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There are 7 Communication Modes to discover

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There are 7 Communication Modes to discover

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CAL has completed a comprehensive survey of K-12 foreign language programs nationwide, describing how our schools are meeting the need for language instruction to prepare global citizens. For comparative purposes, the survey has collected statistical data in 1987, 1997, and 2008. Elementary and secondary schools from a nationally representative sample of more the 5,000 public and private schools completed a questionnaire during the 2007-2008 school year. The 2008 survey results complement and enhance the field's existing knowledge base regarding foreign language instruction and enrollment in the United States.

The report of the survey, Foreign Language Teaching in U.S. Schools: Results of a National Survey, provides detailed information on current patterns and shifts over the past 20 years in languages and programs offered, enrollment in language programs, curricula, assessment, and teaching materials, qualifications, and trainings, as well as reactions to national reform issues such as the national foreign language standards and the No Child Left Behind (NCLB) legislation. The survey results revealed that foreign language instruction remained relatively stable at the high school level over the past decade but decreased substantially in elementary and middle schools. Moreover, only a small percentage of the elementary and middle schools not teaching languages planned to implement a language program within the next two years. The findings indicate a serious disconnect between the national call to educate world citizens with high-level language skills and the current state of foreign language instruction in schools across the country. This report contains complete survey results, along with recommendations on developing rigorous long sequence (K-12 programs whose goals are for students to achieve high levels of language proficiency, and are of interest to anyone interested in increasing language capacity in the United States. 2010

Read about the survey methodology.
Order online from the CAL Store

The printing and production of Foreign Language Teaching in U.S. Schools: Results of a National Survey was made possible by the generous support of Santillana USA.

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Foreign Language Teaching in U.S. Schools: Results of a National Survey

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CAL has completed a comprehensive survey of K-12 foreign language programs nationwide, describing how our schools are meeting the need for language instruction to prepare global citizens. For comparative purposes, the survey has collected statistical data in 1987, 1997, and 2008.

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This user note is for the detailed table package titled "Detailed Languages Spoken at Home and Ability to Speak English for the Population 5 Years and Over: 2009-2013." The tables are available for the following geographies:

nation

each of the 50 states, plus Washington, D.C. and Puerto Rico

counties with 100,000 or more total population and 25,000 or more speakers of languages other than English and Spanish

core-based statistical areas (metropolitan statistical areas and micropolitan statistical areas) with 100,000 or more total population and 25,000 or more speakers of languages other than English and Spanish

The American Community Survey (ACS) 2009-2013 multi-year data are used to list all languages spoken in the United States that were reported during the sample period. These tables provide detailed counts of many more languages than the 39 languages and language groups that are published annually as a part of the routine ACS data release. This is the second tabulation beyond 39 languages since ACS began.

The tables include all languages that were reported in each geography during the 2009 to 2013 sampling period. For the purpose of tabulation, reported languages are classified in one of 380 possible languages or language groups. Because the data are a sample of the total population, there may be languages spoken that are not reported, either because the ACS did not sample the households where those languages are spoken, or because the person filling out the survey did not report the language or reported another language instead.

The tables also provide information about self-reported English-speaking ability. Respondents who reported speaking a language other than English were asked to indicate their ability to speak English in one of the following categories: "Very well," "Well," "Not well," or "Not at all." The data on ability to speak English represent the person's own perception about his or her own ability or, because ACS questionnaires are usually completed by one household member, the responses may represent the perception of another household member.

These tables are also available through the Census Bureau's application programming interface (API). Please see the developers page for additional details on how to use the API to access these data.

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Detailed Languages Spoken at Home and Ability to Speak English

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This user note is for the detailed table package titled "Detailed Languages Spoken at Home and Ability to Speak English for the Population 5 Years and Over: 2009-2013." The tables are available for the following geographies: nation each of the 50 states, plus Washington, D.C.

