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Align benefits of language education with the competences valued by colleges and employers.

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career readiness; skills and abilities employers seek in new hires; competencies that prepare college graduates for the work force

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The career readiness of college graduates is an important issue in higher education, in the labor market, and in the public arena. The National Association of Colleges and Employers developed a definition, based on research among employers, identifying seven competencies associated with career readiness.

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World Readiness as Career Readiness | Language Magazine | Jan 2025

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World Readiness as Career Readiness | Language Magazine | Jan 2025

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Lanier (2025) World Readiness as Career Readiness: Attracting Investment in Language Education

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World language enrollments are declining and technology is advancing faster than we can imagine. How can we keep attracting investment in language learning and teaching? Threats and Opportunities for Language Learning… The End Is Not in Sight In the year that I was born, coincidentally, Douglas Adams introduced the world to a very useful little creature called the Babel fish. This “cyborganism” would live in your ear, feed on your brain waves, and allow you to interpret every language you encountered. The original Babel fish was fictional, but it inspired the name of the first free online translator. Announcing the

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ED.gov Initiatives: "Raise the Bar: Pathways to Multilingualism" 

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ED.gov Initiatives: "Raise the Bar: Pathways to Multilingualism" 

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https://www.ed.gov/about/ed-initiatives/raise-bar/raise-the-bar-pathways-to-multilingualism

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Explore the U.S. Department of Education’s call to action to transform education and unite around what truly works — based on decades of experience and research — to advance educational equity and excellence.

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Language Certification in (and for) the Workplace

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Language Certification in (and for) the Workplace

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You - or your students - can get higher pay and more opportunities thanks to multilingual skills - but how will you document language proficiency for employers?

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Language Credentials & Careers — Global Seal of Biliteracy

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HLEnet: Your Global Call to Action Checklist

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HLEnet: Your Global Call to Action Checklist

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See the Global Call to Action for Heritage Language Education: https://menntavisindastofnun.hi.is/is/global-call-hle

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Your simple guide to making a difference: Global Call to Action checklist now available!

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We’ve made it easier than ever to take action with a handy checklist!

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Language is Your Career Superpower! Download posters from LTI

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Language is Your Career Superpower! Download posters from LTI

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From Language Testing International, the organization that offers the ACTFL OPI, WPT, and AAPPL exams. Read more: https://www.languagetesting.com/blog/leveraging-language-as-an-employability-asset-in-career-and-technical-education/

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How can you make the case the multilingualism = career-readiness and ALSO contribute to diversity, equity, and inclusion (DEI) efforts at your school? Coordinate with Career and Technical Education (CTE)! Also see this blog post from Language Testing International: https://www.languagetesting.com/blog/the-power-of-multilingualism-elevating-employability-in-career-and-technical-education/

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Career & Technical Education

Tailoring world language instruction to the trades that students study in CTE programs can equip them for on-the-job conversations.

My colleague stopped me in the hall one day to share a story: "This student's abuelo asked when [the students] were going to learn how to say 'Grab the drywall' in Spanish." We both cheered: For the 2022-23 school year, the world language department in the vocational school where I work aimed to integrate career and technical education (CTE) language into our instruction, and this family tale meant that the integration was working its magic.

Incorporating CTE concepts into world language instruction necessitated the introduction of conversational CTE vocabulary. The goal was for students to communicate with workers and customers who do not speak English while learning words and phrases that pertain to the curricula of our CTE school.

Exposing students to these concepts and skills affords them novice speaking abilities in their target language, pertaining to the trades in which they're gaining expertise. It also builds relevance, which increases student motivation.

To that end, the initiative has grown into a student-led activity, promoting autonomy. Students collaborate to identify, evaluate, and assess key phrases that benefit their industry. Ultimately, they compile the vocabulary and phrases in a CTE dictionary that serves as a reference for students.

What does a student-developed, teacher-facilitated CTE dictionary geared toward students' trades look like?

Getting Started

The first step in presenting this idea to teachers included listening to the podcast "We Teach Languages, Episode 151: Task-Based Language Teaching and Heritage Learning." We listened with an ear toward adopting these practices through the lens of CTE language. Then I asked teachers to share their ideas on a collaborative Google Slide to make collaborative thinking visible.

From there, the department discussed their ideas and how this approach could build relevance and increase engagement in the classroom. Teachers agreed that CTE-centered language was not included in the world language curricula. We were committed to considering how best to individualize language learning for the students' CTE academy.

Determining Structure

The department needed to develop a format in order to proceed. Two upper-level language teachers visited SlidesMania and found the " Building Vocabulary-Foreign Languages " template. They presented the template to their students and asked them how it might work as a CTE dictionary aimed at helping them communicate in their future careers. Students loved the template and were eager to dive in-an important moment that fostered a connection between students and curricula.

From there, world language teachers presented the project idea to our department and discussed implementation. We decided to use Flip to add video to the slides. And to further differentiate the assignment, we made sure that the podcast feature was available. Video and audio elements served as formative assessments: Teachers could review students' pronunciations and word selections prior to the publication of students' CTE dictionaries.

We decided to divide students into groups according to their trade: engineering, automotive, health sciences, etc. This division allowed students to build dictionaries customized to their chosen fields. We tasked them with collaborating to determine what information was most important to include, assessing and evaluating what words would be most appropriate for the project at hand.

Piloting the Project

Upper-level teachers included the project in their classes as a pilot and presented at our department meeting, reporting that participating students were excited and engaged and felt ownership over the activity.

However, there was an obstacle: At times, students weren't finding the right words to use in certain situations. This opened up a useful opportunity to teach students about situations common to their trades that might require different language than previously expected, galvanizing deep thinking about word choice.

As the project unfolded, participating teachers decided to streamline some of the academy language. To maintain continuity, they carved out time in monthly meetings to develop consistent language across the classes but maintained student involvement by collecting input for group consideration.

As we approach the second year of the project, we plan to ask students to include their CTE dictionaries in their digital portfolios so that the dictionaries will serve as living documents, ready for students to access throughout their trade training and into their careers.

Developing the requirements for a CTE dictionary might take time, but deciding on the minimal CTE language acquisition needed for novice, intermediate, and advanced learners will help. Here are some other ways to navigate common implementation challenges:

Novice speakers are new to the academies and do not have a lot of CTE language at their disposal. This is a great time to see what students do know: the name of the academy, for example, or different career opportunities, tools, and other basic vocabulary. Once you've assessed students' background knowledge, you can better individualize and scaffold instruction.

You may find that you do not have enough students in a trade group to engage in this in-depth collaboration. If this is the case, consider allowing students to collaborate with other classes asynchronously through Flip.

To make learning more multimodal, you might invite students to use Canva to create websites, tutorials, videos, infographics, comics, and more. Or Flip, with which students might role-play interactions, create podcasts, or design mini vocabulary lessons based on their dictionary. You might also invite native speakers into the project to help students identify language to include in their dictionary, making the project even more collaborative-and perhaps connected to the community beyond your classroom.

CTE dictionaries not only enhance students' language acquisition; they also ignite engagement and self-efficacy in the world language class, building opportunities for true teamwork among students and all project stakeholders-skills that are transferable across trades in and beyond school.

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Combining Career and Technical Education With World Language Instruction

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Tailoring world language instruction to the trades that students study in CTE programs can equip them for on-the-job conversations.

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World Languages & Cultures

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About

What Can I Do With This Major? is a website featuring 106 major profiles with information on common career paths, types of employers that hire in the field, and strategies to maximize opportunities. Links to professional associations, occupational outlook information, and job search resources are included.

The resource is produced by the University of Tennessee's Center for Career Development & Academic Exploration and rights to access it are sold through a subscription. Watch an introductory video and visit the webstore for pricing information. If you are a student, contact your school's career center.

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What Can I Do With This Major? is a website featuring 106 major profiles with information on common career paths, types of employers that hire in the field, and strategies to maximize opportunities. Links to professional associations, occupational outlook information, and job search resources are included.

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Bilingual Employees & Job Market - LTI Blog

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LTI Blog: Bilingual Employees & Job Market

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LTI Blog: Bilingual Employees & Job Market

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Multilingualism = Career Readiness. Do your administrators, parents, advisors, school board, and teachers of other subject areas know that?

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Bilingual Employees & Job Market - LTI Blog

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bilingual Bilingual Employees & Job Market bilingual professionals bilingualism determining proficiency Hiring hiring bilingual employees hiring multilinguals HR language assessment language in the workplace Language Is Your Superpower language proficiency language skills language testing multilingual multilingual employees multilingual professionals multilingualism

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Ten Reasons to Learn a Foreign Language - According to ChatGPT

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Ask ChatGPT: Why learn an additional language?

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Ask ChatGPT: Why learn an additional language?

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Per Urlaub, Director of Global Languages, posed our question to ChatGPT and shared the (on point, IMHO) AI-generated answer.

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Many modern language departments at colleges and universities in the United States feature on their website lists to convince prospective students (and their parents) of the benefits of learning a foreign language. This seems to be a uniquely American genre. Outside the United States, individuals do not need to be enlightened that there are benefits to language study. These lists frequently start with highlighting the career benefits and income boost as well as protection against Alzheimer's disease, dementia, and cognitive decline associated to second language proficiency. Only then, after money and health are covered, we tell our students that being able to communicate in and through a foreign language represents a value in itself, because it enables us to listen to and learn from others. Language proficiency is a powerful key to gain access to different perspectives. We have known this - of course - at least since 1922, when Ludwig Wittgenstein postulated that the limits of one's language represent the limits of one's world, but for our students and their parents, this may be new.

Because these days departments do not revamp their sites more than once each decade when coordinated by an institutionalize marketing team, none of these lists address the white elephant that entered the language classroom in December 2022: ChatGPT! How can we still convince our students of all the good things associated to years and years of tedious language study, when all of them have access to machine translation and generative AI apps on their smartphones?

So, here is my suggestion: If your students ask you, why they should spend time, effort, and energy into learning a foreign language, given that machine translation and generative AI applications appear to be more than happy and very capable to do the work for them, you should simply tell them: If you believe that ChatGPT is so smart, don't ask me, ask ChatGPT!

Should they do that, they will read the list below. For many, I sincerely hope, the output from ChatGPT may be more convincing than their professor's reflections on Wittgenstein and the limits of one's world.
Dear ChatGPT! Can you give me ten reasons why it is still a good idea for an individual and for our society to spend time, effort, and resources into learning languages in the age of machine translation and generative AI? Thank you! Of course! Here are 10 reasons why it's still valuable for individuals and society to invest in learning languages, even in the age of machine translation and generative AI: In summary, while machine translation and generative AI have undoubtedly transformed language dynamics, the benefits of learning languages remain significant for individuals and society, offering cultural enrichment, enhanced communication, cognitive benefits, career opportunities, and much more.
This blog post was inspired by a comment made by Professor Shigeru Miyagawa during the MIT Festival of Learning in January 2024.

ChatGPT-3.5 was used on February 26 to elicit the output. Output is unedited.

If you want to use ideas from this posting in your work, do the right thing and cite me as your source. You can do this as follows, if you use APA:

Doe, J. (2024, February 26). The Importance of Optimism. LinkedIn. https://www.linkedin.com/article/example

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Ten Reasons to Learn a Foreign Language - According to ChatGPT

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Many modern language departments at colleges and universities in the United States feature on their website lists to convince prospective students (and their parents) of the benefits of learning a foreign language. This seems to be a uniquely American genre.

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Teacher Shortage Areas - U.S. Dept of Education

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Teacher Shortage Areas - U.S. Dept of Education

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https://tsa.ed.gov/#/home/

Over 30 states report shortages of world language teachers. That means opportunities for grants and loan forgiveness for highly-qualified teachers who serve for a sufficient length of time. See: https://studentaid.gov.

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***** LOGIN INSTRUCTIONS HAVE CHANGED, TO VIEW UPDATED INSTRUCTIONS CLICK HERE *****

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Top 10 Benefits of Learning a World Language

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Top 10 Benefits of Learning a World Language

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https://www.languageconnectsfoundation.org/connect-with-language/the-benefits-of-learning-languages

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1. Improve Your Career & Business

When employers list the skills they most seek in a candidate, "knowing more than one language" is listed among the top eight-regardless of the job title, the economic sector, or the candidate's experience. In other words, whether you're an engineer, a restaurant server, a salesperson, or a small business owner-any role in any sector-multilingualism will serve your professional goals well.

And while knowing more than one language is a powerful way to distinguish yourself from your peers and colleagues, it's becoming less of a nice-to-have and more of a job requirement. A full 90% of U.S. employers report relying on employees who speak more than one language-with one in three of these businesses reporting a significant "language skills gap."

2. Build Deeper Connections With More People

When you can communicate with someone in her language, you open up infinite ways to connect. The entire experience of interacting with your fellow humans-getting to know them, working alongside them-is enriched by sharing their language. You will be shaped by communities. You will be humbled by the kindness of strangers. You will build lifelong friendships.

When you can communicate with someone in her language, you open up infinite ways to connect.

3. Sharpen Your Decision-Making

Decisions made in a second language are more reason-driven than decisions made in your first language. When tackling a challenge in a second (or third or fourth) language, you gain the objectivity and emotional distance you need to properly assess the situation. The result? Clear-eyed choices made through sound, systematic thinking.

4. Feed Your Brain

Research indicates that people who speak more than one language develop a better memory, talent for problem-solving, ability to concentrate, and tendency to be creative than people who speak only one language. Knowing at least a second language also reduces the chances of cognitive decline as you age.

