households but most heritage learners lack even
high school level literacy
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42Pre-9/11 Upturn in LOTEs
- General Education Globalization globalism,
diversity internationalism - Language Specialist Proficiency-oriented
content-based pedagogy - Heritage Learner Language as civil right rather
than as civic problem - Applied Language Language as a valued social
resource
43Multilingualism Increasing Worldwide
- Despite the spread of English, the world is
effectively becoming more rather than less
multilingual. - The number of speakers of the top 100 languages
is increasing at a rate much faster than that of
the world population in general (e.g. Bengali,
Indonesian/Malay). - The spread of first languages other than English
(LOTEs) exceeds that of English.
44English Declining As 1st Language
- Despite the accelerating growth of English as the
worlds favorite second language, - there are more speakers of English in India
than in Australia, Britain, Canada, and the U.S.
put together - many languages will probably surpass English in
number of first-language speakers in the near
future. - Mandarin will stay at number one, while Spanish,
Hindi/Urdu, and Arabic will overtake English by
2050. - And other languages (e.g. Bengali, Tamil, and
Malay) are growing even faster than these! - Meanwhile the vast majority of the worlds 6,000
languages are dying at a rate of one per week.
45Language Skills More Valuable Than Ever, and
Employers Know
- There are more people to talk to, and more varied
tasks to be performed. - Purposes of use extend well beyond communication
with cultured élites and other purposes demanding
high-level skill. - Widespread knowledge of English makes it easier
to get help when you need it. - Even low-level skill can be very helpful.
46Language Sells
- If you want to buy something, any language will
do, but if you want to sell something be it a
consumer product or a political precept you
must learn the language of your customer.
47Languages on the Internet
- The growth of LOTEs on the Internet provides
access to current, authentic language resources. - A little more than one third of the worlds
current Internet users use English. - Another third use other European languages.
- Almost a third use Asian languages.
- Growth in use implies a reversal of the above
ranking in the next decade. - Source www.glreach.com/globstats
48Pre-9/11 Upturn in LOTEs Recapitulation
- General Education Globalization globalism,
diversity internationalism - Language Specialist Proficiency-oriented
content-based pedagogy - Heritage Learner Language as civil right rather
than as civic problem - Applied Language Language as a valued social
resource
49Despite the Upturn,
- Thirty percent of high school students study a
language other than English. - Eight percent of college students do so.
- One quarter of these (two percent) study a
language for more than two years. - Except for language programs per se, universities
do not offer courses of study employing some
other language than English as the language of
instruction. - In fact, they dont offer many opportunities for
meaningful use of students existing languages.
50Richard Lambert, 1991
- "We expend almost all of our national resources
for foreign language learning on first-time, low
level language learning among high school and
college students, then watch those minimal skills
decay and disappear through lack of use or
reinforcement...We need a set of institutions
that will reinforce and build upon past language
learning." - From A National Plan for a Use-Oriented Foreign
Language System - Lambert founded the National Foreign Language
Center in 1986, to improve the capacity of the
US to communicate in languages other than
English.
51A Possible New Approach?
- US colleges and universities,
- jointly with partner universities around the
world, - could offer two-way bilingual courses of study in
many fields, - employing English and a language other than
English as the alternating languages of
instruction.
52The Post-9/11 Imperative
- Devout monolingualism has left US vulnerable to
attack from (and unable to deal effectively with)
LOTE speakers. - Department of Defense has joined the Departments
of State and Education in support of new
initiatives in LOTEs. - Military, Congress, and populace in general
(finally) see the need for multi-linguality in
the 21st century.
53Devout US Monolingualism
- I consider it the paramount duty of public
schools to form American citizens of its
pupils by obliterating all their
distinguishing foreign characteristics and traits
as obstructive, warring, and irritating
elements. - Commissioner of the Common Schools of New York
City, 1896 (quoted in Senator Paul Simon, The
Tongue-Tied American Confronting the Foreign
Language Crisis, 1980, p. 11)
54One U.S. Presidents View
- We have room but for one language here, and that
is the English language, for we intend to see
that the crucible turns our people out as
Americans and not as dwellers in a polyglot
boarding house. - Theodore Roosevelt, 1919 (quoted in Senator Paul
Simon, The Tongue-Tied American Confronting the
Foreign Language Crisis, 1980, p. 91)
55The Foreign Language Problem
- The United States today carries new
responsibilities in many quarters of the globe,
and we are at a serious disadvantage because of
the difficulty of finding persons who can deal
with the foreign language problem. - Secretary of State John Foster Dulles, 1953
(Quoted by Rep. Rush Holt in his talk, Is
American Security Being Lost in Translation?, at
the first-ever National Language Conference, held
on 22 June 2004)
56Another U.S. Presidents View
- The American people generally are deficient in
foreign languages, particularly those of the
emerging nations in Asia, Africa, and the Near
East. It is important to our national security
that such deficiencies be promptly overcome. - Dwight D. Eisenhower, 1958 (quoted in Senator
Paul Simon, The Tongue-Tied American Confronting
the Foreign Language Crisis, 1980, p. 61)
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59Languages and US National Security in the
Post-9/11 World
- unless we soon establish better
communication with the countries whose names we
not now even recognize, those names will erupt
in unhappy headlines . The alternative to
understanding and communicating is not
isolation. It is chaos. - Senator Paul Simon, The Tongue-Tied American
Confronting the Foreign Language Crisis, 1980, p.
