Winter 2001
Benefits of Foreign Lanugage Study from an Historical Perspective Carmen Morales-Jones
The importance of foreign language proficiency has been tied to national security and global awareness. This article gives an historical overview of foreign language education in the United States. The author discusses major influences that have affected the opportunities for foreign language study and highlights the benefits of foreign language study in today's global, interdependent world.
Teaching foreign languages in the United States can be compared to a ride on a roller coaster. There have been ups and downs influenced by varied factors that have contributed to the rise and fall of foreign language initiatives through the years. Prior to World War 1, foreign languages were taught as part of the school curriculum in the United States, and even bilingual programs (mostly German/English) were very popular. After the war, due in part to post-war political wounds, foreign language programs came to a virtual halt. Since the lack of foreign language programs had left America's young people unable to communicate in any language other than English, in the 1940s there was an immediate
need to equip the troops with foreign language capabilities when they went abroad to fight in World War IL A little over a decade after World War II, the United States once again was caught off guard when the Russians launched Sputnik into orbit. An immediate concern was the curriculum in American schools. The call to strengthen mathematics and science teaching was widespread, and politicians and educators agreed on the need for more foreign language studies, as well. Thus, foreign language Carmen A.Morales-Jones, Ph.D., is an associate professor of education in the College of Education, Florida Atlantic University in Boca Raton. She has been president, Program Committee chairperson and newsletter editor for Alpha Omega Chapter, Florida.
The Delta Kappa Gamma Bulletin programs began to surge not only in secondary schools but also in elementary schools. Schools were equipped with state-of-the-art language laboratories as the audio-lingual method (ALM) became widespread. This initiative was a desperate cry for creating a new generation of foreign language speakers. The power of foreign language instruction as a vehicle for global understanding finally became apparent. Unfortunately, programs of the 1950s and 1960sl were unsuccessful and began to disappear due to: * lack of teachers with sufficient language skills and qualifications to teach foreign language to young students, * programs inadequate in design and without the necessary funding, * inappropriate and unrealistic goals, * inappropriate teaching methodologies, and * insufficient instructional materials.
41 global awareness. "...A nation's welfare depends in large measure on the intellectual and psychological strengths that are derived from perceptive visions of the world beyond its own boundaries." 3 Language study was related to the success of the United States in the international marketplace and to the skills required for successful and productive living in a future of increasing global interdependence. The President's Commission specifically recommended that language study begin in elementary school and continue throughout a student's entire education. In A Nation At Risk: The Imperative for Educational Reformr, the report of the National Commission on Excellence in Education, 4 the study of foreign language and culture was placed among the five "basics"-English, mathematics, computer science, social studies and the natural sciences-as a fundamen-
tal component of a sound education. International Events Create Global Awareness Twenty years after Sputnik, the national interest in foreign languages again was awakened by international events. 2 The rise of multinational corporations, the increasing importance of international trade and an oil crisis contributed to a renewed awareness of American dependence on global relationships. The 1979 President's Commission on Foreign Language and International Studies was the first of a series of commissions on education to highlight the serious situation created by the lack of foreign language skills among Americans and the need for improving opportunities for language study in schools. The importance of language study was tied to national security and
The call for a more international vision in schools and a higher priority for foreign language study was amplified. The College Board Report 5 also emphasized the importance of expanding the concept of "basic skills" to include foreign language instruction for all students. Specifically, the report credited knowledge of a foreign language with helping students prepare for careers in commerce, international relations, law, science and the arts. Furthermore, the report emphasized the development and maintenance of foreign language skills as a valuable national resource.
Curriculum Frameworks Influenced by the national reports. foreign language programs began to be developed again. Curriculum
Winter 2001 guides and works on language teaching and learning that were being developed nationwide contained rationale statements for foreign language instruction. There was a tendency in these statements to emphasize the holistic, global and communicative elements of language learning. Sandra Savignon 6 expressed it this way:
world in which nations and peoples are increasingly interdependent * develops the skills and habits essential to the learning process, creative inquiry and critical thinking * helps students increase their sensitivity to and understand-
Learning to speak another's
ing of the language, values,
language means taking one's place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interactingwith people.