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Abstract

With President George W. Bush's unprecedented call in January 2006 to expand the foreign language capacity of the United States, it has become clear that languages other than English (LOE) are of great interest to public policy in the United States. Yet the language capacity of the United States remains poorly documented. The 2000 General Social Survey (GSS) included new questions concerning the languages spoken by 1,398 respondents. Although about one quarter (26%) of respondents to this GSS sample claimed they could speak another language, only 10% overall said they could speak it very well. Those respondents who speak a foreign language were typically aged 25-44, graduate school educated, self-identified as being of a race other than White, and living in large metropolitan cities and on the coasts. Spanish (50%), French (15%), and German (9%) were the most common languages spoken by the survey respondents. Whereas 67% of respondents who learned the language at home as a child said they could speak it very well, only 10% of those who learned it in school or elsewhere did speak it very well. As expected, LOE speakers gave significantly more responses revealing support of LOE and policies favorable to immigration, with LOE-home speakers being more positive about these issues than LOE speakers who learned the language at school. These findings can help to inform national policy debates concerning how best to address the language needs of the United States.

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Speaking Foreign Languages in the United States: Correlates, Trends, and Possible Consequences

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With President George W. Bush's unprecedented call in January 2006 to expand the foreign language capacity of the United States, it has become clear that languages other than English (LOE) are of great interest to public policy in the United States. Yet the language capacity of the United States remains poorly documented.

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Demand is growing for multilingual work talent. Organizations are increasingly seeking employees who can speak more than one language, according to a 2017 report from New American Economy. This is particularly true for companies and industries that provide services requiring high levels of human interaction, such as finance and health care.

And yet, foreign-language instruction does not appear to be a top priority in K-12 schools in America. A Pew Research report shows that 91% of students in European schools are learning English, while just 14% of US students are learning Spanish, 2% are learning French and 1% is learning German. What's the reason for this variance?

We discussed this issue and the urgency of foreign-language instruction for the next-generation workforce with Howie Berman, executive director of ACTFL, a member association of foreign-language teachers. The following conversation has been edited for brevity and format.

The data from the Pew report shows a staggering disparity in foreign-language learning among students in the United States and in Europe. What do you think is the reason -- or reasons -- for this disparity?

It is true that for many years here in the US, language learning has not been a priority. That thinking is part of a larger mindset about what language learning looks like in the 21 st century, our place in the world and the myriad of benefits language learning affords.

There is certainly a traditional view of language learning among a large swath of the public. Many adults today look back at their experience learning French or Spanish in high school, for example, and will attest to the fact that they barely speak a word in the target language today. But language learning in the 21 st century has evolved -- it places greater emphasis on authentic, learner-focused, culturally-relevant activities. Educators can harness technology to use as a complementary tool, gamifying learning and assessing student progress.

We hear constantly in this country that "everyone around the globe speaks English, so what's the point of learning another language?" To be blunt, it just isn't the case. Most estimates point to between 1.5 and 2 billion people speaking English (about 20-25%) worldwide, but only a fraction are native speakers -- the rest have relatively low levels of proficiency. While English is spoken in more than 100 countries, languages like Arabic, French, Chinese, Spanish, German, and Persian are also widely spoken throughout the globe. Bengali, spoken by more than 265M people primarily in Bangladesh and India, has more speakers than German (132M) and Japanese (126M) combined. And according to the US Census Bureau, it is estimated that about 65 million people speak a language other than English at home. Language diversity is widespread, and it is here to stay.

With this English-only worldview comes a related view that language learning can't help you get a job. Again, this idea is patently false. In a recent study conducted by Ipsos Public Affairs for ACTFL, nine out of 10 US-based employers report a reliance on language skills other than English among their employee base. Nearly one-third report a high dependency. And while STEM subjects are still the most popular among US K-12 curricula, language should be recognized as interdependent and critical to producing a globally competent workforce.

If this trend continues, what impact could it have on the next-generation workforce? Is foreign language an important work skill?

If the trend continues, it will have devastating effects on our workforce for generations. The demand for language skills is greater than it's ever been before -- and it is only getting bigger. We see increasing demand for multiple languages across sectors regardless of size of the business. What might be most surprising is the fact that, referring back to that same 2019 ACTFL study, US employers are almost twice as likely to deploy their language capacity domestically than internationally, with 97% using these skills to some extent domestically and only 54% overseas.

In other words, it's a myth that you only need to learn a language if you're planning to work abroad; language skills are needed to boost our workforce here at home.