9
609/11 A Sputnik Moment
- In 1957 the Soviet Union jolted the US out of its
smug superiority in science and engineering with
the launch of Sputnik, the first outer-space
vehicle. - This led to the National Defense Education Act of
1958. - Similarly, beginning with the Al Qaeda attacks on
New York and Washington in 2001 and continuing
with the US reactions in Afghanistan and Iraq in
2002 and 2003, the US has come to realize that
its lack of cultural sensibilities and linguistic
abilities has left it vulnerable to attack and
unable to respond effectively.
61A New Day May Be Near
- We need a national commitment to languages on a
scale of the NDEA commitment to science,
including improved curriculum, teaching
technology and methods, teacher development, and
a systemic cultural commitment. - Rush Holt, New Jersey member of the US House of
Representatives, June 2004
62US Federal Support for Language Education
- 1958 National Defense Education Act identified
critical languages for purposes of national
defense - 1988 Foreign Language Assistance Program (FLAP)
to seed elementary and secondary language
programs across the country as a response to the
newly emerging needs of globalization - 1991 National Security Education Program,
charged with responding to the expanding federal
needs for linguistically competent professionals
brought about by the fall of the Soviet Union
63Secretary of Defense Donald Rumsfeld
- We simply must develop a greater capacity for
languages that reflect the demands of this
century. No technology delivers this capability
it is a truly human skill that our forces must
have to win, and that we must have to keep the
peace.
64Post-9/11 Moves By the US Department of Defense
- Increased Defense Language Institutes budget by
more than 50 million - Raised the Language Proficiency bonus for
soldiers from 300 to 1000 per month - Established the National Flagship Language
Initiative - for advanced training in Arabic, Chinese, Korean,
and Russian - Sponsored a National Language Policy Conference
(June 2004) - to discuss the needs of government, industry, and
academia, and develop a comprehensive strategy to
meet them - 2005-03-31 Defense Language Transformation
Roadmap, - establishing a Defense Language Office in the
Pentagon and recommending new initiatives to
increase language readiness
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66Gail McGinn, DepUndSecDef
- This is really more than just finding linguists
and people with ability to speak languages. Its
a transformation in the way language is viewed in
the Department of Defense how it is valued, how
it is developed, and how it is employed.
Integrating language and cultural expertise into
the military mindset will have far-reaching
implications, affecting the way we conduct
operations and the way we conduct ourselves in
the world.
67Recent Action by Congress
- 2005-02-17 American Competitiveness Through
International Openness Now (ACTION) Act - S.455, to increase the numbers of international
students and scholars in U.S. universities - 2005-03-08 Resolutions designating 2005 as the
Year of Foreign Language Study - S.Res.28 H.Res.122 concludes that the study of
languages contributes to the intellectual and
social development of the student and the economy
and security of the United States - 2005-03-16 Resolution calling for a new U.S.
international education policy - H.Con.Res.100, includes specific calls for
expanding number of languages taught and
study-abroad sites visited and beginning language
study at an early age and continuing it through
college
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69Bilingual University Education A New Day Dawning?
- How about two-way bilingual (Language X
English) baccalaureate degrees? As follows - In selected language/discipline pairs
- Offered jointly to incoming freshmen by pairs of
institutions of higher education - one in the US and the other where Language X is
the (or a) national or local language - Provided that both languages are known at a
college-ready level of proficiency by sufficient
numbers of qualified applicants to each partner
70Bilingual, Jointly Delivered Degrees in Various
Fields
- Enroll bilingual (XEng) students from 2-way K-12
immersion programs at non-US IHEs - Target disciplines with adequate stream of
disciplinary resources in both languages (no
English-dominant or X-specific fields allowed) - With growing bodies of original scholarship in
both - Alternate years of study in US abroad
- E.g. years 13 at home, years 24 abroad
- Design each degree jointly with faculty from both
IHEs and award a diploma from each - Support faculty exchange to ensure high-level
bilingual/bicultural instruction at both sites
71Sources of Support for Joint Bilingual
Dual-Diploma Degrees
- US and EU initiatives for language learning
- E.g. Nat Flagship Lg Init in US, TNP3 in Europe
- Heritage and national language communities
- Programs preserve LOTE while mastering English.
- Global internationalization of higher education
- Programs increase study abroad and international
enrollment, internationalize curricula at both
IHEs. - English as a lingua academica to the world
- Potential partners exist in every corner of the
globe. - Global wish to curb hegemony of English
- Programs preserve and maintain traditions of
scholarship in languages other than English.
72Topics Covered In This Talk
- Review of the status of languages other than
English (LOTEs) in US institutions of higher
education (IHEs) - Pre-9/11 upturn in college study of LOTEs
- Post-9/11 urgent calls for learning LOTEs
- Prospects for two-way Lg X English bilingual
education in selected language/discipline pairs
at US IHEs in partnership with non-US IHEs
73The Changing Role of Languages in Higher
Education in the US
- And How That Role Might Expand
- H Stephen Straight
- Thematic Network Project in the Area of Languages
- TNP3 Conference on Multilingualism
- in the knowledge-based society
- Copenhagen, 2005-10-01