5. Treasure Other Cultures

Culture is the collection of a group's traditions, arts, customs, social institutions, and achievements, passed from generation to generation. But the surest way to understand a culture-to know it, empathize with it, and come to adore it-is to know its language. In studies, children who have studied an additional language like and respect the culture associated with that language, as well as demonstrate higher levels of empathy and tolerance. Language learning deepens and expands the way we move through the world.

Language learning deepens and expands the way we move through the world.

6. See the World (More Fully)

When you travel somewhere and know the language, the entire experience transforms. Traveling becomes more dynamic-more full of nuance and opportunities. Knowing the language lets you escape the "tourist bubble" and to interact with people and places nobody else could. You can read the street signs to find amazing locales, engage in more meaningful conversation, and immerse yourself in local culture, food, and art.

7. Boost Your Confidence

As you're learning a language, you'll make plenty of mistakes-often in front of the audience of your teacher and classmates. But these "mistakes" are actually steps toward becoming a more proficient speaker and more resilient learner. Studying a language allows you to take risks and step into something new and slightly uncomfortable, offering a fantastic chance to grow and mature. And when you eventually find yourself conversing with someone in their language, your sense of accomplishment will be unparalleled.

Studying a language allows you to take risks and step into something new and slightly uncomfortable, offering a fantastic chance to grow and mature.

8. Expand Your Perspective

Learning another language means learning another culture. And learning another culture means drawing comparisons between it and your own culture. You naturally discover places-places both positive and negative-where the cultures diverge. Your understanding of the awesomeness of humanity's diversity and ingenuity grows in a thousand new directions.

9. Experience Art in Its Original Form

Most of the world's history and art-its books, news, films, music, essays, stories, and online experiences-are in a language you don't (yet) know. With more than 7,000 spoken languages on Earth, you could spend countless lifetimes exploring the many source materials if only you knew the language. Reading a love poem by Neruda in its original Spanish, reciting Homer's epics in their original Greek, or watching "Rashomon" in Kurosawa's original Japanese-these are all profound experiences that only language learning can offer.

10. Become a Polyglot

When you learn a second language, two amazing things happen. First, you come to know and speak your first language better. Second, learning a third language is much easier than the second (especially for children). Take a bold step toward communicating in as many languages as you choose!

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The Benefits of Learning Languages | Language Connects Foundation

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1. Improve Your Career & Business When employers list the skills they most seek in a candidate, "knowing more than one language" is listed among the top eight-regardless of the job title, the economic sector, or the candidate's experience.

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Language Connects Foundation (previously Lead with Languages) report from survey of U.S. employers on foreign language needs.
https://www.languageconnectsfoundation.org/programs-initiatives/research/making-languages-our-business

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Advocacy | TESOL | International Association

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https://www.tesol.org/advocacy/

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This website uses cookies. A cookie is a small piece of code that gives your computer a unique identity, but it does not contain any information that allows us to identify you personally. For more information on how TESOL International Association uses cookies, please read our privacy policy. Most browsers automatically accept cookies, but if you prefer, you can opt out by changing your browser settings.

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Advocacy | TESOL | International Association

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This website uses cookies. A cookie is a small piece of code that gives your computer a unique identity, but it does not contain any information that allows us to identify you personally. For more information on how TESOL International Association uses cookies, please read our privacy policy.

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Why being bilingual can open doors for children with developmental disabilities, not close them

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Developmental Disabilities Should Not Exclude Kids from Language Learning

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Developmental Disabilities Should Not Exclude Kids from Language Learning

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Credit: Antoni Shkraba / Pexels

When parents learn their child has a developmental disability, they often have questions about what their child may or may not be able to do.

Children with developmental disabilities, such as Down syndrome, often have challenges and delays in language development. And for some families, one of these questions may be: "Will speaking two languages be detrimental to their development?"

However, studies consistently demonstrate exposure to an additional language, including a minority language, does not impact language outcomes negatively. This highlights the importance of giving children the opportunity to become bilingual.

Many parents feel speaking one language would be easier than two. Some may feel bilingualism would be too confusing for a child with a developmental disability. This is a belief which is also sometimes held by teachers and clinicians who may be consulted on their view towards bilingual exposure.

With good intentions, pediatricians, speech-language therapists, teachers or social workers may advise parents to avoid using a heritage or minority language in the home, as children will also be exposed to the majority community language.

Research also shows children with disabilities may have fewer opportunities to access services in a second language.

However, bilingualism is possible for children with developmental disabilities, as our research on children learning both Welsh and English shows. Children who are able to access bilingual provisions may also benefit. In fact, research shows bilingualism may have a positive impact on these children's social interactions and the formation of their identity.

Bilingualism in Wales

The most recent census data for England and Wales suggests the number of children able to speak Welsh in Wales has declined by 1.2 percentage points from 19% in 2011 to 17.8% in 2021. The largest decline was in those aged between five and 15 years old.

While these latest figures are unexpected and disappointing according to the Welsh government, the age group with the highest percentage of Welsh speakers was also children between the ages of five and 15. This gives a promising outlook for the future of the Welsh language.

Crucially, converging evidence shows bilingualism does not cause additional difficulties or lead to confusion for children learning more than one language.

Parents may have reservations about Welsh-medium education if they do not speak Welsh themselves, for example. Parents of autistic children or children with developmental disabilities may have further reservations still.

Once again though, studies show bilingualism does not cause additional difficulties for these groups either. This includes children with more complex and co-occuring conditions.

Why parents should embrace bilingualism

Regarding children with Down syndrome, we found parents need not have these concerns. Indeed, our research suggests families should embrace bilingualism. We recruited children with Down syndrome alongside typically developing children who were either acquiring only English, or were exposed to both English and Welsh. These children completed a range of specialist tasks to assess their cognitive and language skills.

We found Welsh-English bilingual children with Down syndrome had comparable English skills in important language areas to children with Down syndrome who had only been exposed to English.

Meanwhile, the bilingual children were also developing skills in their additional language. Those also acquiring Welsh had similar abilities in that language as younger children without Down syndrome, who were at the same level of development.

Children with Down syndrome should therefore be supported in accessing similar educational provisions as more typically developing children. In the context of Wales, this could mean accessing Welsh-medium schools or being included in second language classes.

In Wales, parents can opt for their children to receive Welsh-medium education, regardless of their home language. Children who receive Welsh education can flourish if they have access to bilingual education.

Research on typically developing bilingual children and adults suggests there may be other benefits to being bilingual. These include better mental skills, creativity and even the possibility of being protected against cognitive decline, such as Alzheimer's disease.

Being bilingual opens up a range of opportunities such as better prospects of gaining employment, and helping to develop social skills.

Research shows some of these benefits, such as enhanced thinking skills, may also extend to autistic children.

Giving children the opportunity to develop abilities in two languages also enables them to be able to choose what language they want to communicate in. It may also make them feel connected to their community.

These findings challenge the view that bilingualism is detrimental to children's development. In contrast, including children with developmental disabilities in bilingual provisions gives them the chance to blossom alongside their typically developing peers.

As a result, families should feel empowered to reach informed decisions for themselves by considering the potential opportunities being bilingual may provide.

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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Why being bilingual can open doors for children with developmental disabilities, not close them

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When parents learn their child has a developmental disability, they often have questions about what their child may or may not be able to do. Children with developmental disabilities, such as Down syndrome, often have challenges and delays in language development.

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SuccessWorks.wisc.edu: What You Can Do with Your Major 

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SuccessWorks.wisc.edu: What You Can Do with Your Major 

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https://successworks.wisc.edu/what-you-can-do-with-your-major/

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Check out the Major Skills & Outcomes Sheets below to explore your major's transferable skills, alumni job titles, frequent employers of your major and words of advice from alumni who have found success following their passions.

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Your L&S major can take you just about anywhere you dream of. Check out the Major Skills & Outcomes Sheets below to explore your major's transferable skills, alumni job titles, frequent employers of your major and words of advice from alumni who have found success following their passions.Applied Math, Engineering & Physics Biochemistry Biology Chemistry...

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https://www.aatseel.org/resources/why/

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Why Study Slavic and East European Languages?
~ brought to you by the American Association of Teachers of Slavic and East European Languages ~
This page is a work in progress; please contribute your suggestions and ideas.

Its purpose is to provide information for current and potential students of these languages, and information (plus interesting facts and factoids) that instructors of these languages may use ito describe and advertise their courses.

Information on individual languages:

There are of course other languages besides these now or formerly spoken in Central and Eastern Europe, in Central Asia, and in other parts of the Russian Federation, but these are the ones most frequently taught in North America. If you or your institution teach others that you would like to see listed here, let us know.

This page is a work in progress. Some information and suggestions provided courtesy of and thanks to Petia Alexieva and Professors Henry R. Cooper, Jr., Craig Cravens, Masako Fidler, Victor Friedman, Marc Greenberg, Angelina Ilieva, Christina Kramer, Robert Mathiesen, Cynthia Vakareliyska, Aida Vidan, Bronislava Volkov, and Patricia Zody; thanks to the list of College enrollments on the web site of the Committee on College and Pre-College Russian, maintained by Professor John Schillinger at American University.

To add information about languages or courses, suggest additions, or make comments or corrections on any of these pages, please contact Sibelan Forrester (AATSEEL President, 2007-2008).

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Why Study Slavic and East European Languages?

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Why Study Slavic and East European Languages? ~ brought to you by the American Association of Teachers of Slavic and East European Languages ~ This page is a work in progress; please contribute your suggestions and ideas.

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4 Ways Language Training Will Help Your Company Build Better Relationships

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Language Training will Help Your Company Build Better Relationships - from Mango Languages Blog

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Language Training will Help Your Company Build Better Relationships - from Mango Languages Blog

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

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4 Ways Language Training Will Help Your Company Build Better Relationships

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

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Benefits of Language Learning from ACTFL Guiding Principles

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Benefits of Language Learning from ACTFL Guiding Principles

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https://www.actfl.org/resources/guiding-principles-language-learning/benefits-language-learning

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Language at the Intersection Insights Interview Series | JNCL

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Multilingualism Moves Our World - JNCL-NCLIS Interview Series

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Multilingualism Moves Our World - JNCL-NCLIS Interview Series

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Language at the Intersection Insights Interview Series | JNCL

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Welcome to Language at the Intersection Insights Interview Series, where we talk with professionals from various fields to hear their perspectives on how multilingualism moves our world. The Joint National Committee for Languages and the National Council for Language and International Studies proudl…

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Infographic by Kelly Ibanez | TheHOLAblog.com

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Posted by the National Foreign Language Center on LinkedIn (https://www.linkedin.com/posts/national-foreign-language-center_bilingual-bilingualkids-biligualism-activity-6968556910157406208-ixJc)

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Adult language learning literally reroutes brain networks - study

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It’s never too late to learn a new language! Cognitive benefits at any age

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It’s never too late to learn a new language! Cognitive benefits at any age

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“Growing evidence shows learning a new language can represent a ‘powerful tool to reorganize brain neuroplasticity.’ Studies show that even relatively short, months-long language learning programs can help reshape brain networks, improve global cognition, and increase functional connectivity in aging people's brains.”

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While kids can pick up new languages at a rapid clip, we adults often struggle to remember the word for fork three months into French class.

Historically, this age-related mismatch in language learning has puzzled scientists - why is language learning notoriously difficult for adults? In a new study, researchers offer an answer while pointing to dramatic findings linked to the human brain.

Their results suggest learning a new language as an adult actually reroutes brain networks, igniting shifts that can have long-term implications on memory and cognitive function.

As skills improve, language comprehension changes how the two halves of the brain split functions, the study suggests. Language production - speaking that language - doesn't cause the same changes. In particular, the language lateralization changes observed were greatest when it came to reading a new language, smaller when it came to listening, and negligible in speaking.

Based on these findings, it appears that language production is hardwired in the left brain - but comprehension is more flexibly shared across hemispheres.

Co-author Kshipra Gurunandan is a researcher at the BCBL Basque Center on Cognition, Brain, and Language. She tells Inverse these findings imply that, in some ways, adult brains are more flexible than previously hypothesized.

"The brain remains flexible enough to learn new languages well into adulthood, even if nailing the accent might get harder with age," Gurunandan says. "We surmise that for an adult, it might be easier to learn a language that has sounds similar to one's native language."

These findings published Monday in the Journal of Neuroscience.

Language is a distinctly human phenomenon that requires a "delicate balance between neural specialization and plasticity," Gurunandan and her team write.

Neural plasticity means how the brain changes to learn a new skill. Neural specialization hinges on the fact that that various types of brain functions are localized to different hemispheres in the brain. Both hemispheres don't evenly split labor for every function.

"The left hemisphere is widely considered to be more or less hard-wired for language, but adults who learned more than one language in early childhood show greater right hemisphere involvement than those who grew up with one," Gurunandan explains.

The right hemisphere can also contribute when learning a new language, making it unclear if the left hemisphere is actually specialized for language. The right hemisphere can take over language processing after an injury to the left.

At the start of the study, Gurunandan and their team asked: "What exactly makes learning a language so difficult when adults routinely learn complex new skills or large amounts of information for their occupations?"

To answer this question and determine how adult language learning influences plasticity and lateralization, they used functional magnetic resonance technology (fMRI) to compare the brain activity between hemispheres while adult language learners read, listened, and spoke in their native and new languages.