Secretary of State Mike Pompeo recently penned an op-ed for Newsweek in which he talks about the importance of foreign-language proficiency. In it he says that Congress should pass legislation that would create college-tuition vouchers for language study. What do you think of this idea and what other ways can we make language study more accessible?

I'm pleased to see the secretary of state expressing his support for language proficiency and study. While details of a college tuition voucher-like system for language study are murky (would they divert funds intended for public use?), I think it's wonderful that the State Department has created a website to bring together information on the language programs it offers, like the Critical Languages Scholarship, the National Security Language Initiative for Youth and Fulbright Foreign Language Teaching Assistants.

I do think, however, there are many other ways to make language study more accessible. To start, we need more language teachers across the US -- recent data points to a teacher deficit in 44 states and the District of Columbia. Having less qualified teachers available allows schools and districts to cut programs, resulting in less access for students. Research shows that 40% to 50% percent of teachers leave withinfive years of their first teaching job, so ensuring new teachers have access to mentoring, professional development and professional learning communities is critical.

So, if we have more teachers, we solve the problem? Not entirely. This is also an issue of equity and access. While the effectiveness of language teaching and learning has reached levels not seen before, enrollments in the US are uneven, especially for BIPOC, heritage, English-language learners, and students in inner cities and rural communities. This means investing in things like technology (devices and internet) and professionally translated materials for families whose first language isn't English, for example. In the COVID-19 era, this is even more critical and should be addressed in Congressional stimulus.

Foreign language instruction does not usually begin in school until high school. Should we start earlier?

Absolutely. Research shows that language learning at an early age leads to increased cognition, improved academic performance, high self-esteem, empathy, and a whole host of other benefits. And while it's never too late to learn a language, we give students a better chance at reaching higher levels of language proficiency if they begin learning EARLY. Higher levels of proficiency in middle and high school will hopefully translate to more language programs offered in colleges and universities. More proficiency-based language courses and interdisciplinary programs offered at the college and university level translate to better prepared global citizens and employees in the 21 st century.

How do we change the mindset that foreign language is a "nice to have" as opposed to a "must-have"? How do we create more urgency for it?

As a country with the richness of language diversity as the US has (more than 300 languages in addition to English spoken), we have taken this asset for granted for far too long. Languages connect us to each other. They help us understand other cultures and other people. In the case of national security and defense, they help keep us safe. Economically, the demand for language skills will only increase as we become more diverse linguistically at home and the international economy becomes further globalized. Again, referring to the 2019 ACTFL study on language skills in the US workforce, one in three language-dependent employers reported a language skills gap and an astounding one in four either lost business or were unable to go after business due to a lack of language skills among their employees. Think about that. A lack of language skills is costing US businesses real dollars. And it only gets more dire if we don't take serious action to invest in language education, educators, and learners.

What does this look like? We start by advocating for funding of early language programs through high school and beyond. We focus on equity, advocating for programs that bridge the language access gap and ensure ALL students can learn another language, not just the privileged. We invest in a pipeline of well-prepared, diverse educators so that our learners have access to high-quality teaching, focusing on college affordability, debt forgiveness and teacher preparation. And we make sure high-quality professional development is widely available to teachers, regardless of where or who they teach.

On top of the existing challenges we normally face, COVID-19 has dramatically raised the stakes when it comes to ensuring that every student in the US can learn a second (or third) language. There is no doubt that if we fail to act as a country, we will miss a great opportunity. Now is the time to act.
Editor's note: This story has been updated with revised data about the rates of first-time teachers leaving the field. Kanoe Namahoe is the director of content for SmartBrief Education and Business Services. Email her at kanoe.namahoe@futurenet.com Like this article? Sign up for ACTFL SmartBrief to get news like this in your inbox, or check out all of SmartBrief's education newsletters, covering educational leadership, English-language arts, special education, math instruction and more.

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Why foreign-language skills matter for the next-generation workforce

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Demand is growing for multilingual work talent. Organizations are increasingly seeking employees who can speak more than one language, according to a 2017 report from New American Economy. This is particularly true for companies and industries that provide services requiring high levels of human interaction, such as finance and health care.

