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Language education in the United States takes place at various levels, various languages

From 2016 to 2021, enrollment at colleges and universities in languages other than English dropped by 16.6%, a rate significantly higher than the decrease in enrolled students.[1]

Languages taught

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See also: List of most commonly learned foreign languages in the United States

In higher education, the most popular languages are Spanish and French, with American Sign Language (ASL) having displaced German.[1]: 5  The National Council of Less Commonly Taught Languages recognizes all languages besides Spanish, French, German, and English as Less Commonly Taught Languages (LCTLs).[2] Alternatively, the Modern Language Association takes LCTLs to be any language not in the top 15 of enrollments.[2][1]: 49 

The College Board offers Advanced Placement courses and standardized exams in Chinese, French, German, Italian, Japanese, Latin, and Spanish (language and literature).[3]

American Sign Language

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See also: American Sign Language

The history of American Sign Language (ASL) instruction, as well as codification of ASL itself, began in 1817 with the American School for the Deaf (ASD).[4]: 76 [5] Initially, ASD actually used Signed English, based on Signed French, in the classroom;[4]: 76–77  it was not until the 1820s that instruction switched to actual ASL.[4]: 80 

Gallaudet College was founded in 1864 as a university for the Deaf.[5] Around the same time, however, oralism began to attain widespread popularity, with oralists successfully replacing sign language education with instruction in oral language.[5] Deaf culture resisted such efforts by seeking refuge in Deaf teachers.[5]

Chinese

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See also: Chinese language in the United States

The [6] [7]

French

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See also: French language in the United States

German

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See also: German language in the United States

The American Association of Teachers of German provides professional support and grants for teachers as well as the National German Exam, an honor society, and exchange programs for students.[8]

Indigenous languages

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See also: Indigenous languages of the United States

In the 19th century, Native American children were sent to boarding schools that forbade the use of languages besides English, contributing to widespread extinction of indigenous languages in the US.[9] The federal government now recognizes the fundamental importance of language to tribal communities.[10] A

[11] [12]

Japanese

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This section is an excerpt from Japanese language education in the United States.[edit]

Japanese language education in the United States began in the late 19th century, aimed mainly at Japanese American children and conducted by parents and community institutions. Over the course of the next century, it would slowly expand to include non-Japanese as well as native speakers (mainly children of Japanese expatriates being educated in international schools). A 2012 survey of foreign-language learners by the Japan Foundation found 4,270 teachers teaching the Japanese language to 155,939 students at 1,449 different institutions, an increase of 10.4% in the number of students since the 2009 survey.[13] The quality and focus of dialogues in Japanese textbooks meant for English-speakers has changed since the 1970s. As of 2021, according to the Japan Foundation, 161,402 people were learning Japanese in United States.[14][15][16]

Korean

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This section is an excerpt from Korean language education in the United States.[edit]

Korean language education in the United States includes learning at U.S. colleges and universities, schools, and institutions. According to a study conducted by Live the Language School (LTL), an Asian language education institution, Korean language is the second most desired language by Americans with an average monthly Google search volume of more than 130,000.[17] Korean language is one of the only three in the United States university foreign language enrollment rate to rise from 2016 to 2021. The number of Korean language learners increased from 13.9K in 2016 to 19.3K in 2021.[18]

Spanish

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See also: Spanish language in the United States

References

  1. ^ a b c Modern Language Association (2023). "Enrollments in Languages Other Than English in US Institutions of Higher Education, Fall 2021" (PDF). Modern Language Association. Retrieved 2024-08-17.
  2. ^ a b "What are LCTLs? – National LCTL Resource Center". nlrc.msu.edu. Retrieved 2024-08-17.
  3. ^ "Course & Exam Pages – AP Central | College Board". apcentral.collegeboard.org. Retrieved 2024-08-17.
  4. ^ a b c Language Learning and Deafness.
  5. ^ a b c d "In a different voice: Sign language preservation and America's deaf community". Bilingual Research Journal.
  6. ^ "How Far Does China's Influence at U.S. Universities Go? One Student Tried to Find Out".
  7. ^ "Confucius Institutes in the United States | US-China Institute". china.usc.edu. Retrieved 2024-08-17.
  8. ^ "American Association of Teachers of German | AATG". www.aatg.org. Retrieved 2024-08-17.
  9. ^ Flannery, Mary Ellen. "Educators Work to Preserve Native Languages | NEA". www.nea.org. Retrieved 2024-08-17.
  10. ^ A New Chapter for Native American Languages in the United States: A Report on Federal Agency Coordination and Support (PDF) (Report).
  11. ^ Gellman, Mneesha (2022-11-03). "Indigenous languages make inroads into public schools". The Conversation. Retrieved 2024-08-17.
  12. ^ "Native Language Schools Are Taking Back Education - YES! Magazine Solutions Journalism". YES! Magazine. Retrieved 2024-08-17.
  13. ^ "Survey on Japanese-language Education Abroad 2012". Japan Foundation. 2012. Archived from the original on September 18, 2016. Retrieved September 6, 2016.
  14. ^ https://www.jpf.go.jp/e/project/japanese/survey/result/
  15. ^ https://www.jpf.go.jp/e/project/japanese/survey/result/dl/survey2021/All_contents.pdf
  16. ^ https://www.jpf.go.jp/j/project/japanese/survey/area/country/2020/
  17. ^ "Korean ranks 2nd-most-coveted Asian language in US amid global popularity of K-pop". December 22, 2023.
  18. ^ "College students bid adieu to foreign language classes". Axios. November 15, 2023.