Analysis of the study group - who ranged in age from 17 to 60-year-old - was designed to capture how age shapes the brain's response to language learning. They tracked the neural outcomes of two groups of language learners:

29 native Spanish-speaking adults studying Basque in the same language school at either the basic or advanced level

19 native Spanish-speaking adolescents taking part in a three-month English immersion-style after school program

Both groups underwent multiple fMRI scans while completing language comprehension and production tasks.

Does learning a language change the brain?

Early on in the language learning process, native and new languages looked quite similar in the brain, suggesting people accessed their new language through their native language.

In advanced learners, the two languages were more distinct and tended to lateralize to opposite hemispheres, Gurunandan explains. This could contribute to a better separation of the two languages.

"By studying adult language learners, we found that language learning later in life also affects lateralization - in comprehension, but not in production," Gurunandan says. "Different aspects of language such as reading, listening, and speaking show different lateralization and plasticity in the brain."

The native and new languages were able to recruit opposite hemispheres for comprehension but speaking either language depended on the left hemisphere. The left hemisphere, in turn, appears to be specialized for speech, Gurundan says.

The results also suggest that when people's sensorimotor cortices get involved - when they start using their eyes, ears, and mouth to speak - the brain specialized its function. It's possible language learning difficulty in adults may arise from the more "physical" aspects of language, Gurunandan explains.

Taken together, these findings suggest production is hard-wired to the left hemisphere, while comprehension is more flexible. This may explain why it is more difficult to learn to speak a new language as an adult, even though it is possible to learn to understand it quite well.

The study doesn't just shed light on the challenges of picking up something new in middle age. The findings also help explain the high variability of clinical outcomes related to language impairment and recovery after people experience brain damage or cognitive decline.

In the case of left hemisphere damage, reading or understanding may be more likely to be re-learned than speaking, Gurunandan says.

Language learning and longevity - While brain changes were slightly larger in adolescents in the study, comprehension appeared to be relatively plastic throughout the lifespan. It's never too late to learn a new language - or get the brain benefits associated with that process.

Growing evidence shows learning a new language can represent a "powerful tool to reorganize brain neuroplasticity." Studies show that even relatively short, months-long language learning programs can help reshape brain networks, improve global cognition, and increase functional connectivity in aging people's brains.

As decades of life wear on, the brain becomes less plastic or able to reorganize its function, shifts that can contribute to slower mental processing, memory loss and lead people to be unable to live independently or manage their life.

Keeping the brain plastic can help people stay sharp and mentally healthy as they age. Learning a new language is one way to promote that. And even when the going gets tough, this study suggests different parts of the brain are working overtime to compensate.

Abstract: Functional specialization and plasticity are fundamental organizing principles of the brain. Since the mid-1800s, certain cognitive functions have been known to be lateralized, but the provenance and flexibility of hemispheric specialization remain open questions. Language is a uniquely human phenomenon that requires a delicate balance between neural specialization and plasticity, and language learning offers the perfect window to study these principles in the human brain. In the current study, we conducted two separate functional MRI experiments with male and female language learners, one cross-sectional and one longitudinal, involving distinct populations and languages, and examined hemispheric lateralization and learning-dependent plasticity of three language systems: reading, speech comprehension and verbal production. A multi-pronged analytic approach revealed a highly consistent pattern of results across the two experiments, showing that (i) in both native and non-native languages, while language production was left- lateralized, lateralization for language comprehension was highly variable across individuals, and (ii) with increasing non-native language proficiency, reading and speech comprehension displayed substantial changes in hemispheric dominance, with languages tending to lateralize to opposite hemispheres; while production showed negligible change and remained left-lateralized.These convergent results shed light on the long-standing debate of neural organization of language by establishing robust principles of lateralization and plasticity of the main language systems. Findings further suggest involvement of the sensorimotor systems in language lateralization and its plasticity.

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Adult language learning literally reroutes brain networks - study

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While kids can pick up new languages at a rapid clip, we adults often struggle to remember the word for fork three months into French class. Historically, this age-related mismatch in language learning has puzzled scientists - why is language learning notoriously difficult for adults?

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Global Seal of Biliteracy - Promotional Resources

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Global Seal of Biliteracy - Promotional Resources

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https://theglobalseal.com/promotional-resources
https://sealofbiliteracy.org/

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3 Reasons Why Bilingual Skills Set You Apart as a Leader

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Multilingulism is an advantage for entrepreneurs

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Multilingulism is an advantage for entrepreneurs

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Thanks to the National Foreign Language Center for sharing on LinkedIn!

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Opinions expressed by Entrepreneur contributors are their own.

More than 40% of Fortune 500 companies operating in 2010 were founded by immigrants or their children, according to the Partnership for a New American Economy - including some of the most well-known brands, from Apple and IBM to Disney and McDonald's. The companies noted had combined revenues of $4.2 trillion - more than the GDP of most countries.

The ability to embrace cultural perspectives is absolutely critical to the way we view the world. Speaking multiple languages and even using English as a secondary language is not a setback, it is your secret weapon. Sure, I feel a little frustrated when I can't conjure up the exact word I am thinking in Finnish to English, but the perseverance, grace and creativity allow me to effectively communicate and lead by myself all the same.

It's one of your superpowers. If you speak a widely spoken language, like Spanish, it's a more easily utilized asset. For me speaking Finnish, early on in my career was a unique opportunity for me to build my own business with much greater clarity and a deep sense of passion. I was able to build relationships and improve the way families were shaping palates of generations to come.

Studies have shown that bilingual leaders carry great benefits for leading a company. They are better at multitasking and prioritizing, and they carry an advantage to the business world because these individuals carry an inherent cultural knowledge that positively influences building community and the way you network and develop relationships.

Whether you're learning a second language as a personal skill or you're an immigrant entrepreneur that speaks your native language, here are three reasons why having bilingual skills can be a critical asset and entrepreneurial differentiator to leading your company.
Related: 5 Studies Prove Bilinguals Benefit Employers in More Ways Than One
1. You easily recognize different perspectives and embrace the juxtaposition

American culture often romanticizes these values of working hard and asking for nothing in return. My parents were very open about their careers and invested in us to be as individualistic as we possibly could be. They encouraged us to speak another language - whether it was English or something else - but taught us to never forget where we came from. They put emphasis on the value of community and individual progress.

When founding Tiny Organics, my co-founder and I initially went through a six-week discovery period. We knew that we wanted to build something to make parents' lives easier, and started by throwing a lot of initial ideas at the wall. One of the initial ideas for Tiny Organics was a spin on the Finnish Baby Box, a cardboard box that every parent gets from the Finnish government with everything you need for the baby's first year, and it has proven to lower once-high infant mortality rates. I've always wanted to bring this invention to the U.S. and have seen firsthand the impact it had back home. Being Finnish has impacted every facet of my life; it's made me who I am.

It wasn't until we conducted a focus group of 10-15 moms to ask about what they were feeding their children that we realized the lack of healthy finger foods in the market, thus starting the idea for Tiny Organics. It wasn't a straight clear path coming to this point. It required us to pull from personal experience, dial into our individual perspectives, and communicate and listen to our target audience to give them something they actually want and would use - and much of this came down directly to my upbringing in Finland and the culture there.
Related: These 5 Global Business Leaders Speak Multiple Languages. Should You?
2. You understand language's roles in leadership

One of the most important things you need to learn as a leader and authority figure in your company is how exactly to communicate. From your employees to your co-founder, to your customers, to your investors - being able to effectively communicate with these groups is essential to the success of your business.

It's important for founders to understand the significance of their language and how it impacts their communication with these parties. Are you communicating in the most effective and efficient way? Are these people receptive to your message? If not, what can you do to change that? Are my words reflective of the culture and environment I want to build? Is my message/question clear and well-addressed? Do others feel comfortable communicating back with me?

Language is your most important tool, and lucky for people like us, we have multiple! Every language and culture has its unique characteristics, and while some people might think it's a hindrance and creates a language barrier when working in the U.S., I think it's our best asset. Speaking English as a second language gives you double the communication experience to pull from when formulating your own, unique communicative style as a leader.
Related: Multilingual Support: Speak Your Customer's Language
3. You think creatively and differently

Speaking multiple languages allowed me to be more creative and to think differently - which in business is one of the most important ways to approach problem-solving. It helped me empathize with other people's perspectives and build a thriving community of thousands of customers. Being bilingual allows you to view the world through a different lens and in so many ways this approach is a huge advantage to women. By speaking multiple languages, we are able to change our thought processes and have a unique perspective on creating solutions that are perhaps often overlooked.

Our brains are thinking and operating in a way that someone who only speaks English doesn't. And when working in a market where your differentiators can make or break a business, having this kind of unique perspective to pull from and reference means everything. Use this to your advantage - think outside of the box when you're building a business, pitching to investors and marketing to customers. Your brain is running differently, so build differently.

Speaking multiple languages allowed me to be more creative and to think differently - which in business is one of the most important ways to approach problem-solving. It helped me empathize with other people's perspectives and build a thriving community of thousands of customers. Being bilingual allows you to view the world through a different lens and in so many ways this approach is a huge advantage to women. By speaking multiple languages, we are able to change our thought processes and have a unique perspective on creating solutions that are perhaps often overlooked.

Entrepreneur Editors' Picks

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3 Reasons Why Bilingual Skills Set You Apart as a Leader

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Opinions expressed by Entrepreneur contributors are their own. More than 40% of Fortune 500 companies operating in 2010 were founded by immigrants or their children, according to the Partnership for a New American Economy - including some of the most well-known brands, from Apple and IBM to Disney and McDonald's.

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How to Highlight Your Language Skills to Get Noticed

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If you are proficient in more than one language, you possess a highly marketable skill. Do you know which languages are most marketable? According to Preply, the three most frequently requested languages in job postings are Spanish, Chinese (Mandarin and Cantonese), and French.

Consider this: As of May 15, 2022, Indeed has posted over 900 jobs in the U.S. with the keywords multilingual speaker. Just over a year ago, Indeed also posted an article on the 13 Best Careers for Multilingual Professionals.

Learning another language is a skill that requires dedication and commitment. In addition, those who are bilingual and multilingual are known to be better multitaskers and problem solvers-qualities you want to make known while job hunting.

Achieving a level of expertise in another language is impressive and should definitely be highlighted even if you're not looking for a job where a second language is required.

Here are three suggestions for how to highlight and showcase your language skills to get noticed.
Make your language skills visible everywhere
Your resume is the first place where you should put your language skills. To make sure that these special skills are noticed, consider including them both in the skills section and the summary. As recruiters often only skim resumes, including your language skills on top of your resume will increase your chances of getting noticed. LinkedIn is another place where you should highlight your language skills. If a job application process also requires a cover letter, be sure you mention your language skills in there, too. Many companies are looking to expand globally in the near future, so even if language skills aren't required for the job, being proficient will certainly make you a stronger candidate.
Be clear about your language proficiency
Many candidates include phrases such as "Fluent in . . .," "Conversant in . . .", or "Working knowledge of . . ." on resumes. Language fluency is hard to gauge, and your perception of your proficiency might not match what your true proficiency is when measured with a language proficiency assessment. It's easy to overstate one's proficiency. A recent survey has shown that nearly 60% of job applicants overstate their abilities on their resumes, including their language proficiency.

If you possess language skills, consider obtaining an official language proficiency certificate by taking a language assessment, such as the ACTFL language proficiency tests. An ACTFL test not only tells you exactly what your proficiency level is, but it also comes with an official certification that lets your prospective employer know exactly how well you can communicate in another language. The ACTFL assessments also come with digital badges issued by Credly, which makes showcasing your language skills on your resume and professional networking sites easier.
Be specific with your examples
Have you used your language skills in professional settings before? Talk about it! Instead of simply stating that you command another language, give specific examples of how you used them. Having a few concrete examples of how you incorporated your language skills into your work shows the hiring manager a level of ability in addition to just showing them your proficiency level. Another idea: post videos of yourself speaking or presenting in another language on your professional network such as LinkedIn. Recruiters searching for candidates will immediately notice them... and your language skills, too!
You might be proficient, but be prepared for a test
According to a recent ACTFL report titled, " Making Languages Our Business: Addressing Foreign Language Demands Among U.S. Employers," 9 out 10 employers rely on language skills other than English to conduct their business, and this demand is expected to increase by 56% in the next 5 years. Client- and community-facing departments, such as Customer Services, Sales, Marketing, Management, and IT have the greatest need. Therefore, employers who rely on bilingual and multilingual employees need to have a reliable and validated method of checking job candidates' language abilities. Validated and certified language proficiency testing offers an accurate measurement of language level, so more and more employers include language assessment as part of their recruitment process. If you haven't taken a language proficiency assessment and don't have a language proficiency certificate, you might be asked to sit for a test as part of your interview process.

Want to get certified? You can start here.

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How to Highlight Your Language Skills to Get Noticed

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If you are proficient in more than one language, you possess a highly marketable skill. Do you know which languages are most marketable? According to Preply, the three most frequently requested languages in job postings are Spanish, Chinese (Mandarin and Cantonese), and French.

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Language Advocacy For the Children's Sake

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Language Advocacy For the Children's Sake

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An interesting article from Language Magazine, followed by many resources linked at the end.

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Kathleen Stein-Smith believes that we need to shift paradigms in world language education and advocacy

In addition to providing academic and cognitive benefits, knowledge of other languages is a career and workplace asset and global competency, yet the opportunity to learn another language is decreasing just as the demand for world language skills in the workplace and the need for cultural and global skills are increasing.

