One of the greatest preparations educational institutions can provide to their students is a comprehensive awareness of the world around them — beyond the place and time they live in. America is a melting pot for a diverse array of cultures and languages, and schools must embrace this by providing quality foreign language instruction early. Schools of all levels must recognize the importance of foreign language courses to give their students a better view of the world.
Only 20% of American students nationwide are enrolled in a second language course, with only 10 states requiring high school students to fulfill a foreign language requirement to graduate. Of those who have taken a language in school, 30% cite their reason for taking a language course as being a requirement and giving up when the credit is fulfilled. America does not have a national language, which proves Americans’ need to value a second language as a useful skill.
With that said, obtaining this lifelong skill requires persistence from an early age.
In Europe, foreign languages are compulsory in schools across many countries. PEW Research Center reports that Europe has seven countries with 100% of primary and secondary (K-12) students enrolled in a foreign language, with 92% of students across the rest of Europe enrolled in a second language course.
European children are between 6 and 9 years old when they start learning a second language. This age range is the most effective time in life to learn a new language according to the critical period hypothesis, which suggests children can reach lifelong fluency if they begin acquiring a second language during this phase.
In the United States, there are 3,600 language immersion programs, which expose students to a second language from a young age. Yet, this small proportion only accounts for 2% of all K-12 programs in the U.S. In high school immersion programs, students can complete their coursework in their second language and even become candidates for a proficiency certification.
By implementing a second language from an early age, students are encouraged to carry the skill with them and pursue it in higher education. Children also receive lifelong cognitive benefits from learning a second language at a young age. Acquiring a second language in a K-12 setting improves executive functioning in the brain, used in tasks like planning, multitasking and concentration.
Students not only improve their oral and written proficiency in college, but they also gain a comprehensive view on the language’s origins, the history of linguistic countries and influences on the language’s culture today. Learning about diverse contexts is crucial to reducing personal biases and framing how cultures have evolved into their current state.
Values of America’s STEM-focused society transfer into prioritizations in curricula. Today, one-fifth of schools are STEM-based, many administrators ceding to pressure from parents and lawmakers to disproportionately put funds toward STEM programs over the humanities.
Languages cannot be seen as a box to check off before graduation, but rather a necessity to students’ success in the workforce.
The demand for multilingual professionals has risen as businesses become increasingly globalized. Key findings on bilingual professionals found that people who speak another language receive promotions and obtain leadership positions faster than monolingual people.
In later life, multilingual people can display signs of “cognitive reserve,” or the preservation of efficient brain networks. Consequently, bilingualism can potentially delay the onset of age-related illnesses like Alzheimer’s disease, as it can help a person’s cognitive mechanisms remain sharp. In all stages of life, bilingualism is essential to facilitating cognitive abilities.
The lack of U.S. effort to prioritize foreign language learning in schools reinforces the belief that learning a second language is not necessary in America because it is largely an English-speaking country. It also concedes to a misconception that immigrants are the Americans who need to learn a second language — English — to adapt to American culture.
While one could function in American society by only speaking English, monolingualism limits one’s potential to communicate with foreigners on another level, whether it is for business purposes, traveling or simply connecting.
The benefits of learning a second language call for increased foreign language instruction in schools. By doing this, America’s youngest generation will become culturally aware while receiving lifelong benefits in health and professional careers.
This story was written by Bella Gruber. She can be reached at [email protected].
