U.S. Competitiveness Begins With K-12 Language Learning

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This past week, March 7-13, 2021 marked National Foreign Language Week which was endorsed by President Eisenhower in 1956 to make American students aware of the importance of studying a foreign language.

Need for Global Skills

In today’s globalized world, multilingual skills are more important than ever as 75% of the world does not speak English. The U.S. Council on Foreign Relations states that “The global economy is shifting away from the English-speaking world. Since 1975, the English-speaking share of global GDP has fallen significantly and will continue to fall. The Chinese economy will surpass the US economy in size soon after 2030. Latin America (Spanish- and Portuguese-speaking) and South Asia (Hindi- and Urdu-speaking) are growing strongly as well. Future US growth will increasingly depend on selling US goods and services to foreign consumers who do not necessarily speak English.”

Aside from economic reasons, there are diplomatic and security reasons to improve our nation’s standing in language proficiency. The U.S. Government Accountability Office claims that nearly one in four foreign service offers does not meet the language proficiency requirements needed to do their jobs.

State of U.S. Language Learning

Despite this, according to a 2017 study “The State of Languages in the U.S.: A Statistical Portrait” only 20% of public K-12 students study a foreign language, and that level is declining. Among elementary schools, the percentage teaching language fell from 31 percent in 1997 to 25 percent in 2008, despite evidence that an early start provides an edge in acquiring language proficiency. Among middle schools, the percentage dropped from 75 to 58 percent. The statistics in New York and New Jersey are better than the national average at 27% and 51% of students studying a foreign language, respectively, however these school districts have also seen declining enrollment in language classes.

Fewer schools offering programs further reduces the chances of students becoming interested in languages, leading to lower enrollment in colleges. Only 7.5% of students in college enroll in a foreign language – a steady decline in enrollment over the past 10 years.

One reason that language programs are cut is that the time spent in K-12 schools has not yielded results. According to the Center for Applied Second Language Studies, a typical student after 4 years of language study can achieve Novice High or Intermediate Low on the ACTFL proficiency level which translates into the student being able to maintain a simple conversation. Often this level of language attainment is easily lost when learning is not continued.

The Language Immersion Approach

There is, however, a bright spot in language learning. Language immersion programs nationwide have grown 10-fold in the past 10 years. Language immersion programs use a second language such as Mandarin or Spanish, to teach content subjects such as language arts, math, science, and social studies. Many of these programs begin in preschool and continue through elementary and even middle school. By spending most of the day in a second language students can achieve significantly higher levels of language proficiency, often Intermediate High or Advanced Low by grade 5 if the immersion experience is started early and continued through middle school. At the same time the student is learning the necessary content in each subject. In addition, research has shown that students’ abilities in English does not suffer, in fact it is enhanced by time spent in a second language. A Rand study showed that 5th and 8th graders in immersion programs outperformed non-immersion students in English reading comprehension by 7 and 9 months, respectively - almost a full year advantage. Students who learn in a second language improve their ability to understand how languages work. This makes it easier for them to learn a third and even fourth language. Aside from the language benefits there are cognitive benefits as well. Language immersion has been shown to improve a child’s problem-solving skills, creativity, ability to focus on a particular task, empathy, and social skills - skills important for the 21st century.

At a time when admissions to colleges is increasingly competitive, being biliterate can set one apart. It demonstrates a commitment to studying a language that few students achieve. Plus, it is a skill that one will find useful in travel, work and enjoyment in communicating with others.

Sharon Huang is the founder of HudsonWay Immersion School, the 1st Mandarin and Spanish Immersion school in the Tri-state area serving children ages 2 through grade 8. The school is located on two campuses – Stirling, NJ and Midtown West, NYC. Children learn all their subjects in two languages, becoming fully bilingual and biliterate. Students can join the program in preschool, elementary or middle school. To learn more, visit www.hwis.org. To join an upcoming virtual information session, register here.

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