The demand for language skills in the workplace has doubled in the last five years, and U.S. businesses routinely require foreign language skills and cultural knowledge both globally and locally. However, in the U.S., only 20% of K-12 students study another language, and that number drops to 7.5% at the postsecondary level.
As the world and the workplace have become more globalized, the number of elementary and middle schools offering world languages has dropped from 31% to 28% and from 75% to 58% respectively. Substitutions are readily available even where the language requirement for high school and college graduation is in place. According to the Modern Language Association (MLA), only about half (50.7%) of colleges and universities had a language requirement in 2009-2010, down from 67.5% in 1994-95. Most recently, it has been reported that 651 college world language programs have been lost during the past three years.

It is urgent that language educators, stakeholders, and supporters act to increase the availability of language education. A national campaign, Lead with Languages, was launched in 2017 by the American Council on the Teaching of Foreign Languages (ACTFL), which has a new executive director, Howie Berman, with whom I recently discussed several programs and initiatives, including the Lead with Languages campaign, Language Advocacy Month, Educators Rising, the importance of K-16 collaborations, and a forthcoming survey on the significance of language skills in the workplace.

Language Advocacy Month, launched in 2018 as part of Lead with Languages, is intended to raise public awareness of the importance of world languages, of all the advocacy initiatives taking place across the country, and of recently published research on the importance of language skills.

Educators Rising was created to increase awareness among students of the career opportunities that exist in world language education, to encourage students to consider it as a career choice and specifically to address the shortage of qualified world language teachers. Educators Rising is also an opportunity for teachers to develop a mentoring relationship with the next generation of language educators. Berman also mentioned a scholarship program for high school seniors planning careers in world language education.

The demand for world language skills in the workplace extends well beyond the classroom. ACTFL has recently conducted a comprehensive business survey, the results of which are due to be released soon; preliminary findings show that businesses of all sizes are negatively impacted by the lack of world language skills, and that this not only impacts companies doing business abroad but also businesses operating in multilingual communities in the U.S.

A Paradigm Shift

With the demand for language skills dramatically increasing while the opportunity to learn another language is on the decline, it is of critical importance that all of us support Lead with Languages, the national campaign for foreign languages, Language Advocacy Month (February), other ACTFL initiatives, and Language Advocacy Day, a JNCL-NCLIS initiative.

However, within the context of world languages, advocacy is a broad umbrella, and we can all help in different ways, advocating for a particular language, grade level, methodology, etc. In addition to supporting national, regional, and state associations, most of which have advocacy initiatives in alignment with their organizational goals, we can support the language educators in our local schools and on our nearby college campuses, for example by participating in their events.

In addition to ACTFL, many other organizations at the national, regional, and state levels have developed advocacy groups and initiatives, offering multiple opportunities for involvement.

Faced with the current numbers, a stunning loss of 651 college programs, and a double-digit decrease in world language programs at both the elementary and middle school levels, it is time to consider the future of language learning and the future direction of advocacy.

In addition to supporting organizational advocacy initiatives, world language educators and stakeholders can take on leadership roles, putting their skills-online and in social media, organization, fundraising, public speaking, research, or writing-to work in support of the opportunity for our children and young people to learn other languages and to learn about other cultures. World language educators and advocates, stakeholders and supporters, and communities need to examine ways to confront this issue and to effectively negotiate for funding for existing programs and for development of new ones.

Goals

World language learning brings a broad range of benefits to the learner, to the community, and to our society, and an early start encourages achievement and proficiency. Recent studies have confirmed that, although other languages can be learned later than originally thought, the best time to learn them ends in late adolescence, or around the time that students typically go to college.
Immersion programs have positive impacts on language learning and academic achievement, as well as economic and social benefits.

At the college and university level, interdisciplinary collaborations, double majors, and the development of preprofessional curriculum offer possibilities of building language proficiency across the disciplines.

Partnerships that develop pathways from K-12 foreign language learning to college, and from college and university programs to the workplace, are among the most important collaborations. The opportunity for an early start to world language learning, with pathways to continued study and preprofessional language skills, is needed for all interested students.

Lack of opportunity to learn such a critical skill is an equity issue, and as such becomes more than routine and the responsibility of all of us, possibly even calling for political action-signing an online petition, writing to an elected official or school/institutional decision maker, or making an appointment to discuss the role and significance of multilingualism in our families, our communities, our society, and our world.

Access to language learning is an issue that impacts educators and educational institutions but also our communities and our society, and much of the impetus for the development of immersion programs has come from parents and communities.
Research has shown that world languages bring personal and professional benefits to the individual, and that bilingualism and dual-language education are especially beneficial for low-income children. In addition, if more Americans could hold a conversation in more than one language, communication and understanding within our own society and in our local communities would be improved and potential divisions lessened.

If, indeed, we allow world language programs to be eliminated, and a generation of children and young people grow up without the opportunity to learn an additional language, they will not enjoy the personal, professional, and social benefits of that learning, nor will our communities and our society.

Personal, professional, and political action are all needed-as individuals, through our associations, and united in support of our national campaign, Lead with Languages.

References

https://www.actfl.org/
https://www.mla.org/About-Us/About-the-MLA/About-the-ADE-and-ADFL
https://frenchteachers.org/hq/advocacy.htm
https://nnell.org/
https://languagepolicy.org/
https://www.insidehighered.com/news/2018/03/07/study-finds-sharp-decline-foreign-language-enrollments
https://www.amacad.org/publication/americas-languages-investing-language-education-21st-century
https://www.mla.org/Resources/Research/

Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Enrollments-in-Languages-Other-Than-English-in-United-States-Institutions-of-Higher-Education
https://www.americancouncils.org/news/announcements/new-report-world-language-study-us-k-12-schools
https://research.newamericaneconomy.org/report/not-lost-in-translation-the-growing-importance-of-foreign-language-skills-in-the-u-s-job-market/
https://www.tbr-books.org/product/the-gift-of-languages/
https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Data-on-Second-Majors-in-Language-and-Literature-2001-13
https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/The-MLA-Survey-of-Postsecondary-Entrance-and-Degree-Requirements-for-Languages-Other-Than-English-2009-10
https://www.actfl.org/advocacy/what-the-research-shows
http://webapp.cal.org/Immersion/
https://carla.umn.edu/immersion/documents/ImmersionResearch_TaraFortune.html
http://news.mit.edu/2018/cognitive-scientists-define-critical-period-learning-language-0501

Kathleen Stein-Smith, PhD, Chevalier dans l'Ordre des Palmes académiques, is associate university librarian and adjunct faculty in foreign languages and related areas at Fairleigh Dickinson University-Metropolitan Campus, Teaneck, New Jersey.
As a dedicated foreign language educator and advocate, she is chair of the AATF (American Association of Teachers of French) Commission on Advocacy. She is a member of the ATA (American Translators Association) Education and Pedagogy Committee, the CSCTFL (Central States Conference on the Teaching of Foreign Languages) Advisory Council, and the NECTFL (Northeast Conference on the Teaching of Foreign Languages) Advisory Council, and is a SCOLT (Southern Conference on Language Teaching) Sponsor. She also serves as French language facilitator at MLOW (Many Languages, One World).
She has presented at numerous professional conferences, is the author of three books and numerous articles about the foreign language deficit, has given a TEDx talk, "The U.S. Foreign Language Deficit-What It Is, Why It Matters, and What We Can Do about It," and maintains a blog, "Language Matters."

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Language Advocacy For the Children's Sake - Language Magazine

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Kathleen Stein-Smith believes that we need to shift paradigms in world language education and advocacy In addition to providing academic and cognitive benefits, knowledge of other languages is a career and workplace asset and global competency, yet the opportunity to learn another language is decreasing just as the demand for world language skills in the workplace and the need for cultural and global skills are increasing.

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What, Why, and How language learning is essential.

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We believe that all students should learn or maintain at least one world language in addition to English. Therefore, language learning should be a central part of any curriculum.

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Code.org: Computer Science and Foreign Language are different fields!

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Code.org: Computer Science and Foreign Language are different fields!

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Computer Science is Not a Foreign Language

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Suddenly, a new idea is gaining steam: that computer science should count as a foreign language credit. A bill is moving forward in the Kentucky senate that would allow high school students to take...

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10 Benefits of Learning a Second Language

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10 Benefits of Learning a Second Language

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10 Benefits of Learning a Second Language | Lead with Languages

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You've heard all the reasons why some people don't learn languages, many of these founded on long-held myths and misconceptions. The truth is, in today's increasingly interconnected and interdependent world, proficiency in other languages is a vital skill that gives you the opportunity to engage with the world in a more immediate and meaningful way-whether in your neighborhood or thousands of miles away-while better preparing you to compete and succeed in the global economy.

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Asia Society Partnership for Global Learning

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Asia Society Partnership for Global Learning

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Global Learning | Asia Society
This site advocates for global learning. It is a global nonprofit organization and broadens the discussion on language learning to include education and policy discussions. They offer articles and insight on business and technology.
Toni

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Global competence is multi-faceted and includes cognitive development, social emotional skills, and civic learning. It has four overlapping dimensions that all students will need to develop in order to interact successfully with people face-to-face as well as virtually in their communities and in other regions and nations. Skills in these dimensions are also needed to examine and work toward the resolution of issues with local and global significance. Globally competent students investigate the world, recognize perspectives, communicate ideas, and take action. To learn more about global competence, click here.

Opportunities for global learning are all around us, even when students are learning from home. In this section, we will provide resources and materials to help you organize and plan global learning opportunities virtually and at home. The intent is to get students thinking about the world differently and empowering them to take action on issues of global significance.

The Sustainable Development Goals range from climate, water, and food crises to poverty, conflict, and inequality - which all are in need of solutions that the private sector can deliver, representing a large and growing market for business innovation. Global learning provides the perfect framework for students to explore these goals and build the necessary skills to process and evaluate information, to make informed judgments, and to become lifelong learners in order to keep up with the accelerating pace of information flow and technological change.
The 5 Key Principles to Successful Virtual Learning Projects
Virtual learning is not about students staring at their devices for long periods of time. In fact, the most successful virtual learning opportunities happen away from the screen. This also holds true when designing global learning projects. It is just as critical for students to have time to work individually as it is for them to work together online. Virtual learning should have a purposeful mix of online and offline activities that are tailored to each objective and learning outcome. Here are our tips to consider when designing virtual learning projects.

1. Offer Plenty of Options: Make sure that students have different ways to show their learning. Some students may prefer writing, while others are more comfortable with speaking and recording themselves on video. Offering plenty of options will help optimize choice and engagement.

2. Balance On-screen and Off-Screen Activities: Giving students opportunities to work independently to research, think, and record findings will help them be more confident when they come together in peer groups. Balancing the two is critical.

3. Provide Scaffolding: Team building, graphic organizers, templates and rubrics will all help students know exactly what is expected, thus ensuring successful outcomes.

4. But First, Equity: Critical to any virtual experience is making sure that all students have access to digital resources and learning materials. Make sure to do a full assessment of what students have access to before you design your virtual learning experiences.

5. Check-in, A Lot: It might seem time-consuming to meet with multiple students virtually on a regular basis, but trust us, it's worth it! Being at home away from school can be isolating. Make sure that students know you are there for them. Your care and understanding will go a long way.

Now that we have the basics down, let's get started!

When designing virtual learning projects, it's important to have a road map to capture your goals and organize your plan. Our SAGE Framework will provide you with the steps needed get started.

Here is our SAGE Framework Planning Guide. This document is designed to capture ideas and to ensure that SAGE is central in your planning.

These projects are designed for students in middle and high school. Be sure to check in regularly for more project ideas and examples! Coming soon, Digital Scavenger Hunt: Investigations in Access to Clean Water.

Get Started

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Global competence is multi-faceted and includes cognitive development, social emotional skills, and civic learning. It has four overlapping dimensions that all students will need to develop in order to interact successfully with people face-to-face as well as virtually in their communities and in other regions and nations.

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Why There's A Language Learning Gap In The United States

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Is there a language learning gap in the U.S.?

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Is there a language learning gap in the U.S.?

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An interesting interview with Marty Abbott, retired executive director of ACTFL, about the language learning culture that surrounds the school systems in the U.S.

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Why There's A Language Learning Gap In The United States

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"I think Americans have a mindset that, as a country, we're not good at languages," says the executive director of the American Council on the Teaching of Foreign Languages.

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Blog published by Middlebury Institute.

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One of the most practical ways to make use of your spare time nowadays is to start learning a new skill.

People who always succeed are those who are keen to learn something new every day - be it learning about other cultures or learning a second language.

At Middlebury Language Schools, we are strong advocates for the importance of mastering a second language. Both personally and professionally, being bilingual can bring you several advantages.

In this article, we will break down some of the benefits of learning a second language and why this skill is one of the most overlooked skills in the world.

Why is it important to know more than one language

We live in a multilingual world, where connections are now more important than ever. The world is becoming increasingly globalized and knowing a second language can always give you an unfair advantage.

There are tangible benefits to being bilingual:

It can help you in your career;

It can improve your memory and brain functions;

It can help increase your understanding of the languages you already speak.

A second language can drastically change your career. Living in an interconnected world means that more and more jobs are advertising positions where knowing more than one language is essential.

As more companies trade internationally and create relationships with other countries, employees are often asked to travel for work, enhance these relationships, or be relocated abroad.

Besides having more chances of landing a good job or advancing in your career, learning a second language can also give you an insight into other cultures. You will be more prepared and confident to travel the world and explore other people's ways of living.

Lack of integration is a real problem for most countries. More often than not, this is due to the language barrier. People outside of their home countries end up being isolated, hanging out only with people from similar communities where their language is spoken.

