THE U.S FOREIGN LANGUAGE DEFICIT Strategies for Maintaining a Competitive Edge in a Globalized World Kathleen Stein-Smith The U.S. Foreign Language Deficit Kathleen Stein-Smith The U.S. Foreign Language Deficit Strategies for Maintaining a Competitive Edge in a Globalized World Kathleen Stein-Smith Fairleigh Dickinson University Teaneck, New Jersey, USA ISBN 978-3-319-34158-3 ISBN 978-3-319-34159-0 DOI 10.1007/978-3-319-34159-0 (eBook) Library of Congress Control Number: 2016950200 © The Editor(s) (if applicable) and The Author(s) 2016 This work is subject to copyright All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made Cover illustration: Détail de la Tour Eiffel © nemesis2207/Fotolia.co.uk Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland PREFACE ON THE IMPORTANCE OF LANGUAGE IN A GLOBALIZED WORLD In an increasingly globalized and interconnected world, facing global issues that require global solutions, it is increasingly important—essential for our survival, in fact—that we communicate, and that we communicate effectively According to the United Nations (UN) website, “The correct interpretation and translation of these six languages, in both spoken and written form, is very important to the work of the Organization, because this enables clear and concise communication on issues of global importance.” It goes on to affirm, “Multilingualism enables communication between the UN’s linguistically and culturally diverse Member States within the meeting rooms and halls of the UN.  By promoting tolerance, multilingualism also ensures increased participation of all Member States in the Organization’s work, as well as greater effectiveness, better outcomes and more involvement.” Americans are among the least likely to speak another language The United States’ foreign language deficit impacts our economic and national security, affecting both individuals and our society as a whole This deficit affects our ability to effectively navigate the globalized world and our own multicultural and multilingual society In addition, individuals without foreign language skills and knowledge of other cultures are often not able to enjoy cultural and entertainment events and the experience of travel abroad firsthand v vi PREFACE Many career opportunities require or prefer foreign language and intercultural skills, leaving many U.S jobs unfilled, or filled by workers from other parts of the world with the desired skill set We should communicate the value of foreign language skills, especially to young people, as a career asset, and offer the opportunity for them to learn foreign languages beginning at an early age and to continue to proficiency and even fluency We can act as individuals—in our families and communities, in the workplace, and through our elected officials to effect change Educators— in the classroom and through research, can create and deliver the best instructional theory and material for learners of all ages and backgrounds Government officials, agencies, and departments can develop policies to empower students, prospective workers, and citizens to develop foreign language skills Businesses can facilitate foreign language learning on site or through funding by their employees Identifying other foreign language stakeholders—potential partners—is an essential first step Most importantly, we can work together—as parents, educators, public officials, and business leaders—in what has been referred to as the language enterprise partnership to support foreign language learning The “Many Languages One World” (MLOW) Essay Contest and Global Youth Forum, New  York City’s French révolution bilingue, and the British Academy’s Languages Programme and partnership with The Guardian, are just a few of the wonderful examples of language enterprise stakeholder partnerships We can work together to build motivation to get students into the classroom and keep them there, and we can support immersion and heritage language programs to increase foreign language achievement The time is now, and the need is urgent Globalization has resulted in a vastly more interconnected world, and yet only 25% of Americans speak another language College and university enrollment in a course in a language other than English has fallen to 8.1%, the lowest-ever percentage reported, while virtually all students in the European Union (EU) and beyond study one or more languages beginning at an early age Getting the word out to stakeholder groups and to the general population, and present and potential foreign language learners is critical Using the best in research on foreign languages and foreign language education, strategic social marketing, and influence from a perspective that embraces methods, including but not limited to social media, the campaign will include multiple participants and methods, or mini-campaigns, to best reach populations with diverse reasons for studying foreign languages PREFACE vii It is especially important to highlight the benefits of learning another language Foreign language learning and foreign language skills have many benefits One of the most significant is the impact of foreign language on intelligence and ability in a variety of settings A frequently cited circumstance is the influence of foreign language skill on standardized test scores Knowledge of more than one language has also been shown to increase our ability to multitask and to prioritize multiple tasks Knowledge and regular use of one or more foreign languages have been demonstrated to effectively improve mental acuity, stave off dementia, and improve memory function Multilingual persons have also been demonstrated to have better observational skills and to make more rational decisions In addition, knowledge of one or more foreign languages tends to make us more aware of the grammar and structure of our own native language At the end of the day, it is important to remember—and