Last Thursday I attended a hearing by the Senate Subcommittee on Oversight of Government Management, the Federal Workforce, and the District of Columbia. The purposes of the hearing "Closing the Language Gap: Improving the Federal Government's Foreign Language Capabilities" were to examine the current language capabilities and needs of government employees, particularly at the Departments of Homeland Security and Defense, and to explore potential methods of improving language education for both American youth and current government employees. Chairman Daniel K. Akaka (D-HA) opened the hearing by stating the importance of foreign language skills in the Departments of Homeland Security and Defense and noting that language skills have not been emphasized enough in the past. While both departments were supposed to be taking steps towards improving their language capabilities, satisfactory progress has not been made. Therefore, Senator Akaka expressed interest in exploring the methods of improving language skills.
The first panel to testify consisted of team members from the Departments of Homeland Security and Defense. They were able to provide a current picture of the foreign language capabilities of the Departments, which were surprisingly low to me. The panel noted that their Departments have relatively low understandings of some of the languages being used today in Afghanistan. This seems alarming as we have troops trying to provide aid in a dangerous war zone who may not be able to communicate with the natives.
The second panel testified about ways to improve language capabilities in our country. One method to improve skills is a language immersion program, which would allow participants to experience the language that they are trying to learn first hand. The other method advocated was improved education for students in K-12 and at the undergraduate level.
Prior to this hearing, I had not considered the importance of language education for people who were planning to go into the army. Many students at the school where I attended high school did not want to take a foreign language because they believed it to be a waste of time. However, for those of them who ended up in the military, it may have proved to be useful. In addition, I have always thought of the language requirement of a bachelor's degree as just a few extra classes to take. Now I am starting to question if just four classes of foreign language is really enough. Perhaps undergraduates should be encouraged to learn at least one additional language, regardless of their career plans. It may be useful in the future. Perhaps this is a university policy that will change in the future. - Kelly F.
"Now I am starting to question if just four classes of foreign language is really enough."
ReplyDeleteIt's nowhere near enough, of course. But we have so few incentives. Young people waiting tables anywhere in Europe have three or four languages that they can actually use. It's profoundly humbling.
My policy paper actually addresses this exact issue(or at least it's part of my argument). It's very interesting when you think about in comparison to the rest of the world, the US lags far behind in foreign language competitiveness.
ReplyDeleteAs the world becomes more globalized through culture, technology, and the economy, having a basic understanding of at least one other language beyond English is imperative to our national security and global competitiveness. Especially knowledge of languages in developing countries and the Middle East.
Without giving away too much about my paper, one piece of legislation that has the potential to help improve and better promote foreign language study in the US is the Paul Simon Study Abroad Foundation Act of 2009. For more information on this piece of legislation, which currently is waiting for approval by the Senate, visit http://www.nafsa.org/public_policy.sec/commission_on_the_abraham/
M.A.
As someone who started off as a language major and has taken French since the age of 12, I can attest to the fact that four foreign language classes are not enough. The problem is more than just the quantity required, however, it's also the quality of the classes. I've taken language classes where the total amount of time I actually spent speaking the language was probably less than an hour per quarter. Since everyone has to go through the first four classes, it's difficult for professors to create an atmosphere of learning (and willingness to learn). Because of this, many foreign language classes in America are focused on reading and writing, with some listening involved. Interactive activities designed to give students an opportunity to practice the language usually result in whispered conversations in English rather than valuable practice time.
ReplyDeleteDr. Kolson is right in that the problem is a lack of incentives. To master a language is time-consuming and exhausting, and without true necessity students often lack the drive required.
-KS