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.
Education in foreign languages in the U.S., particularly at the K-12 level, continues to experience dynamic changes in terms of numbers and locations of programs and program designs.
A total of 11 states have foreign language graduation requirements; 16 states do not have foreign language graduation requirements; and 24 states have graduation requirements that may be fulfilled by a number of subjects—one of which is foreign languages.
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.
Over the years, the presence of foreign language education in schools nationwide has been declining, and recent reports show that only roughly 20% of students across the country study foreign languages at some point in their K-12 years, and only 7.5% of college students study foreign languages.
Meanwhile, far fewer K-12 students in the U.S. participate in foreign language education. Throughout all 50 states and the District of Columbia, 20% of K-12 students are enrolled in foreign language classes, according to a 2017 report from the nonprofit American Councils for International Education.
Translation? Only 7 percent of college students in America are enrolled in a language course. Another challenge emerges when looking at the languages these students are learning, too. In 2013, roughly 198,000 U.S. college students were taking a French course; just 64, on the other hand, were studying Bengali.
Foreign-language requirements vary from school to school and even major to major. However, the vast majority of colleges have at least a minimal foreign-language requirement, which is usually at least two years in high school and can be much more at higher-rated schools.
Only 1 in 5 American students take a foreign language before college. 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.
The percentage of public school students in the United States who were English learners (ELs) was higher in fall 2019 (10.4 percent, or 5.1 million students) than in fall 2010 (9.2 percent, or 4.5 million students).
Bilinguals represent about 23 percent of the population in the United States.
Much of this can be accounted for by a drop in the number of people learning Spanish, by far the most popular language among US college students. But many other languages saw their popularity drop as well, and often at higher rates than Spanish, including German, Russian, and Italian.
Call it the consequence of geographic isolation, a history of economic and cultural hegemony, or a culture of rugged independence, but for better or for worse, America has a foreign language education deficit. As of 2001, 26 percent of American adults were capable of holding a conversation in another language.
However, most colleges require a minimum of two years of a foreign language to be considered for admission. Many colleges recommend at least three years of the same world language in high school for a student to be competitive in the admissions pool. Four years makes a student more attractive.
Four years of a single foreign language. The study of history for at least two years, and preferably three years: American history, European history, and one additional advanced history course. The study of mathematics for four years.
The study of foreign languages boots confidence. Graduates often cite foreign language courses as some of the most valuable courses in college because of the communication skills developed in the process. International travel is made easier and more pleasant through knowing a foreign language.
Nationally, the number of U.S. students studying abroad for credit during the 2018-2019 academic year grew 1.6 percent from 341,751 students to 347,099 students. This represents about 1.8 percent of all U.S. students enrolled at institutions of higher education in the United States and about 10 percent of U.S. graduates.
An overwhelming majority of U.S. study abroad takes place in Europe with 40 percent of students studying in just five countries, the United Kingdom, Italy, Spain, France, and Germany.
NAFSA has long advocated for policies such as the Senator Paul Simon Study Abroad Program Act to expand the total number of U.S. students studying abroad, and increase the diversity of study abroad students to more closely match the undergraduate population, and encourage study in nontraditional locations.
In SY 2019-20, about 60 percent of international students received most of their educational funding from sources outside the United States: 56 percent relied on personal and family funding, and another 4 percent primarily used foreign government or foreign university aid. The remaining 40 percent financed their education primarily ...
The United States has long been the top receiving country for international students, who historically have been drawn by the high quality of U.S. higher education, its value on the international labor market, and access to job opportunities in the United States after graduation.
Engineering, math and computer science, and business and management were the top three fields of study for international students in SY 2019-20, accounting for more than half of all international enrollment at U.S. higher education institutions (see Figure 4). Notably, 52 percent of international students were in STEM fields and were eligible for the extended 36-month OPT upon graduation.
The program, called the Student and Exchange Visitor Information System (SEVIS), tracks and monitors schools, programs, students, exchange visitors, and their dependents throughout the duration of approved participation in the U.S. education system.
New York University has been the leading host university for international students since SY 2013–14. Northeastern University-Boston rose to the second spot in the 2019-20 school year, pushing the University of Southern California out of the position it had held since the 2013-14 school year.
More than 1.5 million F-1 and M-1 students were enrolled in SEVIS-certified schools in calendar year 2019, down by approximately 2 percent from 2018. At the same time, the number of J-1 visiting students increased by 2 percent from 2018 to 2019, to nearly 533,000.
New Jersey (51%) has the most students studying a language, followed by the District of Columbia (47%) and Wisconsin (36%). However, the vast majority of states have less than 25% participation, with only 9% of students studying a foreign language in New Mexico, Arizona and Arkansas.
Roughly 98% of students in the Netherlands are learning a foreign language by the time they reach lower secondary (or about 7th grade), including 74% learning two or more languages, despite the country’s overall rate of 70%. English is the most studied language across all age ranges in Europe.