Learning a second language opens up the opportunity for being part of a community with a different culture, and learning more about the world around us.

Did you know that being bilingual can also help you master your own language? For example, learning a new language with similar roots can help you learn other languages as well. Take Spanish, Italian, and French from one summer to the next!

LEARN MORE ABOUT OUR LANGUAGE PROGRAMS!

What are the benefits of learning a second language

As mentioned before, learning a new language is a wonderful benefit in a globalized world. Let's have a look at some of the benefits of learning a second language.

1. It improves your memory

The more you use your brain to learn new skills, the more your brain's functions work. Learning a new language pushes your brain to get familiar with new grammar and vocabulary rules. It allows you to train your memory to remember new words, make connections between them, and use them in contextual situations.

2. Enhances your ability to multitask

Time management and multitasking are two skills that will always help you. Multilingual people have the ability to switch between languages. Their ability to think in different languages and be able to communicate in more than one language helps with multitasking.

3. Improves your performance in other academic areas

Fully immersing yourself in a language learning environment means not only learning the basics of that language. It means learning how to communicate in another language with your peers or participating in extracurricular activities in that specific language.

What languages are the most useful to learn? Middlebury Language Schools recommends 3 of our 13 languages

Since 1915, Middlebury Language Schools has been one of the nation's preeminent language learning programs.

Whether you're a beginning language learner or working toward an advanced degree, our time-tested programs offer a range of options and opportunities.

Taking the Language Pledge at Middlebury Language Schools means committing to communicate only in the language of your choice for the duration of the program. You will live, play, and learn in a 24/7 environment.

We offer a wide range of languages you can choose from. Here are just a few of the languages we offer.

Russian

Due to many geopolitical reasons, the Russian language is not very closely related to English. It is a very challenging language to learn, with complex grammar and syntax rules. However, it is an extremely culturally and politically relevant language.

At the School of Russian, you can experience the most effective method for rapid language acquisition. An immersion environment is a promise that you will read, write, speak, and listen only in Russian throughout the duration of the program. Some of the benefits of learning Russian at Middlebury Language Schools include interpreting poetry, learning about the culture, and mastering the Russian etiquette.

Arabic

Arabic has been one of our most popular languages. It is a high demand language because it can get you ahead in a government career, but also give you endless opportunities in business and international relations.

Arabic is spoken by more than 300 million people and is one of the top 5 most spoken languages in the world. Learning Arabic as a second language can help you learn about the Arabic culture and religion. It not only gives you opportunities to expand your connections, but also offers great travel opportunities.

A summer at the Arabic School will help you experience the immersive environment on campus. At Middlebury Language Schools, the focus is on Modern Standard Arabic, with optional Arabic language classes in dialects such as Egyptian, Syrian and Moroccan.

Check out our Arabic graduate programs and Arabic 8-week immersion program for more information.

Spanish

A lot of people agree that Spanish is one of the easiest languages to learn, due to the fact that you read words as they are written. Spanish is the most spoken language in the world after English and is used by more than 400 million people.

Spanish skills can be a strong asset for communicating and creating relationships not only in Spain, but also in Latin America.

At the Middlebury School of Spanish, you can engage your mind with topics of interest, from Spanish history to arts and cooking.

Ready to learn Spanish? Check out Middlebury Language Schools' 7-week immersion program or the graduate programs.

Reminders on why you should learn a second language now

We have broken down the benefits of learning a second language and becoming bilingual in a highly globalized world.

The truth is, learning new skills every day enhances all aspects of your life. By learning new skills, you can increase your career opportunities, find out more about the world around you, and be a better person overall.

We highly encourage you to start learning a new language as early in your life as possible. However, you are never too old to learn! The world moves fast, and we must keep up with the changes - by developing new skills, learning more about ourselves, and also, learning a new language!

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Why You Should Learn a Second Language and Gain New Skills

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In a globalized world, learning a new language is a skill that will always give you an unfair advantage. Find out the benefits of learning a second language and being bilingual!

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Jobs that require you to speak another language

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Jobs that require you to speak another language

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Not only does this post tell us about jobs that require you to speak a second language, but it also talks about the benefits of being bilingual. A study they discuss shows bilinguals tend to make more money just because they can speak another language

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If you're job-hunting, chances are strong that there's a recruiter out there who would love to spot your resume or CV shining like a glowing beacon of hope in a pile of monolinguals.

Whether you're looking for full-time work or a way to make money on the side, there's no shortage of jobs for language majors or anyone fluent in more than one language.

So if you're asking yourself, " what language should I learn to advance my career?" you've come to the right place.

Contents

How Do Second Language Learners Fare in the Workforce?

Apart from having their first pick of jobs that require a second language, being bilingual has other advantages out in the field.

There's an increasing demand for bilingual workers. New American Economy reports that demand for bilingual workers more than doubled between 2010 and 2015. That's a lot of new jobs that need qualified bilingual (or multilingual) candidates!

According to the Chicago Tribune, foreign-language careers are on the rise in a number of different fields. These fields include finance, healthcare, social services, information technology and more, so learning a second language can increase your employability in almost any field you can imagine.

Additionally, bilingual workers often earn more than their monolingual counterparts. AOL Finance reports that bilingual workers earn between 5% and 20% more than the base rate per hour. That means a position that would ordinarily pay $12 per hour might pay bilingual workers $12.60 to $14.40 per hour. Over time, that extra pay can really add up!

And, if you're looking for some additional work where you can put your foreign language skills to use, FluentU is a great place to start.

FluentU is a language learning program that teaches 10 different languages through authentic videos. We hire paid freelancers to work on everything from writing blog posts (like the one you're reading right now) to creating and voicing YouTube content (perfect for experienced tutors and teachers).

Joining our team is an opportunity to maintain a completely flexible work schedule in a calm, supportive and collaborative environment.

Check our "Jobs at FluentU" page to see what positions we're currently hiring for.

6 Dream Jobs That Require You Know a Second Language

Not every job offers excitement, intrigue and a vehicle to use your language skills, but each of these dream jobs packs all that into one thrilling career path. Living your dream is nice; getting paid to live your dream is even better.

International Sales Manager

If you're outgoing, persuasive and multilingual, a career in international sales might be your ticket to happiness.

In any sector that produces goods, you're likely to find international sales positions. Many international sales positions focus on B2B sales, which means "business to business." Businesses often sell their products to other businesses, and while these negotiations are often considered more complex, they can also be tremendously satisfying for a skilled negotiator. Plus, they often pay more due to the perceived difficulty.

International sales positions may require traveling abroad or negotiating from a local office. Regardless of where you work, international sales positions often require language skills and enough cultural competency to avoid offending.

To pursue a career in international sales, it's helpful to have a bachelor's degree in business administration and/or experience in sales. Speaking one or more world languages is also important, particularly for specialized fields with strong regional ties.

For instance, if you want to go into ginseng sales, you'll undoubtedly need to know Chinese. In general, Chinese is useful for anyone looking to go into international sales since China is a huge market with a lot of spending power.

While salaries can vary wildly, the Bureau of Labor Statistics reports that sales managers make a median salary of $117,960 per year.

Study Abroad Coordinator

If you're passionate about the educational power of travel, a job as a study abroad coordinator might make your heart soar.

These coordinators serve as a university's go-to person for study abroad opportunities. As such, they promote study abroad programs, provide students with information, consult with students on how the study abroad opportunity fits into their education, prepare students for travel and monitor international safety issues. They also handle administrative tasks associated with study abroad programs.

Study abroad coordinators are usually expected to have traveled abroad themselves. In addition to language skills, they may often have master's or doctoral degrees in related fields like business administration and/or student affairs.

The most useful languages to speak are from countries that are likely to host study abroad programs. Spanish, French, German, Italian, Japanese and Chinese are some of the most frequently spoken languages in study abroad programs, so learning any of these languages will be useful.

According to the Bureau of Labor Statistics, the median salary for postsecondary education administrators is $90,760, though this varies based on rank, region and school.

Foreign Service Officer

If you want to use your language skills while representing your country abroad, a career as a foreign service officer might be right up your alley.

Foreign service officers serve as representatives of their home nation in countries throughout the world. Depending on their career track, they might help Americans abroad, protect American borders, work to negotiate with foreign governments, manage embassy operations, promote mutual understanding and more. If you're U.S. based, you can find more information on foreign service career tracks from the U.S. Department of State.

Skill and experience requirement vary by position, but due to the international nature of the positions, language skills are always useful. Since foreign service officers are stationed all over the world, any language may be useful. Widely spoken languages like Chinese, Spanish, French and Arabic will provide you with more flexibility, though learning an uncommon language can set you apart from other candidates.

Pay scales vary based on position and location.

International Development Program Officer

If you love helping people, a job in international development might float your proverbial boat.

International development jobs focus on helping communities across the world. This may involve addressing issues like health, clean water, economic development, energy, the environment and more.

Both governmental and non-governmental organizations employ program officers to oversee international development programs.

Technical-oriented positions may require exceptional technical expertise, while other positions require more administrative skills. Since international development workers often work abroad, it's important that they have enough language skills to interact with locals. Other relevant areas of study might include healthcare, economics and international development.

Devex provides job listing in the international development field that you apply for or use to plot your career path.

The language skills you need are based largely on what region you'll focus on. Since Spanish and French are spoken in many countries around the world (if not as a first language, as a common second language), these are particularly useful. Learning a more specific regional language can help provide additional direction for your career path.

Foreign Correspondent

While journalism jobs are on the decline, foreign language speakers with a passion for sharing the most pertinent world stories might still seek out an exciting career as a foreign correspondent.

International journalists and foreign correspondents travel throughout the world to cover breaking news stories. They're often in the field for major disasters, including extreme weather and armed conflict. This makes it an appealing career for adrenaline junkies.

Knowing additional languages is a valuable skill for foreign correspondents since it allows them to interview people in their native languages. Additionally, those seeking these jobs usually need a minimum of a bachelor's degree. Journalism and communication are popular majors, though journalists covering more specialized fields may benefit from studying political science, economics and/or law.

The languages most in demand depend on what region you're covering and where news is happening. Since international correspondents often focus on conflict regions, learning the languages of these regions is particularly useful.

For instance, since much news coverage focuses on the Middle East, Russia and North Korea, languages that are currently useful include Arabic, Russian and Korean. The news is constantly changing, though, so this can turn on a dime.

Intelligence Operative

Everyone's seen a spy movie.

While all the gadgets and glamour might not be real, intelligence positions remain a legitimate option for avid linguaphiles.

Being an intelligence operative doesn't necessarily involve sneaking into parties to follow around shady characters. It might involve field work, but there are also many positions in analysis, STEM and support.

If you're based in the US, the CIA website offers a helpful breakdown of job categories.

While there are foreign language roles that focus predominantly on language skills, these skills are useful for any intelligence position. Most CIA positions require a minimum of a bachelor's degree and a strong GPA and necessary skills often include analytical abilities. Each individual position also has additional education and experience requirements, so if this is a field you're interested in, it will be beneficial to look at specific job requirements before proceeding.

The U.S. has identified a number of languages that are particularly needed for national security, so you might consider studying these critical languages if you're looking for a position in intelligence.

Pay grades vary by rank and position, but salaries start around $50,000 and go up to over $100,000.

The existential dread of working a lackluster job doesn't have to last forever. With the right language skills, you can get your foot in the door of that dream job!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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6 Dream Jobs That Require You Know a Second Language

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If you're job-hunting, chances are strong that there's a recruiter out there who would love to spot your resume or CV shining like a glowing beacon of hope in a pile of monolinguals. Whether you're looking for full-time work or a way to make money on the side, there's no shortage of jobs for language majors or anyone fluent in more than one language.

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Rosetta Stone on 6 Benefits of learning a language

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Rosetta Stone on 6 Benefits of learning a language

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This short post gives 6 benefits to learning another language. This helps to reinstate our argument on why language learning is important.

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6 Surprising Benefits of Language Learning | Rosetta Stone®

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Learning a foreign language has benefits beyond being bilingual. Here are 6 reasons to learn a second language today.

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6 Surprising Benefits of Learning a Language

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How Important REALLY Is Knowing a Foreign Language?

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How Important REALLY Is Knowing a Foreign Language?

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Alexandria Ocasio-Cortez,“Bilingualism is a huge advantage in the economy and the world.”

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Have you ever studied a foreign language? Do you think it's still necessary to do so?

Isn't it easy to find people who speak English in other countries if you really need to communicate with someone? And aren't there translation apps for your phone you can download anyway?

What is the value of knowing more than one language in the 21st century? Is it really worth the time, effort and investment?

In " Do You Speak My Language? You Should," Bénédicte de Montlaur writes:

In January, the Modern Language Association made an astonishing announcement in The Chronicle of Higher Education: From 2013 to 2016, colleges across the United States cut 651 foreign language programs. French was the hardest hit, losing 129 programs, followed by Spanish with 118, German with 86 and Italian with 56. Once these programs close, they are very hard to reopen.

According to a Pew study from last year, only 20 percent of K-12 students in America study a foreign language (compared with an average of 92 percent in Europe), and only 10 states and the District of Columbia make foreign-language learning a high school graduation requirement.

The decline in language education could have devastating effects for generations to come. With fewer options for learning a foreign language in school, a sharp decrease in interest is likely to follow. According to the Modern Language Association, enrollment in college-level foreign-language courses dropped 9.2 percent from 2013 to 2016.

The association says these changes are most likely a direct result of the 2008 recession, which hit foreign-language degree programs harder than many other humanities programs. As programs shrink so does the supply of qualified teachers. It's a vicious cycle.