to remind all our stakeholders—that foreign language is both a personal and workplace skill It is necessary to develop and expand curriculum and related programs that will empower our students to develop the level of foreign language skills needed in the workplace, and to develop specific career pathways for students into the language-services sector—which is predicted to increase faster than average and is worth more than $25 billion a year in the U.S alone—and related sectors with literally millions of career opportunities INTRODUCTION Americans are among the least likely in the world to speak another language This U.S foreign language deficit negatively impacts our national and economic security, our ability to effectively navigate the global workplace and our multicultural communities, our individual career possibilities, and our ability to enjoy travel abroad and cultural pursuits to the fullest This book examines the extent of the U.S foreign language deficit, its impact, and what can and should be done to address it, and the stakeholders and partners in the campaign for foreign languages It explores the economic impact of a resurgence of foreign language on the U.S economy and the next steps needed to develop specific career pathways that will both meet the current and future needs of government, business, and industry, and empower foreign language learners through curriculum and career preparation ix 108 CONCLUDING THOUGHT—FOREIGN LANGUAGES 2.0—CURRICULUM global talent, and would include foreign language proficiency, business language skills, translation/interpreting skills, and the technological and intercultural knowledge needed as part of the global talent skills set In addition, K-16 foreign language educators would work together to develop the language and cultural skills needed in the work place, as well as career pathways, including curriculum and 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Nov 2014 http://www.theguardian.com/education/2014/nov/07/-sp-do-youngpeople-care-about-learning-foreign-languages-data Web 28 Mar 2016 INDEX A AATF See American Association of Teachers of French (AATF) ACTFL See American Council on the Teaching of Foreign Languages (ACTFL) adult learners, 20, 50, 77, 79, 83, 99, 105 advanced proficiency, 49, 54, 55, 80, 92 advocacy, 69, 70, 73, 80, 87, 89–97, 99, 101, 105 American Association of Teachers of French (AATF), 32, 70 American Council on the Teaching of Foreign Languages (ACTFL), 3, 7, 14, 32, 34, 42, 52, 55, 61, 91 American Translators Association (ATA), 70, 78, 101 Appiah, K.A., 45 B bilingualism, 5, 9, 34, 61, 91, 93 biliteracy, 89–94 British Academy, 15, 24, 72–4 Business Language Studies (BLS), 23, 31, 32, 42, 51, 87 C career(s), 5, 6, 9, 11, 13, 16, 18, 22–35, 37, 38, 41–3, 47, 50, 54, 57, 63, 67, 71, 72, 76, 80, 81, 87, 95, 96, 99, 100, 104, 105, 107, 108 census, 7, 28, 30, 46, 59, 60, 63, 103 challenges, 40, 52, 54, 56, 57, 66, 67, 72, 73, 85–7, 90, 92, 93, 99–101, 105, 107 Commission on Language Learning, 18, 52, 90, 101 competitiveness, 13, 17, 24, 29, 31, 32, 51, 91, 99, 101, 104 Concordia, 62 creativity, 72, 89–94, 101–103, 107 © The Author(s) 2016 K Stein-Smith, The U.S Foreign Language Deficit, DOI 10.1007/978-3-319-34159-0 121 122 INDEX E enrollment, 6, 7, 14–17, 53, 55–7, 62, 71, 73, 90, 94–6, 101, 102, 107 Esperanto, 35, 57 Europe, 13–16, 20, 27, 56, 72, 73, 102 European, 27, 38, 45, 46, 56, 72, 73, 93 F foreign language deficit, 3, 4, 6, 13–22, 42, 46, 52, 55, 56, 61, 66, 67, 69–77, 89, 90, 99–105 Foreign Languages and Higher Education: New Structures for a Changed World, 17, 31, 32, 41, 45, 51, 55 G global citizenship, 37–47, 62, 67, 71, 100, 104, 105 Globalization and Localization Association (GALA), 21, 22, 28, 101 Global mobility, global talent, 4, 5, 25, 28, 45, 52, 93, 103, 108 Gunesch, Konrad, 42, 45 H heritage language, 3, 13, 34, 46, 59–63, 77, 78, 81, 97, 99 101–3, 105 I immersion, 46, 52, 59–63, 75, 77, 78, 92, 99, 102, 103, 105 intercultural competence, 23–32, 45, 47, 71, 81, 99, 100, 103 international education, 13, 17, 18, 25, 29, 37–47, 51, 70, 75, 76, 82, 96, 102, 104 J Jaumont, Fabrice, 62 L language enterprise, 19, 28, 44, 46, 47, 55, 66, 67, 69, 70, 77, 80, 90, 92, 96, 97, 99, 101, 103–105, 107 Languages for All?, 18, 52, 90, 102, 103 Languages for Specific Purposes (LSP), 23, 31, 32, 82 language strategy, 26, 28, 41, 89, 91, 92 lingua franca, 3, 4, 6, 43, 73, 74, 81, 82, 84, 99, 100, 105 localization, 13, 21, 22 M Many Languages One World (MLOW), 41, 44, 70, 77, 78, 92, 100, 105 Middlebury, 19, 61–3 MLA See Modern Language Association (MLA) MLOW See Many Languages One World (MLOW) Modern Language Association (MLA), 3, 6, 14, 17, 31, 32, 41, 42, 45, 51–3, 55, 96, 107 motivation, 30, 42, 50, 71–5, 85–7, 96, 100 multilingualism, 24, 31, 37, 41, 43–7, 56, 60, 70–2, 77–84, 89, 92–4, 99, 102, 103, 105, 107 INDEX P Pew, 10, 14, 38, 83 plurilingualism, 41, 46, 72, 74, 81 T technology, 28, 42, 52, 53, 63, 77, 79, 86, 92, 93, 96, 97 tourism, 20, 21, 27, 30 transcultural, 17, 31, 32, 45, 51, 107 translingual, 17, 31, 32, 45, 51, 81, 107 R révolution bilingue, 46, 60–2, 78, 103 Rivers, W.P (Bill), 19, 24, 28, 50, 55, 67, 70, 90, 104 U United Nations (UN), 27, 40, 41, 43, 44, 70, 71 O Occupational Outlook Handbook, 19, 24, 47 Open Doors, 25, 38, 39, 78 123 ... Addressing the U. S. Foreign Language Deficit The Campaign for Foreign Languages 69 Current Trends—Multilingualism as a Global Trend 77 Challenges—Getting Students Interested in Foreign Languages... understanding of global issues without being able to understand and read about other worldviews expressed in other languages, foreign languages are essential to our individual safety and security,... within our professional associations; as educators within our schools, school districts, and institutions of higher learning; as public intellectuals by speaking out for foreign languages; as citizens