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There is a critical national requirement for skilled speakers of languages other than English. The need is not new. It has been recognized and documented for more than fifty years in reports of high‐level commissions, published analytical studies, and testimony by government and private figures before both houses of Congress, reports in national and local news media, and in a major presidential initiative. As a result of 21st century economic globalization and international terrorism, it has never been more urgent to develop American citizens who fully understand and can communicate effectively with people of other cultures. Although several steps are being taken to begin to address this need, they are isolated and lack central coordination and accountability; to meet the need requires a comprehensive long‐term national strategy. The purpose of this paper is to recommend the necessary components of such a strategy.

Download the free PDF.

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Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework

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There is a critical national requirement for skilled speakers of languages other than English. The need is not new. It has been recognized and documented for more than fifty years in reports of high‐level commissions, published analytical studies, and testimony by government and private figures before both houses of Congress, reports in national and local news media, and in a major presidential initiative.

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"My daughter organizes a virtual sleepover every Friday with her friends. It's been a great way for them to connect, as some are in e-learning, some are home-schooling this year and some are in-person. They use Discord and get online around 6 p.m., play Roblox together and watch a movie in party mode on Disney+. After a long, lonely summer (she's an only child), it brings me so much joy to hear shrieks and giggles coming from her room, both hers and her friends'."
- Stephanie Kuenn, Chicago
"My 10-year-old and her BFF have a standing weekly Snapchat date, where they talk and use silly filters and 'play' together. She also has started a pen pal friendship with my college friend's daughter, who is her age but lives on a farm in a different state. She writes and asks about her life, how she's doing and shares the same about hers. It's been really sweet. They had met once or twice as much younger kids, and it's cute how they've made a bond of their own through letters during this time."
- Amy Varga, Tualatin, Ore.
"My children do scavenger hunts via Zoom. They give each other clues, run around the house to find the object, run back to the computer. It's entertaining and a fun way to connect with their cousins and friends."
- Nidal Khaja, Istanbul, Turkey
"In 2019, my 11-year-old daughter had the opportunity to study in Tartu, Estonia, for a semester and got to make lots of friends but didn't keep in touch much when she got back, because she'd rather run around and play physically with her friends outside.

Fast forward to mid-2020 and with being online constantly, she was able to reconnect with her friends back in Tartu, and they have a blossoming friendship. Technology gave her back that much-needed human connection."
- Arufeni Mnene Orawo, Nairobi, Kenya
"Our daughter will be 2 in early February. We usually see her grandparents at least a few times a year, even my husband's parents who are on the opposite side of the country. They've canceled four trips out here this year. But we've been FaceTiming with them much more than we normally would. She now knows their names and asks us to call them regularly. They're even in her 'roll call,' when she's singing a song and inserts the names of all the people she knows. It's sad that she can't see them in person, but I feel like the pandemic has ensured she's building an even stronger relationship with them, even from afar."
- Cassie Blom, Aptos, Calif.
"Our 18-month-old son is our first child. Both of my parents are high risk and have only been able to interact with him virtually since March. During our last chat, my son could not stop kissing his granny on the face and at one point gave the iPad a hug. The love and connection are still there, even if virtually."
- Hillary Luther, Minneapolis

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"My daughter organizes a virtual sleepover every Friday with her friends. It's been a great way for them to connect, as some are in e-learning, some are home-schooling this year and some are in-person. They use Discord and get online around 6 p.m., play Roblox together and watch a movie in party mode on Disney+.

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This document highlights information from two recent research reports from two highly-regarded organizations - the American Academy of Arts and Sciences and the National Academy of Sciences, outlining the benefits of bilingualism in an easy-to-read format and delineating next steps for educators working with language learners.

Download the free PDF.

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How Can the U.S. Overcome its Linguistic Deficit? The Findings of Two National Reports on Language Learners - A CAL Commentary

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This document highlights information from two recent research reports from two highly-regarded organizations - the American Academy of Arts and Sciences and the National Academy of Sciences, outlining the benefits of bilingualism in an easy-to-read format and delineating next steps for educators working with language learners. Download the free PDF.

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America's Languages: Investing in Language Education for the 21st Century

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The Commission on Language Learning examined the current state of language education, projected what the nation's education needs would be in the future, and offered recommendations for ways to meet those needs.