What Should We Do with the Second Language Requirement

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What Should We Do with the Second Language
Requirement?

• First Year in Focus at Canadian Colleges and
  Universities Conference
• Carleton University / McGraw-Hill Ryerson
• February 20 - 22, 2008

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We will examine 3 levels

• I. The National Level
• AUCC reports on internationalization and
  globalization
• One nation divided into linguistic solitudes?
• The dictates of our collective conscience
• II. The Institutional Level
• UBC Okanagan, stakes and stakeholders
• University, Faculty, Dept., Sector
• III. The Individual Level
• We, as second language teachers,...
• What do our students think?
• IV. Comments and Suggestions

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The National Level

• AUCC-conducted, national surveys, workshops and
  reports (1995-2007) reveal astounding support for
  internationalization and globalization, and for
  ensuring support for helping our students become
  global citizens
• But the second language requirement, which should
  play an integral role in this area, suffers an
  astounding decrease in numbers and support, as if
  it were an undesirable element.
• Why?

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Internationalization at Canadian Universities
The Changing Landscape (published by the AUCC in
1995, with survey data from 1993)

• Two primary reasons for internationalization
• 1. The preparation of students to be
  internationally knowledgeable and interculturally
  competent and...
• 2. To address, through the scholarship, the
  increasingly interdependent nature of the world
  (environmentally, culturally, economically and
  socially).

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Internationalization at Canadian Universities
(contd)

• Internationalization was seen to be a medium
  (74) or high (35) priority for the majority of
  senior administrators of Canadian universities
  participating in the study.
• Increased interest in internationalization noted
  among senior administrators (84), faculty (89),
  students (76) and researchers (76) from 1992 to
  1995.

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Internationalization at Canadian Universities
(contd)

• Only 16 of responding institutions required
  knowledge of a second language for first degree
  graduation.
• Also, only 16 of institutions explicitly
  provided for participation in international
  activities as part of faculty assessment.
• Also noted a marked decline in the second
  language requirement for an undergraduate degree
  (35 in 1991 to 16 in 1993). (1992 marked
  beginning 1st lack of transfer payments, tuition
  hikes, cutbacks to language depts., etc.)

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Building Global Literacy report on AUCC-organized
workshop in 2002

• Message from Martha Piper, then President of UBC,
  delivered at the workshop
• I believe Canadian universities, now more than
  ever, have an opportunity to lead the world in
  terms of preparing future citizens who are truly
  globally literate, who understand cultures other
  than their own, who feel comfortable in a variety
  of circumstances and who have a true sense of
  themselves in light of a global environment.

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Building Global Literacy (contd)

• Many people believe Canadian university students
  (and even faculty members) need to be more
  competent in foreign languages how to do this,
  and which languages to focus on, were up for
  discussion... throughout the workshop.

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Building Global Literacy (contd)

• There was tremendous uncertainty about how to
  actually promote language acquisition, seen by
  all as absolutely crucial to globalization.
• -Should not be mandatory, against students will
  would not work
• -Hesitancy on the part of Professors who would
  like to teach literature and not beginning or
  conversational language courses
• -The need to teach a cultural component along
  with the second language goes against one idea to
  farm out language teaching to private language
  schools and such
• -After 9/11 in US, where foreign language study
  is reported to be slightly on the rise following
  that horrific event, still no explosion of
  study is seen in the area of second language
  study

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Internationalizing Canadian Campuses
(Scotiabank-AUCC workshop, 2007, with 2006 survey)

• In 2006 survey, 94 of respondents noted that
  their main rationale for integrating an
  international dimension into universities has
  remained the same To prepare graduates who are
  internationally knowledgeable.
• 75 noted that they encourage Canadians to study
  abroad to develop responsible and engaged
  citizens.
• Internal champions (of the cause) are needed at
  all levels of the institution from faculty
  members working in this area to dept. chairs and
  deans influential in mobilizing the human and
  budgetary resources for internationalization to
  university leaders who set the institutions
  strategic direction.

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Internationalizing Canadian Campuses (contd)

• And yet in Table 1, noting Key Trends in
  Internationalization under the heading
• Universities requiring graduates to have
  knowledge of a second language, in the 2000
  survey, the number is 16 and in the 2006
  survey, the number is 9.

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Internationalizing Canadian Campuses (contd)

• What is the image of Canadians in the world if
  they are mostly unilingual, workshop
  participants asked. Dr. de Wit, from the
  Netherlands, urged Canada, with its majority of
  English speakers, to require its students to
  learn more than one language to develop a less
  anglo-centric view of the world.

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Parlez more English, speak more Français,
article written by Jeffrey Simpson (Globe and
Mail, April 21, 2006)

• a debate that has more to do with politics than
  language
• 1.3 million non-francophone citizens outside
  Québec report that they can speak French.
• Simpson Its shocking, really, how few
  English-speaking business leaders, media
  personalities and editors..., university scholars
  and even career politicians can manage
  competently in French.

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Jeffrey Simpson commenting on book Sorry, I Dont
Speak French, by Graham Fraser

• Sorry, I Dont Speak French correctly laments
  the refusal of Canadian universities to insist
  more graduates learn French. He deplores, too,
  the paucity of exchanges between students.
  Immersion has been a great success in sheer
  numbers of students enrolled and graduated but
  less of a triumph in leaving behind an effective,
  functional linguistic grasp of French.