customs and traditions of others
The New York State syllabus for foreign languages, Modern Languages for Communication,7 identified these
values of foreign language study: In addition to the practical application of communication skills, the benefits derived from the study of a second language are many and contribute to the attainnment of the Regents' goals for elementary and secondary education. Empirical findings indicate that second language study,
* fosters a sense of humanity and friendship * increases students' adaptability to different environments and modes of acting and thinking
* furnishes the key to thinking patterns, cultures and social institutions of other peoples * provides insights into the human mind and language itself prepares students for a
* leads students to discover and
examine their own personal values and civic responsibilities * provides insights into America's values and an appreciation of national responsibilities in the world community * is an additional asset to many careers and to professional advancement. In Wisconsin's Guide to Curriculum Planning in Foreign Language8 the following benefits of foreign language study were among those listed: Immediate benefits * increased academic achievement in the other areas of study, including reading, social studies, and mathematics * clearer understanding of the English language and greater sensitivity to structure, vocabulary, and syntax * higher SAT and ACT scores, especially in verbal areas * greater awareness and deeper
understanding of other cultures and develop a more positive interaction with people from other nations * advantageous qualifications for student exchange programs * improved knowledge of geography
The Delta Kappa Gamma Bulletin * career opportunities involving foreign language * college credits while in high school and/or a requirement for college entrance or graduation Long-range benefi.ts * additional foreign languages learned more easily * an indispensable skill in a global world * travel for business, education, or pleasure * research abroad * foreign study and business internship programs * exchange of professional ideas and information in commerce, science. law, education and the arts * enhanced career opportunities * appreciation of the esthetics of literature, music, art and folklore * flexibility in thinking processes through problem solving, conceptualizing and reasoning * satisfaction of achieving a personal goal-learning another language In Indiana's Guide to ProficiencyBased Instruction in Modern Foreign Languages for Indiana Schools,9 the following statement of foreign language philosophy was included: The purpose of foreign language education is to prepare young people to become culturally sensitive and communicatively competent travelers, students, and/or workers in other societies and cultures in the world, to interact positively and more effectively with the native speakers they meet and work with within those countries, and to evolve more of those capabilitiesfor productive citizenship in Indiana,
43 the United States, and the world.
In all of these curriculum guides, the following benefits of foreign language instruction appear consistently: * the development of a culturally sensitive individual who can interact effectively in the world, * the development of productive citizens not only in the U.S. but in the global community, * the increase in global understanding through a new generation of foreign language speakers, * the impact of preparing students for a world in which nations are increasingly interdependent. A Case for an Early Start The American Council on Education Commission on International Education expressed support for longsequenced programs that would result in proficiency. It recommended
that foreign language instruction begin as early as possible, preferably in elementary school. The National Governors' Task Force in 1990 also recommended that all students should have the opportunity to learn to speak a foreign language in their early years. Another influence on the trend toward an early start is the research that indicates that early study of a second language results in cognitive benefits, gains in academic achievement, and the development of positive attitudes towards diversity.10 In 1992, the American Council on the Teaching of Foreign Languages (ACTFL), an umbrella organization for language teachers at all levels, and the National Foreign Language Center established an initiative-The New American: Project 2017-to lay
Winter 2001
44 the groundwork for second language programs that progress smoothly from elementary school through the university level. The national initiative Goals 2000 also has become an important influence on early foreign language study. In this initiative, foreign languages are designated as part of the core curriculum. As part of this initiative, the foreign language profession has developed national standards for foreign language programs beginning in kindergarten and continuing through twelfth grade. Although these standards are not mandatory, they are certain to increase even further the interest in starting foreign language study in the early grades."
Looking Toward the Future Foreign language education in United States schools is on the rise again. School districts are funding programs beginning in elementary school and progressing through high school. Foreign language magnet schools are no longer rare. Some elementary schools are even experimenting with bilingual instruction for all students. Some states, like North Carolina, have incorporated foreign languages as a mandatory subject for all students. A positive influence on foreign language instruction is the realization that the twenty-first century will continue to challenge global understanding. It is encouraging that the United States can look forward to future generations of foreign language speakers. The roller coaster perhaps will come to a standstill at the top of the rise, looking upon a bright horizon, a permanent commitment to foreign language instruction for all generations to come. A
References 1. Rosenbush, Marcia. "Guidelines for Starting an Elementary School Foreign Language Program." ERIC Digest, June 1995: http://wwvw.cal.org/ericcl]IdigestlrosenbOl.ht ml 2. Curtain, H., and C.A. Pesola. Language and Children: Making the Match (2nd ed.) lWlhite Plains, N.Y.: Longman, 1994. 3. President's Commission on Foreign Language and International Studies. Strength Through Wisdom: A Critique of U.S. Capabity. Washington, D.C., U.S. Government Printing Office, 1979. 4. Gardner, David P. (ed.) A Nation at Risk: The Imperative of Education Reform. Washington, D.C.: U.S. Department of Education, 1983. 5. College Board. Academic Preparationfor College: What Students ANeed to Know and Be Able to Do. New York: Author, 1983. 6. Savignon, Sandra. Communicative Competence: Theory and Classroom Practices, Texts and Contexts in Second Language Learning, Reading, Mass.: Addison-Wesley, 1983. 7. New York State Education Department. Modern Languages for Communication: New York State Syllabus, Albany, N.Y.: N.Y. State Education Department, 1987. 8. Grittner, Frank (ed). A Guide to Curriculum Planningin Foreign Language. Madison, Wisc.: Wisconsin Department of Public Instruction, 1985. 9. Strasheim, Lorraine A., and Walter H. Bantz. Modern ForeignLanguage Generic Competencies Levels I-IV. Indianapolis: Indiana Department of Education, 1984. 1O. Rosenbush. Il.lbid
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TITLE: Benefits of foreign lanugage {i.e. language} study from an historical perspective SOURCE: The Delta Kappa Gamma Bulletin 67 no2 Wint 2001 WN: 0134903595006 The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited.
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