Furthermore, studying a second foreign language for at least one year is compulsory in more than 20 European countries. Overall, a median of 92% of European students are learning a language in school.
English is the most studied language across all age ranges in Europe. Meanwhile, far fewer K-12 students in the U.S. participate in foreign language education. Throughout all 50 states and the District of Columbia, 20% of K-12 students are enrolled in foreign language classes, according to a 2017 report from the nonprofit American Councils ...
In three of the four countries with the smallest student populations – Luxembourg, Malta and Liechtenstein – 100% of students are reported to be learning a foreign language.
In a 2016 Pew Research Center report on the state of American jobs, only 36% of Americans reported that knowing a foreign language was an extremely or very important trait for workers to be successful in today’s economy, ranking it last out of eight skills for workers’ success. Topics. Education K-12.
Learning a foreign language is a nearly ubiquitous experience for students throughout Europe, driven in part by the fact that most European countries have national-level mandates for formally studying languages in school.
But in states such as Arizona and Arkansas, the survey estimates that fewer than 10 percent of students are studying world languages in school.
Across the map, Romance languages are taught most often in U.S. high schools, with 46 percent of all foreign language classes focusing on Spanish and another 21 percent on French.
The survey’s authors recommend future national studies, with more funding and more time for data collection, to: 1 Identify schools with robust foreign language programs that could serve as national models. 2 Help schools collaborate on teacher training and curriculum development. 3 Encourage articulated language sequences from elementary through high school. 4 Explore student participation in government-sponsored extracurricular foreign language opportunities.
The dominant global language right now happens to be their default. Perhaps that’s one reason why only 20% of US students in kindergarten through 12th grade learn a foreign language, according to new Pew Research Center data.
A 2017 report from the nonprofit American Councils for International Education reveals that New Jersey has the most students studying a language at 51%, followed by the District of Columbia with 47%, and Wisconsin at 36%. But most states have less than 25% participation.
American kids who don’t pick up another language may still easily find work in a globalized economy dominated by English. But they will be missing out on developing critical cultural intelligence —like learning how to relate to and communicate with strangers.
English is an official language in 59 countries, the first language of 400 million speakers worldwide, spoken by a billion more. Some argue that English is so popular, in fact, that it’s downright oppressive.
Still, learning a foreign language is important for reasons that go beyond our practical obligations to communicate with people in another tongue. It’s a window on to a new worldview, a way to understand how our fellow humans think—multilingualism even shifts perceptions of time.
Foreign languages are studied by just 20% of kids in the US — Quartz.
Writing for The Guardian in July, Jacob Mikanowski accused the English language of “ taking over the planet .” “It is inescapable: the language of global business, the internet, science, diplomacy, stellar navigation, avian pathology,” he argues. “And everywhere it goes, it leaves behind a trail of dead: dialects crushed.”.
A total of 11 states have foreign language graduation requirements; 16 states do not have foreign language graduation requirements; and 24 states have graduation requirements that may be fulfilled by a number of subjects—one of which is foreign languages.
education system, K-16. The study was commissioned by the NSEP through the Institute of International Education (IIE).
Sponsored by the National Security Education Program/The Language Flagship in 2009, American Councils developed the first National Survey of Less Commonly Taught Language Instruction in U.S. High Schools (grades 9-12).
Students of LCTLs were concentrated on the West Coast, where California is reported to have the most at over 10,000 students. States with 3,000-6,000 students of LCTLs are Washington State, New York, Illinois, Texas, and Massachusetts (see Figure 2. Distribution of High School LCTL Students by State).
State officials estimate that 25 percent of high school students study a foreign language, mostly because many colleges with competitive admissions standards require at least two years of foreign language classes in high school. Arkansas, like many other states, has struggled to find teachers.
Researchers say the shortcomings are most glaring in so-called critical-need languages, such as Arabic, that are considered crucial to national security, but are among the least commonly taught and also considered the most difficult to learn.
Fueled by the efforts from the Obama White House and the US-China Strong Foundation, which aims to have 1 million Americans studying Mandarin by 2020, the study of the language of the world’s most commonly spoken language is on the rise.
To address the issues, the American Council on the Teaching of Foreign Languages has launched Lead with Languages, a public awareness campaign that aims to make language learning a national priority.
While fewer U.S. residents speak Arabic than Spanish, Chinese, French, and Vietnamese, U.S. Census data indicate that it’s the nation’s fastest-growing language. Arabic is also the second-most spoken home language for English-language learners in the nation’s K-12 public schools, trailing only Spanish, according to 2013-14 federal data.
Foreign language enrollment and investment vary widely from state to state. New Jersey is one of 11 states where foreign language study is required for students to graduate from high school. More than half of the state’s public school students—including those in elementary and middle schools—are enrolled in world language courses.
The state doesn’t track the number of elementary and middle school students studying a foreign language. Students don’t have to study a foreign language ...