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Possibly a case of not just lip service

• Perhaps an example of a change of heart?
• U of A, General Faculties Council Policy Manual
  (2002-2008)
• GFC endorsed the following resolutions
  concerning the University's Writing Competence
  Policies
• 3. That the University of Alberta consider
  reinstating its second language requirement for
  admission to the University.
• Are the tides turning in some regions?

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The Institutional Level UBC Okanagan

• There is a fear, real or imagined, that students
  will choose a post-secondary institution that
  does not have a 2nd language requirement over one
  that does- an argument heard all too often by UBC
  Okanagan recruitment officers
• Therefore, better arguments and a better
  marketing strategy must be produced to promote
  globalization and internationalization, and their
  relationship with second language learning
• Also, in the overall repackaging of UBC
  Okanagans BA, room must be made for the 2nd
  language requirement, because it will help our
  students become global citizens and open doors
  for them
• Helping our students become global citizens is an
  integral element of UBC Okanagans Strategic Plan
  

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The Individual Level

• How can we best champion our cause with Senior
  Administration who sometimes appear to focus
  uniquely on putting bums in seats, and without
  making us appear to be desperately hanging on to
  our jobs?- budgets, but also power (outcomes)
• We, as second language teachers, have an
  obligation to help students become engaged,
  globally-aware citizens using experiential
  learning, cognitive learning, etc. (i.e. critical
  thinking skills, intercultural learning, penpals
  and exchanges, etc.)-
• What are our/my students saying? Informal survey
  taken of 29 students currently taking the second
  language requirement (Feb. 2008)

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Survey of students-UBC OkanaganBeginners French
IV, Feb. 2008

• Survey question What was your response when you
  found out that there was a 2nd language
  requirement? Has your attitude changed? And if
  so, how, and what is it now and what made it
  change? If not, why not and what made it remain
  the same?
• Selected neutrality, clarity and chronological
  progression in this qualitative question.
  Respondents were reminded to provide constructive
  criticism.

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Survey (Feb. 2008)-Major Negative Responses

• Costly- up to 2000 tuition (4 X 3 credit
  courses)
• Waste of time for students who wont use it, or
  who are not linguistically inclined, some
  students are terrified of taking a second
  language
• Not equally applied to science students as well
• Too short a study period to become fluent
• No need for a second language on West coast
• A difficult task for a lot students, should be
  optional, not mandatory
• Teachers who dont engage their students do not
  help make the courses interesting

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Survey (Feb. 2008)- Major Positive Responses

• Most realize the importance of learning a second
  language, for travel and work, broadening
  horizons and minds
• With professors who care about their students,
  engage them, incorporate hands on learning
  experiences and not just textbook learning it
  is a worthwhile experience
• A number had bad experiences in high school or
  elsewhere with French, but their attitudes have
  changed to positive
• French as one of Canadas official languages is a
  key factor in learning about Canadian history,
  our identity as Canadians, etc.
• A number were frustrated or angry at first, but
  once they began taking the courses, they have had
  a positive experience
• Although the 2nd language program is mandatory,
  and some resent it for that reason, they also see
  that it is useful, and although it is difficult,
  they come to appreciate it

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A selection of responses (Survey Feb. 2008)

• Negative
• -I have seen my peers struggle with a second
  language as they dont have a natural affinity
  for it.
• -Students resent having to learn another
  language and many dont get much out of the
  experience
• Frustrated yet positive
• -Frustration, yet realizes that most important
  things in life are often the most difficult to
  make yourself do
• -It would be a mistake to remove this
  requirement.
• Positive
• -Being unilingual, Ive come to realize through
  travelling abroad, associating with bilingual
  peers, etc., is a uniquely North American
  convention
• -Model global citizens in embryo

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Comments and Suggestions

• The Institutional Level
• We have heard this rhetoric before language
  classes are not sustainable IF financial
  repercussions are all that is being considered
  Whereas we must consider the gain in
  globally-minded students as much as financial
  return, to consider 2nd language requirement
  classes as viable
• Senior Administration, I would humbly submit,
  should put their money where they have set their
  values Globalization and internationalization
  are very important AND they require second
  language courses which should be a requirement
  until a better system is created

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Comments and Suggestions (contd)

• The Individual Level
• We need to pull together on this the
  psychologist cannot say to the linguist, I have
  no need of you, we as professors must be united,
  each allowing others to be equally valued
• Most students are not shying away, and when
  taught well, and not treated like a remedial
  class, they respond positively
• Also, our students have excellent ideas and their
  input is invaluable- as end users, they should
  be listened to and included in this process
• My story Alberta born and raised, had to fulfill
  the 2nd language requirement at the U of A, then
  lived and worked in France for 2 years, went on
  to complete a PhD in French Studies (Queens),
  and became a Professor specializing in
  FrenchltgtEnglish translation, and French and
  French-Canadian film studies, but I also very
  much enjoy and do well at teaching in the 2nd
  language requirement program

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The End/Fin

• Any questions or comments?