And yet, knowing a foreign language is becoming ever more essential. The freshman congresswoman Alexandria Ocasio-Cortez, who is Spanish-English bilingual, recently tweeted, "Bilingualism is a huge advantage in the economy and the world." Ms. Ocasio-Cortez, who at age 29 is already one of the best-known members of the Democratic Party, is a case in point.

Her sentiment is shared by many. In response, some educators and parents are rethinking the way language is taught and calling for expanded access to language education.

Nationwide, parents and teachers have been leading grass-roots initiatives to provide foreign-language learning in public schools, and some universities have instituted innovative language programs. From pre-K to graduate studies, there is a move toward holistic language education, based on the notion that learning a language should be grounded in the real, everyday use of that language.

The article concludes:

If Americans want the next generation to be active participants in a multilingual world, dual-language and multicultural education is crucial. Government spending on foreign-language education and the education of qualified foreign-language teachers needs to increase. More states need to enforce language-education requirements. Colleges need to recognize the importance of their foreign-language education programs. In turn, more parents, students and teachers need to lobby for language programs.

The necessity of foreign-language education could not be clearer right now. The future in America, and everywhere, is multilingual. And so is the present.

Students, read the entire article, then tell us:
- How important is knowing a foreign language?

- What languages can you speak, read or understand? If you know more than one language, how did you learn these additional languages? Was it hard? Fun? How has knowing another language affected and benefited your life?

- If you speak only one language, have you ever wanted or tried to learn a new one? What challenges did you face in acquiring a new language?

- How persuasive is Ms. de Montlaur's argument that Americans need to study a foreign language? Do you agree with her that the future is multilingual? Should schools require that students learn a second language?

- If you were to study a new language, what would it be and why?

- How much is foreign-language education emphasized at your school? What would you recommend to improve the foreign-language program at your school?
Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

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How Important Is Knowing a Foreign Language? (Published 2019)

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Have you ever studied a foreign language? Do you think it's still necessary to do so? Isn't it easy to find people who speak English in other countries if you really need to communicate with someone? And aren't there translation apps for your phone you can download anyway?

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Language Organizations - the most comprehensive list I can find!

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Language Organizations - the most comprehensive list I can find!

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https://www.americaslanguages.org/language-organizations

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Language organizations play a critical role in the teaching of languages in the United States. Their professional membership provides expertise in language, culture, area and ethnic studies though programming, teaching, translation, research, policy and financial support at the international, national, state and local levels.

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Language organizations play a critical role in the teaching of languages in the United States. Their professional membership provides expertise in language, culture, area and ethnic studies though programming, teaching, translation, research, policy and financial support at the international, national, state and local levels.

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America's Languages Working Group Launches New Online Resource

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You’ve read the report - now there is a portal documenting exemplary programs and access to FLs around the country!

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Language access has become a central challenge to the equitable provision of health care, to matters of civil justice, and to the basic operations of our civic institutions.

Fortunately, at a time when so much is at stake, language education is evolving to provide better service to more learners of every background, and doing so more efficiently than ever before.

To help connect educational innovations with the learners who want and need them most, the America's Languages Working Group is now launching a brand new, first-of-its-kind online resource. The America's Languages Portal: Model Programs and Practices Advancing Access and Equity in U.S. Language Education (www.americaslanguages.org) is a registry of programs that can be emulated and adapted by on-the-ground efforts across the country to introduce students from diverse populations to effective language instruction.

The Portal collects advances in PreK-12, college and university, and community-based language education, specifically the advances that improve access to more of the nation's neglected learners and languages.

The Portal is intended to prove that it is possible, even feasible, to provide the language and intercultural skills the country needs to address critical social justice issues at home as well as those directed at a more collaborative, interdependent and just world. In so doing, it will illustrate the aspirations and achievements of the language profession: broader and more equitable access, accountability in programming and instruction, and a more diverse portfolio of language offerings.

In particular, the Portal focuses on programs that aspire to full and equal access for Black communities and People of Color, economically disadvantaged learners in rural and inner-city communities; Latinx populations, including English Learners; and Native American, heritage, immigrant, and refugee communities.

The America's Languages Working Group was first convened by the American Academy of Arts & Sciences to help support the recommendation of its 2017 report, America's Languages: Investing in Language Education in the 21st Century. The Working Group now comprises leaders and stakeholders across the language enterprise-from government; industry; education; NGOs; and Native American and heritage, immigrant and refugee communities-all of whom volunteer their time to strengthen language education.

Construction of the website began in 2019, with leadership from the American Councils for International Education, one of the organizations represented in its membership. Earlier this year, the Center for Open Educational Resources and Language Learning and the Texas Language Center at the University of Texas at Austin assumed day-to-day operations of the site. All of this work has proceeded with funding from the Andrew W. Mellon Foundation.

"This Portal is the product of an unprecedented collaboration between the leaders who make up the Working Group, American Councils for International Education, the University of Texas at Austin, and the Mellon Foundation," says John Tessitore, chair of the Working Group. "Our hope is that the site will inspire groundswell of more accessible and more effective programming across the country, when teachers and funders see what's possible."

The Portal includes extended descriptions of exemplary programs, collected through an open and continuing selection process. Any program may apply that feels it meets the criteria defining increased access. The process of selecting programs to be listed in the Portal is the responsibility of a cadre of "America's Languages Fellows"-distinguished teachers, administrators and researchers appointed by the Working Group-who must approve the model programs of every size and any location to appear in the Portal.

"This is a living resource," Tessitore says. "We are launching the website with a limited number of programs in the database so that the language community can see the benefits of the approach. Over the next eight to twelve months, we will be adding hundreds more programs and will be able to offer a much more complete picture of language access in America."

Educators at every level will be able to visit the site for contacts, inspiration, and successful models for their own work, as may policy makers and funders interested in advancing access to language education in the U.S.

The Portal's emphasis on Native American language and heritage language programs, often overlooked in academic settings, is among its most innovative features.

"The Portal is a new way to highlight the vibrancy and breadth of Native American language revitalization efforts," says Leslie Harper, President of the National Coalition of Native American Language Schools and Programs. "There are hundreds of distinct Native American Languages across the U.S., each unique in context and approach to language sustenance. We hope the Portal provides an opportunity to elevate the visibility and determination of Native American language schools and community programs, and generates new connections."

"This site provides the most comprehensive landscape of heritage languages in higher ed, K-12, and community-based institutions, the three main pillars of America's languages programs," says Tommy Lu of the Coalition of Community-Based Heritage Language Schools. "We now have a central site where all heritage language programs can be documented, located, and shared. It is not a competition, it is the largest collaboration project so far."

Ultimately, the Portal reframes language education as a vital component of social justice and equity.

"Our political system, our justice system, our health care system, our communities cannot function properly If we cannot communicate with each other," says Richard Brecht, Director of the Portal project and Co-Director of the American Councils Research Center. "What the Working Group is trying to prove with this website is that we can meet the needs of all Americans, whether they are born here or abroad, whether they grew up in rural towns, big cities, or on Native lands. Everyone can and should have access to quality language education, and the new Portal will offer concrete examples of how to make that happen."

Contact:
John Tessitore
john@firstideacommunications.com

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America's Languages Working Group Launches New Online Resource

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America's Languages Working Group Launches New Online Resource | Language access has become a central challenge to the equitable provision of health care, to matters of civil justice, and to the basic operations of our civic institutions.

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National Security Language Initiative for Youth - Educator & Mentor Resources 

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National Security Language Initiative for Youth - Educator & Mentor Resources 

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How to get them to study abroad - and keep learning after they get back.

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NSLI-Y Participants and the NSLI-Y Experience

What kind of student is a good match for NSLI-Y?

Participating in NSLI-Y is a challenging but rewarding endeavor. NSLI-Y participants are immersed in a foreign culture, live with host families, and spend most of the day studying language and culture inside and outside the classroom. To navigate the "ups and downs" of a cross-cultural environment, participants must demonstrate maturity, open-mindedness, flexibility, and initiative. Additionally, participants need to understand the importance of following program rules and guidelines, especially those related to health and safety.

Successful NSLI-Y participants dedicate themselves to language acquisition through both formal and informal learning opportunities and strive to improve their language skills and understanding of the host culture. The program expects participants to embrace their role as citizen youth ambassadors and to recognize the significance of developing cultural sensitivity. NSLI-Y is a structured language-learning experience, and participants do not travel independently. NSLI-Y is focused on language acquisition, not travel for tourism or sightseeing; there is no guarantee participants will see any major historical sites in the host location.

Students interested in academic year programs should be mindful of the long-term commitment and challenges. For many reasons, not all students may be prepared for such an extended period away from home.

NSLI-Y language instruction and programming

The goal of the NSLI-Y program is to promote critical language learning among American youth and to spark a lifetime of interest in foreign languages and cultures. NSLI-Y encourages students to build on their language skills in their university and professional career choices, and to dedicate themselves to continued language learning far beyond their time on the program. NSLI-Y scholars participate in intensive language courses on both summer and academic year programs. Summer programs include a minimum of 120 hours of formal classroom instruction. Academic year programs include at least ten hours per week of formal classroom instruction, and most programs include additional academic courses. Language teachers have significant experience teaching language to speakers of other languages and are usually native speakers in the target language. NSLI-Y provides orientation to language teachers to ensure their familiarity with NSLI-Y goals, integration of language classroom activities with enrichment activities, and U.S. high school students' learning styles and academic expectations. While classes are taught by trained and experienced teachers, students may experience different teaching methods from what they are used to in U.S. classrooms.

These intensive language courses are complemented by cultural immersion activities inside and outside of the classroom, including homestays, excursions, and local community service projects. Successful NSLI-Y scholars are dedicated to language acquisition through both formal and informal learning opportunities. Scholars strive to succeed both academically, by improving their language skills, and culturally, by gaining an understanding and appreciation for their host culture and community.

Preparation

NSLI-Y provides a wide variety of preparatory materials and support for students going abroad. Preparation for the NSLI-Y experience begins in the spring, shortly after the finalists are selected. Participation in all orientation and pre-program language activities is mandatory.

All participants will be required to participate in pre-program language learning programs as well as complete any assignments and assessments in preparation for the program. Program orientation activities may include online resources, handbooks, conference calls, webinars, opportunities to speak with NSLI-Y alumni, and local events with other exchange students. Prior to departure, students attend an orientation in their U.S. departure city that will address how to stay healthy and safe while living in the host community. Family members should generally not expect to attend the pre-departure orientation. The program will arrange travel to the pre-departure orientation location, and then the participants will all fly as a group to the host location.

Role of the U.S. Department of State

NSLI-Y is a program of the U.S. Department of State's Bureau of Educational and Cultural Affairs (ECA). The State Department establishes the program goals, selects the host locations and languages offered, and provides oversight of all program activities. ECA collaborates with American Councils for International Education and other international exchange organizations to implement NSLI-Y programs. Cities and regions for NSLI-Y programs are selected in cooperation with the U.S. Embassies and Consulates in the host locations. Embassy and Consulate staff in each NSLI-Y location are invited to speak with the students about local safety and health issues as well as what it is like to work for the U.S. Government. The Department of State and the implementing organizations continuously monitor current events in each of the NSLI-Y locations and are in contact with U.S. Embassies abroad as participant safety and security are top priorities. All NSLI-Y students are registered with the Department of State's Smart Traveler Enrollment Program (STEP), which provides relevant safety and health alerts via text messages and ensures that the Embassy can quickly contact students if needed. Additional resources and information are available at travel.state.gov and studyabroad.state.gov

The NSLI-Y Online Application and Recommendations

Students can find detailed guidance and information about the NSLI-Y online application at http://www.nsliforyouth.org/how-to-apply.

Recommenders can find information about the NSLI-Y recommendation process in the Frequently Asked Questions (FAQs) below.

What should be addressed in the recommendation?

The confidential recommendation is used to determine an applicant's academic motivation and potential to be an exchange student. The recommendation form includes both multiple-choice questions and open-ended questions. Recommenders are asked to comment on the applicant's communication skills, behavior, work ethic, peer relationships, and ability to work in groups, as well as general suitability for an overseas exchange experience. Before completing the recommendation, it can be helpful to talk with the applicant about their motivation for participating in NSLI-Y and how it relates to their future academic and professional goals.

NSLI-Y staff and evaluators are grateful for the support of recommenders in the application process. Honest, candid feedback about the applicant is critical to the selection process. Including specific examples in open-ended responses is particularly helpful to application evaluators.

How do I complete the online recommendation?

Individuals providing recommendations for NSLI-Y applicants will receive an email notification and log-in instructions for the online recommendation form from highschoolstudyabroad@americancouncils.org. Recommendations must be submitted through the online application form by Wednesday, November 10, 2021.

If you have not received the email notification after your student requested a recommendation in the application system, please check your junk or spam folder. If you cannot find it there, ask the applicant to press the 'Request Recommendation' button again in the application to send you another message.

We recommend that you add highschoolstudyabroad@americancouncils.org to your safe senders or contacts lists so that the notification does not go to a spam or junk folder. Consider providing the applicant with a contact email that is not a K-12 address as K-12 addresses often block email messages from unknown sources, such as the NSLI-Y application system.

What should I do if I'm having trouble submitting my Recommendation?

