Sigh. There is something inherently disappointing in the tendency of American policymakers to talk about what needs to be doneand then fail to do it.
Latest case in point: We all know of the need to teach more students a foreign language before they enter tomorrow’s global economy. Yet, over the past decade, thousands of public schools have dropped all instruction in French, Spanish, and other languages.
So reports a study released by the Center for Applied Linguistics, which surveyed 5,000 public and private schools about their foreign language instruction. The study, conducted in collaboration with the research group Westat, was funded by the U.S. Department of Education.
A closer look at the report reveals that the decline in foreign language classes hasn’t occurred at the high school, where officials are heedful of state mandates and the coursework students need to enter college.
No, the dramatic cuts are at the elementary and middle school, where foreign language educators have long argued is where instruction should beginand must begin if more students are to truly master a language during their school years.
Money is at the root of the problem. Economists and political leaders can talk all they want about the need for more linguists to work in a global economy, serve in our diplomatic corps, and help our intelligence services keep us safe. In the end, though, foreign language instruction is one of those goals that don’t have the immediacy necessary to survive the budget ax.
So, decade after decade, school districts build up their foreign language programs in good economic times, only to shred them again when the economy tanks and funding dries up.
That’s not a slam on local policymakersit’s just a reality that when money is tight, the three R’s take precedence. A local school board must help a struggling student learn English before worrying about Spanish or Russian.
It’s just a shame that no other level of government appears to feel foreign language instruction is so important that it must be expandedat least, none feel so strongly that it provides enough funds to allow local schools to keep programs afloat.
Of course, we’re talking about American levels of government. We mustn’t forget the Chinese. In addition to shoring up our economy, it appears the Chinese government is investing money and teachers to help our children learn to speak Chinese.
It’s not clear to me how much they’re helping. But, according to the New York Times, “the Chinese government is sending teachers from China to schools all over the world.” In a high school south of Cleveland, for example, a new Chinese language program began in 2007 partly due to the Chinese government’s help in paying for a teacher’s salary.
Such assistance, along with growing recognition of China’s importance in world affairs, has led to a four-fold increase in the number of middle and high schools teaching Chinese. “Perhaps 1,600 American public and private schools are teaching Chinese, up from 300 or so a decade ago,” the Times reports. “And the numbers are growing.”
My, my, how times change. As a kid, I remember when America sent teachers and money to help other lands educate their children. Now our schools are receiving foreign aid to teach our children what we cannot seem to afford ourselves.
How do you say “Oh vey!” in Chinese?
Del Stover, Senior Editor