Laws and politics

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Language Resource Center

References

Copy 1

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High schools in Oklahoma offer Cherokee and other Indian languages as second languages to count toward a foreign language requirement, and thousands of students, both indigenous and non-indigenous, enroll in classes.[1] In North Carolina, the North Carolina House of Representatives has passed a state bill which mandates the requirement of constituent institutions of the University of North Carolina to recognize Cherokee as a language for which a student may satisfy a foreign language course requirement for degree completion.[2] The bill was introduced by North Carolina State Senators Jim Davis and Andrew Brock and was passed in the North Carolina Senate on May 13, 2013.[2]

References

  1. ^ "Oklahoma Schools Push to Keep Native Languages Alive". Indian Country: Today Media Network.com. December 6, 2012. Retrieved June 7, 2014.
  2. ^ a b Mckie B.P., Scott (July 19, 2013). "State Bill: Cherokee language recognized by UNC system". Cherokee One Feather. Retrieved June 7, 2014.

Copy 2: Debates on language education

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Language Education in the United States has brought multiple debates on the topic of teaching foreign languages to native English speakers. Cognitive arguments are used to prove that the teaching of foreign language is useful.[1] Studies have shown that over the duration of learning a second language, a student's cognitive functions are enhanced. This includes the improvement of critical thinking, mental creativity and flexibility, and mental discipline. These results are most prominent in SAT scores.[2] Benefits such of these, that have been suggested by scientists studying cognition and second languages, have pushed for education being an education benefit. States that have adopted a type of requirement for foreign language include: California, Connecticut, Delaware, Georgia, Hawaii, Idaho, Illinois, Indiana, Louisiana, Maine, Maryland, Michigan, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, West Virginia, and Wyoming.[3] The most common languages include Spanish, French, German, Latin, Russian, and Italian.[4]

In a foreign language classroom, one aspect of the curriculum is the teaching of the culture behind the language.[5] This is input into classrooms to give students a deeper meaning of the language. According to Michael Byram, to fully be able to communicate to someone with a different background, one must have insight into their lives and communication aspects.[6] It is also used to preserve a long-standing set of traditions with indigenous people. A case of this was seen in High schools in Oklahoma.[7] These high schools began to offer Cherokee and other Indian languages as second languages to count toward a foreign language requirement, and thousands of students, both indigenous and non-indigenous, enroll in these classes. In North Carolina, the North Carolina House of Representatives has passed a state bill that mandates the requirement of constituent institutions of the University of North Carolina to recognize Cherokee as a language for which a student may satisfy a foreign language course requirement for degree completion. The bill was introduced by North Carolina State Senators Jim Davis and Andrew Brock and was passed in the North Carolina Senate on May 13, 2013.[8] It is predicted by the Committee on Education and the Workforce that in 2050, only 20 languages from native people around the world.[9] This was presented to Congress, which has decided on a plan of action on recovering and saving aspects of these languages and cultures by teaching them in classrooms.

Another debate considers the pragmatic aspect of language education, meaning it focuses on the political aspect of it. The reasoning for the government promoting foreign language education among native English speakers comes with concerns for national security, economic needs, and the requirement of a second language in workplaces.[1] With a remarkably diverse country, the United States workplaces have begun requiring education of a second language, and this extra education increases the chance of a person getting a job.[10] A person only able to speak English is unable to serve and communicate with customers that speak another language. Schools are more likely to teach a foreign language if there is a higher concentration of native speakers in the area. This allows these teachings to remain useful to students and help increase their eligibility for future careers. By becoming bilingual, a person is able to fully participate and understand the world. There are more people currently speaking Mandarin than English in the world, but in the United States, less than 15 percent of schools teach it.[11] This percentage shows that the United States does not fully acknowledge other languages, and hold a mono linguistic ideology.[according to whom?] In adopting this practice of solely teaching English, we are unable to communicate with 80 percent of the world.[11]

References

  1. ^ a b Reagan, Timothy G. (2002). Language, education, and ideology : mapping the linguistic landscape of U.S. schools. Praeger. ISBN 0897897528. OCLC 890368005.
  2. ^ "Language, education, and ideology: mapping the linguistic landscape of U.S. schools". Choice Reviews Online. 41 (1): 41–0452-41-0452. 2003-09-01. doi:10.5860/choice.41-0452. ISSN 0009-4978.
  3. ^ "High School Graduation Requirements: Foreign Language". ecs.force.com. Retrieved 2019-04-01.
  4. ^ "ACTFL Completes Survey of Foreign Language Enrollments in U.S. Public Secondary Schools". Foreign Language Annals. 35 (4): 477. 2002. doi:10.1111/j.1944-9720.2002.tb01888.x. ISSN 0015-718X.
  5. ^ "Program Curriculum | Foreign Language | Bachelor's Degree | KU School of Education". Department of Curriculum and Teaching. 2012-07-31. Retrieved 2019-04-01.
  6. ^ Byram, Michael (2008-12-31). From Foreign Language Education to Education for Intercultural Citizenship. Bristol, Blue Ridge Summit: Multilingual Matters. doi:10.21832/9781847690807. ISBN 9781847690807.
  7. ^ "- Recovery And Preservation Of Native American Languages". www.govinfo.gov. Retrieved 2019-04-01.
  8. ^ Anonymous (2011-03-10). "A Chronology of Federal Law and Policy Impacting Language Minority Students". Colorín Colorado. Retrieved 2019-03-04.
  9. ^ "- RECOVERY AND PRESERVATION OF NATIVE AMERICAN LANGUAGES". www.govinfo.gov. Retrieved 2019-04-01.
  10. ^ Reagan, Timothy G. (2002). Language, education, and ideology : mapping the linguistic landscape of U.S. schools. Praeger. ISBN 0897897528. OCLC 890368005.
  11. ^ a b McWhorter, John, 4 reasons to learn a new language, retrieved 2019-04-08
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