If you have been experiencing technical difficulties, please email us at nsliy@americancouncils.org or highschoolstudyabroad@americancouncils.org, or call (800) 380-6552. NSLI-Y staff will be available to assist you between 9:00 AM - 5:00 PM Eastern Standard Time, Monday through Friday. Due to the heavy volume of inquiries on the student application deadline, NSLI-Y staff may not be able to respond to all email or call inquiries on November 4. Please contact us for any assistance well in advance of this deadline.

Benefits of NSLI-Y to your U.S. classroom, school, or organization

NSLI-Y alumni return to the United States with an increased understanding of their host culture, greater proficiency in the target language and skills that help prepare them for a global work environment. According to a recent NSLI-Y alumni survey, over 80% of respondents continue to study their NSLI-Y target language.

The NSLI-Y program provides resources to alumni through the NSLI-Y Alumni Association and website, so they can share information about their experiences with U.S. home communities and schools and inspire others in your organization to learn languages and study abroad.

We invite teachers, students, and others interested in NSLI-Y to explore the NSLI-Y experience virtually through the NSLI-Y Interactive site, which offers insights and reflections by NSLI-Y participants and alumni on language study and facets of host cultures. The NSLI-Y Interactive platform hosts virtual events throughout the school year. Sign up to receive notification about virtual events and check the site throughout the year for updates and new stories from participants and alumni.

Due to the enthusiasm for international education that is often strengthened by NSLI-Y, many families of applicants, participants, and alumni choose to host a Department of State-sponsored international exchange student. Each year, the Department of State provides competitive scholarships to nearly 2,000 high school exchange students from around the world to spend an academic year in the United States living with host families, attending local schools, and getting to know "real" Americans. These international students provide a wonderful opportunity for enhancing international dialogue and cross-cultural awareness.

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What kind of student is a good match for NSLI-Y? Participating in NSLI-Y is a challenging but rewarding endeavor. NSLI-Y participants are immersed in a foreign culture, live with host families, and spend most of the day studying language and culture inside and outside the classroom.

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The first section is all about reasons to study a foreign language.

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Opinion | Is Computer Code a Foreign Language? (Published 2019)

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Maryland's legislature is considering a bill to allow computer coding courses to fulfill the foreign language graduation requirement for high school. A similar bill passed the Florida State Senate in 2017 (but was ultimately rejected by the full Legislature), and a federal version proposed by Senators Bill Cassidy, Republican of Louisiana, and Maria Cantwell, Democrat of Washington, is being considered in Congress.

The animating idea behind these bills is that computer coding has become a valuable skill. This is certainly true. But the proposal that foreign language learning can be replaced by computer coding knowledge is misguided: It stems from a widely held but mistaken belief that science and technology education should take precedence over subjects like English, history and foreign languages.

As a professor of languages and literatures, I am naturally skeptical of such a position. I fervently believe that foreign language learning is essential for children's development into informed and productive citizens of the world. But even more urgent is my alarm at the growing tendency to accept and even foster the decline of the sort of interpersonal human contact that learning languages both requires and cultivates.

Language is an essential - perhaps the essential - marker of our species. We learn in and through natural languages; we develop our most fundamental cognitive skills by speaking and hearing languages; and we ultimately assume our identities as human beings and members of communities by exercising those languages. Our profound and impressive ability to create complex tools with which to manipulate our environments is secondary to our ability to conceptualize and communicate about those environments in natural languages.

The difference between natural and computer languages is not merely one of degree, with natural languages' involving vocabularies that are several orders of magnitude larger than those of computer languages. Natural languages aren't just more complex versions of the algorithms with which we teach machines to do tasks; they are also the living embodiments of our essence as social animals. We express our love and our losses, explore beauty, justice and the meaning of our existence, and even come to know ourselves all through natural languages.

The irony is that few people appreciate the uniqueness of human language more than coders working in artificial intelligence, who wrestle with the difficulty of replicating our cognitive abilities. The computer scientist Alan Turing noted that the question of whether a machine can think is incredibly difficult to determine, not least because of the lack of a clear definition of "thinking"; he proposed investigating instead the more tractable question of whether a machine can convince a human interlocutor that it's human - the so-called Turing test.

One of the important lessons of Turing's test is the reminder that in our interactions with other people, we are fundamentally limited in how much we can know about another's thoughts and feelings, and that this limitation and the desire to transcend it is essential to our humanity. In other words, for us humans, communication is about much more than getting information or following instructions; it's about learning who we are by interacting with others.

The interpersonal essence of language learning extends to learning as a whole. We know that small-group, in-person instruction is more effective than traditional lectures. We ask questions, are asked in return, and we learn more, learn faster and retain more when we care about the people we are interacting with. It's no accident that despite the initial enthusiasm generated by MOOCs, or massive online open courses, they have in fact been a major disappointment, with completion rates as low as 5 percent. By comparison, online courses with smaller groups of students and direct feedback from the professor show completion rates as high as 85 percent.

In an age of ever-rising inequality and student debt, it's understandable that policymakers should seek to maximize the skills that seem the most marketable. And there is no doubt that computer programming is a valuable tool.

But this is also a time when we are becoming increasingly isolated from our communities and alienated from any notion of a common good. We need to invest more, not less, in language learning, and in the human contact it epitomizes.

William Egginton is a professor of the humanities at Johns Hopkins University and the author of "The Splintering of the American Mind: Identity Politics, Inequality, and Community on Today's College Campuses."
The Times is committed to publishing a diversity of letters to the editor. We'd like to hear what you think about this or any of our articles. Here are some . And here's our email: letters@nytimes.com.

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Opinion | Is Computer Code a Foreign Language? (Published 2019)

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Maryland's legislature is considering a bill to allow computer coding courses to fulfill the foreign language graduation requirement for high school. A similar bill passed the Florida State Senate in 2017 (but was ultimately rejected by the full Legislature), and a federal version proposed by Senators Bill Cassidy, Republican of Louisiana, and Maria Cantwell, Democrat of Washington, is being considered in Congress.

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Foreign language classes get the conversation going

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Alumni featured in AJC for their engaging methods

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Alumni featured in AJC for their engaging methods

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Foreign language classes get the conversation going

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Many students who have undertaken the study of a second language may recall learning basic phrases such as “the pen of my aunt is on the table” or “where is the library?” Such textbook-based sentences rarely apply to real-life situations.

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Benefits of Multilingualism - Office of English Language Acquisition

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Benefits of Multilingualism - Office of English Language Acquisition

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https://www.linkedin.com/company/ed-oela/

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Amazing career opportunities for foreign language speakers

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https://www.traveldailynews.com/post/amazing-career-opportunities-for-foreign-language-speakers

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Amazing career opportunities for foreign language speakers

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Knowledge of a foreign language comes in handy almost in any industry, from finance to logistics. However, if you know more than one language perfectly, you can build a career just from that. There are many opportunities to assess – from an online translator position to working for a foreign intell…

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CALLING ALL EDUCATORS: LANGUAGE ADVOCACY TOOLKIT

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CALLING ALL EDUCATORS: LANGUAGE ADVOCACY TOOLKIT

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https://www.leadwithlanguages.org/calling-educators-language-advocacy-toolkit/

This resource provides educators with activities and links that support conversations around the importance of language education. Key items to note: promoting the future of language programs and inspiring future FL teachers.
-Christine

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Calling All Educators: Language Advocacy Toolkit

Empower your students to speak up in support of language education! Mobilize your team by trying an activity below.

We know that advocacy is something that you, as a language educator, do every day-both inside your classroom and as part of your greater community. As we work together to make language education a national priority, Lead with Languages has compiled some concrete ways for you, your students, and your school to join the movement.

In addition to spreading the word about the important connections between language learning and college or career readiness with your school counselors and college advisors (go ahead and share the video above!), encourage your students to explore and use LeadWithLanguages.org and our social media channels. They'll find many resources as well as a vibrant platform on which to engage with peers and language enthusiasts.

Here are just a few ways that you and your students can "Lead with Languages":

Discover New Resources: Virtual Scavenger Hunt

Want students-including younger learners-to discover all that Lead with Languages has to offer firsthand? Have your students compete individually or in groups to complete our Site Scavenger Hunt!

Here are 10 suggested questions to get your class started (Download the PDF).

Recognizing that the answers are variable and may change, you may wish to assign a student leader to check answers or to review together by class consensus. Should your students require clues or further guidance, we have provided for your reference links corresponding to each question (Download the clue sheet PDF).

Share Your Story

Encourage students-or make it a class activity-to follow @LeadWLanguages on Twitter, Facebook, and Instagram for news and information about the role and value of languages in today's global economy and society, as well as student-centered contests that they won't want to miss. Also urge them to join the ongoing conversation by sharing how they recently used their language and tagging #LeadwithLanguages (see this post).

Have students create a video of up to 60 seconds that explains why learning languages is important to them. (See guidelines for smartphones here; for students under 18 years old, have a parent or guardian complete our release form as well.) Submit the videos to Lead with Languages via our contact form for possible inclusion on our site and across social channels. Watch this example for inspiration! Why not start a contest to see who can create the most compelling video? Seeking a step further? Have students share their 60-second stories in their target language with a classmate or in a small group.

Ask students to write a brief, blog-style essay (200-300 words) about what inspires them to learn a language (see Nithya's post about how anime led her to study Japanese), describe an immersion experience (see Charlie's conversation with a multilingual train conductor), or conduct a Q&A with a native speaker in their family or community. Then let us know about it: We're always looking for quality student-created content for our News & Views blog!

We're interviewing students, teachers, and school counselors about why language learning is important to personal and professional growth. Know students or colleagues to whom we should be speaking? Send us an email at LeadWithLanguages@actfl.org including their names and a description, and we might feature their story on our blog next! And be sure to share existing "Ask Away: 5 Questions" interviews with your classes ( full listing here).

Celebrate Success Stories

Get your students to listen to America the Bilingual, a biweekly, narrative-driven podcast about Americans and the paths they take to language proficiency. Consider having students produce their own podcast centered on someone who speaks another language. Or ask them to discuss aspects of a particular America the Bilingual episode in their target language in pairs. For a helpful index of episodes by conversation topic, see here.

Check Out Languages & Careers

Share with students the key findings in our 2019 report, Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers, to explore data on the urgent and rising need for language skills across sectors. Easy-to-use downloadable images are available here!

The more students understand the demand and relevance for languages in the job market, the more many will be motivated to pursue language studies. Share the facts about the importance of language skills to careers across various sectors, including government and teaching a language.

Ask students to find openings for positions requiring their languages of interest using sites like CareerBuilder, Indeed.com, Monster Jobs, or others. There's nothing like seeing an actual job opening requiring language skills to appreciate their value! And be sure to check out our Twitter page for several new vacancies we spotlight each week.

Expand the teacher recruitment pipeline! Register online and explore ACTFL's Educators Rising Initiative with your classes to introduce students to language teaching as a career. ACTFL has developed five ready-to-use modules for leading classroom activities to start the conversation-including a teacher checklist, links to articles and videos, presentations, discussion topics, and more!

Provide a Starting Point

Ask students to select a few of their favorite Myths & Misconceptionsor Top Ten Reasons to Learn Languages and present them to a classmate or with a small group in their target language. Or, early in the academic year, use these pages (alongside age-specific pages, such as Middle & High School or College & University) to launch a class-wide discussion and Q&A as a great way to anchor students' understanding of the importance of language skills and get them motivated.

Encourage college-bound juniors and seniors to become familiar with the MLA Enrollment Database for information about 2- and 4-year college programs (organized by language and/or by state), as well as American Councils for International Education's interactive maps of K-12 and K-16 language enrollment in the U.S. And let them know that there are numerous scholarships available for students-both majors and non-majors alike-who are interested in pursuing language studies.

Inform and motivate your students about summer language programs as well as study, internship, and gap year abroad opportunities. Have them use our Summer Programs or Study Abroad Programs pages to identify a program of potential interest to them. Remind students not to let finances dissuade them from considering an exciting experience at home or overseas: Many programs offer need-based scholarships.

If the Seal of Biliteracy is offered in your state, encourage seniors to apply.

Start a Lead with Languages Speakers Series

Invite professionals working in the public, private, and non-profit sectors from your community to speak to your class (and/or school) about the vital role of language skills to their careers. Consider financial institutions, courts, your local FBI or law enforcement office, hospitals, retailers, and other local companies among the countless organizations that depend on employees with language skills. If you need help coming up with ideas:

Do a search on one of the many job boards listed above for open positions in your area that require language skills: You'll have your pick of organizations to which you can reach out.

Ask past alumni about the role language plays in their current endeavors.

For K-12 classes: Inquire at a local college language department about undergrads who would be interested in speaking with your class.

We look forward to hearing from you!
Join the conversation at LeadWithLanguages.org/Community to share more activities, advocacy ideas, and even challenges with fellow educators.

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Calling All Educators: Language Advocacy Toolkit - Lead with Languages

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Empower your students to speak up in support of language education! Mobilize your team by trying an activity below. We know that advocacy is something that you, as a language educator, do every day-both inside your classroom and as part of your greater community.

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Language Flagship K-12 Enrollment Survey (2017) 

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Language Flagship K-12 Enrollment Survey (2017) 

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https://www.americancouncils.org/sites/default/files/FLE-report-June17.pdf

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Grants and Scholarships for WL Learning - Tell your Ss!

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Grants and Scholarships for WL Learning - Tell your Ss!

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https://www.leadwithlanguages.org/language-programs/grants-scholarships/

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Video Guidelines for Smartphones

Share Your Story with Us: Here's How!
Read More

Home Language Programs Grants & Scholarships

Language Programs

Grants & Scholarships

Pursuing language courses or traveling abroad to bolster your language skills is an ideal way to immerse yourself in a language. Fortunately, there are a number of established grants and scholarships that can help pave the way.

Grants and Scholarships for Language Programs and Study Abroad

Many local and regional resources provide funding to offset language studies and study abroad opportunities, making these enriching experiences more attainable to a broader range of students. Be sure to speak with a counselor at your high school or college, check your state's Department of Higher Education website, and reach out to local honor societies or service clubs regarding assistance in your area.

Remember that the cost of study abroad may be covered fully or in part by your college tuition: be sure to consult your institution's international office or study abroad organization for details. You'll also want to consider applying to national awards and programs, such as:

Review opportunities for federally funded language programs all in one place at the State Department's language website, Languages.State.Gov, or explore some programs below:
Sponsored by the U.S. Department of State's Bureau of Educational and Cultural Affairs, Gilman Scholarships help to fund study and intern abroad programs for Federal Pell Grant recipients.

The Gilman-McCain Scholarship provides awards of $5,000 for child dependents of active duty service members who receive any type of Title IV federal financial aid to study or intern abroad on credit-bearing programs.

An initiative of the National Security Education Program, Boren Scholarships fund undergraduate study abroad with a focus on less commonly taught languages and countries traditionally underrepresented by study abroad programs. In exchange, Scholars agree to work for the federal government for at least one year after graduation.

A program of the U.S. Department of State, the CLS Program is a fully funded overseas summer immersion program promoting the study of critical languages. Languages currently offered include: Azerbaijani, Bangla, Brazilian Portuguese, Hindi, Indonesian, Korean, Punjabi, Swahili, Turkish, Urdu, Arabic, Persian, Chinese, Japanese, and Russian. The CLS Program is administered by American Councils for International Education.

The U.S. Government awards FLAS grants to higher ed institutions, who then select modern language undergraduate and graduate students for academic-year or summer allocations. For consideration, students must submit an application through a grantee institution.

A program of the U.S. Department of State's Bureau of Educational and Cultural Affairs, the Fulbright Student Program offers recent college graduates, post-graduate scholars, and young professionals grants for individually designed study/research projects or for English Teaching Assistant Programs.

Sponsored by the U.S. Department of State, the NSLI-Y program offers high-school students and recent graduates merit-based scholarships for overseas immersion opportunities to study less commonly taught languages. The NSLI-Y program is administered by American Councils for International Education.

A Department of Defense initiative administered by the Institute of International Education, Project GO provides funding to ROTC students for critical language study both at home and overseas.

Funded by the U.S. Department of State, the Fellowship provides funding for the final year of undergraduate study and first year of graduate study in a field related to the Foreign Service (including specialization in a language). Successful completion leads to employment by the Foreign Service.

For four weeks, the U.S.-based Institute unites 45 European youth with 10 American high school students to foster transatlantic relations and a sense of shared values.

YES Abroad allows U.S. high school students to study abroad in a predominately Muslim country while living with a host family for an academic year. The YES Abroad program is administered by American Councils for International Education.

This 3-4 week program centered on community service and team building sponsors the exchange of high school students and adult educators with Youth Ambassadors from Latin America and the Caribbean.

A 3-4 week exchange of high school students, the Youth Leadership Program fosters mutual understanding, respect, and civic engagement. Countries currently available include Indonesia and Iraq.

The Foundation awards several academic scholarships each year to undergraduate women studying a language other than English who have attained at least the level of Silver Award Girl Scout. The $1,500 award is renewable for four years of university language study.

The Foundation provides non-renewable awards of $1,000 to undergraduate Silver and Gold Award Girl Scouts to fund academic-year and summer study abroad experiences.

The Fund for Education Abroad provides financial support for U.S. undergraduates to study overseas, with a preference toward rigorous, immersive academic programs and underrepresented students.

The Joan Nelson Study Abroad Scholarship is a $5,000 award given to a Golden Key International Honour Society member to be used toward overseas study.

Each year, the Society awards 75 study abroad grants of $1,000 to students on campuses with a Phi Kappa Phi chapter who have earned a GPA of at least 3.75 on a 4-point scale.

The International Foreign Language Honor Society offers multiple academic scholarships each year for members; applicants should inquire through local chapters.

Additional Resources

Diversity Abroad compiles federal and private study abroad scholarship opportunities directed specifically toward underrepresented students-such as minorities, students from low-income families, and first-generation college students.

Funding for U.S. Study Online is a database of scholarships, fellowships, and grants for students studying in the United States. Students can search by area of study (including languages), state, or other criteria.

This IIE tool helps students and professionals seek study abroad scholarships, fellowships, grants, and paid internships by field of study or region.

Use the online "Club Finder" tool to search for a local club offering academic scholarships for language study at home or abroad.

Language-Specific Grants

In addition to numerous national grants and scholarships open to applicants studying any language, language-specific funding is available at the national and local levels. Be sure to speak with your high school counselor or university language department about opportunities unique to your school or region. Most colleges offer scholarships for current students in honor of notable alumni or in partnership with an institution abroad.

You will also want to inquire at local Rotary and service clubs, honor societies, religious organizations, and corporations to maximize funding possibilities in your network.

Remember that you can apply for financial assistance from multiple sources at once, so don't hesitate to apply for general government-funded awards in tandem with language-specific and local funding.

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Language Scholarships & Grants | Lead with Languages

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Share Your Story with Us: Here's How! Read More Home Language Programs Grants & Scholarships Pursuing language courses or traveling abroad to bolster your language skills is an ideal way to immerse yourself in a language. Fortunately, there are a number of established grants and scholarships that can help pave the way.

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JNCL-NCLIS Joint National Committee for Languages - Advocacy Resources

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JNCL-NCLIS Joint National Committee for Languages - Advocacy Resources

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https://www.languagepolicy.org/resources

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Advocacy start with you! Please use the search function to find the free resources you need.

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NADSFL - District Supervisor Resources, Jobs, Mentor Program

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NADSFL - District Supervisor Resources, Jobs, Mentor Program

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https://nadsfl.org/resources/

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Please click here to access Power Points presentations, and videos from NADSFL Cafes and annual meetings. You must be a member to access this material. To become a member, please Members Only materials, click here.

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Please click here to access Power Points presentations, and videos from NADSFL Cafes and annual meetings. You must be a member to access this material. To become a member, please Members Only materials, click here.

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NCSSFL State Report for WLs - Look up your state

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NCSSFL State Report for WLs - Look up your state

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https://ncssfl.org/state-report/

Reports include government policy changes, initiatives, languages taught, etc.

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NCSSFL State Reports

Individual State Report

Select a State from the drop down box to view its most current responses.

State and Question Matrix Report

Click below to view the responses of all States to all questions. Please note: mouse over the responses in bold to view the State's associated comments.

Individual Question Report

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Individual State Report Select a State from the drop down box to view its most current responses. State and Question Matrix Report Click below to view the responses of all States to all questions. Please note: mouse over the responses in bold to view the State's associated comments.

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Wondering where your TL is taught in U.S. higher ed? Search MLA Database 

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Wondering where your TL is taught in U.S. higher ed? Search MLA Database 

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http://apps.mla.org/flsurvey_search

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...processing

Data from MLA censuses of language enrollments in United States institutions of higher education. Read more...

Visit the Enrollments home page on the MLA site for additional enrollment links.

Select Language(s)

Begin typing a language name in the field below, then select the name in the drop-down menu. Click the X to remove a selected language.

Select Year(s)

Choose up to eight years. The 1969 and 1971 censuses cover the summer semester only. In 2016, there was a summer and a fall census. All other censuses cover the fall semester only.

Narrow Search by Geographic Area or Institution

Organize Data

While the database is comprehensive, for practical reasons the search interface only allows searches of up to eight languages, in eight censuses, in eight states or institutions. Available to researchers is the complete data set for all censuses, as well as an explanation of the use of the NCES UNITID in the census.

A list of institutions that did not respond to the MLA census in 2009, 2013, or 2016 is available, as is a list of institutions reporting no enrollments in languages other than English in 2009, 2013, or 2016.

Please send comments and questions to enrollments@mla.org.

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enrollments in languages other than english database

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enrollments in languages other than english

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_ narrow search by geographic area or institution

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processing Data from MLA censuses of language enrollments in United States institutions of higher education. Read more... Visit the Enrollments home page on the MLA site for additional enrollment links. Begin typing a language name in the field below, then select the name in the drop-down menu.

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"FL classes becoming more scarce" amacad.org (2019)

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"FL classes becoming more scarce" amacad.org (2019)

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This article is about decreases in numbers of programs, but it also lists benefits of language learning and immersion in particular. https://www.amacad.org/news/foreign-language-classes-becoming-more-scarce

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Of all the skills that a person could have in today's globalized world, few serve individuals - and the larger society - as well as knowing how to speak another language.

People who speak another language score higher on tests and think more creatively, have access to a wider variety of jobs, and can more fully enjoy and participate in other cultures or converse with people from diverse backgrounds.

Knowledge of foreign languages is also vital to America's national security and diplomacy. Yet, according to the U.S Government Accountability Office, nearly one in four Foreign Service officers do not meet the language proficiency requirements that they should meet to do their jobs.

Despite all these reasons to learn a foreign language, there has been a steep decline in foreign language instruction in America's colleges and universities. Researchers at the Modern Language Association recently found that colleges lost 651 foreign language programs from 2013 to 2016 - dramatically more than the one foreign language programs that higher education lost between 2009 and 2013. Reasons given for the trend include the lingering effects of the Great Recession, declining enrollment and more colleges dropping language requirements. For the purpose of the Modern Language Association study, programs are course offerings during a given semester, not entire departments.

At the University of Wisconsin at Stevens Point, for instance, officials announced plans to eliminate 13 majors - including French, German and Spanish - as part of an effort to cut costs.

As an author who has written extensively about the United States' foreign language deficit, I'm concerned.

Scarce in schools

Part of the problem I see is that so few students in the United States - just 20 percent - study a foreign language at the K-12 level. At the college level, the number drops even lower, with only 7.5 percent of students enrolled in a foreign language course. And that percentage has been steadily declining in recent years. It could be due to the fact that more colleges have dropped foreign language requirements. Or students simply may not see the potential career benefits of studying a foreign language.

To put those statistics into perspective, consider the fact that in Europe, studying a foreign language is a " nearly ubiquitous experience." This is because most European countries - unlike the United States - have national-level mandates that require foreign language instruction.

New way of thinking

Research shows that Americans' attitudes toward language instruction may be holding them back. In his book, "Educating Global Citizens in Colleges and Universities," historian Peter Stearns has written that Americans are "legendary" for being reluctant to learn another language. I suspect this may stem from knowledge of the fact that English is widely spoken and studied throughout the world. However, the fact remains that 75 percent of the world population does not speak English.

Research shows that motivation is essential to learning another language, whether that motivation stems from the desire to communicate with a relative or loved one in a foreign culture, or to better understand literature or works of art, such as an opera, that were originally produced in another language.

Timing is crucial

Another important consideration is the age at which students begin to study a foreign language. Brain scientists say that in order to speak a language as well as a native speaker, children must begin to study the language by age 10. A 2018 study found that this ability to more easily learn a language lasts until about age 17 or 18 - which is longer than previously thought - but then begins to decline.

Most students in the U.S. begin language study in middle or high school. Only 58 percent of middle schools and 25 percent of elementary schools offer a foreign language in 2008, according to a 2017 report by the Commission on Language Learning, which was formed in response to a request by Congress to look deeper into foreign language learning in the United States. And those figures are lower than the 75 percent and 31 percent, respectively, that they were in 1997.

Language immersion programs - growing in popularity since their introduction in bilingual Canada through the Official Languages Act of 1969 - represent one way to teach foreign language to children earlier. Research has shown that immersion students in Canada score higher in reading literacy than non-immersion students.

Research also shows immersion programs in general have many educational and cognitive benefits, as well as cultural, economic and social benefits both locally and globally. They have also been shown to be cost-effective.

Although the number of immersion programs is rapidly increasing, up from three in 1971, there were only 448 immersion schools in the United States as of 2011, the latest year for which I could find data. The number of programs is increasing to meet demand from parents and communities, with 180 dual-language public school programs in New York City alone in 2015.

Teacher shortage

Another issue is there aren't enough qualified teachers available to teach foreign languages and immersion programs.

"One of the biggest obstacles to improved language learning is a national shortage of qualified teachers," according to a 2017 report. The report cites federal statistics showing that 44 states and Washington, D.C. have a shortage of qualified foreign language instructors at the K-12 level for the 2016-2017 school year.

Equity, or social justice, is another important consideration. Recent studies have shown that bilingualism benefits low-income children. In order to make foreign language accessible to all children, it is essential to offer more of it in the nation's public schools.

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Foreign language classes becoming more scarce

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Of all the skills that a person could have in today's globalized world, few serve individuals - and the larger society - as well as knowing how to speak another language. People who speak another language score higher on tests and think more creatively, have access to a wider variety of jobs, and can more fully enjoy and participate in other cultures or converse with people from diverse backgrounds.

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Only 10 states and DC have foreign language graduation requirements

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Only 10 states and DC have foreign language graduation requirements

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This report lists 10 states - but it was published in 2010.
https://nflc.umd.edu/media/34/download

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Why should the US strengthen bilingualism?

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Why should the US strengthen bilingualism?

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LinkedIn post sharing an opinion piece by a Pakistani-American college student: https://www.linkedin.com/posts/patrick-wallace-4924bb3b_us-should-strengthen-bilingual-education-activity-6888851710765215744-tGU3