Foreign language enrollments continue to make healthy increases in public schools across the country, according to the seventeenth in a series of surveys conducted first by the Modern Language Association (1958–1970and then byACTFL (1974‐present). The following report summarizes the responses received from a questionnaire sent to officials in each state and the District of Columbia. Forty‐eight states responded; however, because not all states collect data, and some collect it in inconsistent formats, enrollments were estimated for several states in whole or in part. The survey was conducted pursuant to a grant from the U.S. Department of Education, International Research and Studies Program. The full report is available from ACTFL Headquarters or can be downloaded from the new ACTFL Web Site (http://www.actfl.org).
What follows is the second update of a 1984 nationwide survey on foreign language and international studies programs. The original survey placed most of its emphasis on language programs, responding primarly to the education reports of the 70s and early 80s which called specifically for increased foreign language study. More recent studies have indicated that Americans have a general lack of knowledge about the world and their relationship to it. This deficii has noticeable effects beyond the classroom in terms of both local and national economies, as well as national security and diplomacy. While foreign language competency is an important component in the process of filling the gap, it is not the only solution. For this reason, the latest survey includes more information on the status of international studies programs being implemented throughout the country.The past two years have seen a dramatic increase in foreign language study. Thirty states have now instituted some form of language requirement. Almost all states require that at least two years of a foreign language be offered for a secondary school to be accredited. Several states are examining other aspects of foreign language instruction, including teacher training, teacher certification, proficiency-based curricula, testing and exchange programs. There are only four states in which no activity was reported.Movement is just beginning to occur in the area of international studies. However, several states are examining, or have examined, their social studies curricula to see if a more international perspective can be added. It is especially gratifying to note that a few states are integrating the study of foreign languages with international studies, in the form of international high schools and other model programs.As in the past, the information for this survey was obtained whenever possible from state supervisors for foreign languages and SociaVinternational studies. Other sources include correspondence from members and interested individuals and various newsletters of professional associations. This survey is not meant to provide a detailed account of everything occurring in the field, but rather to supply information to policy makers, educators, and concerned individuals as to the kinds of programs being implemented and to suggest ideas as to how they might improve the international and cultural awareness of their constituencies.In an effort to conserve space, the information contained in this report is for the most part new. For a complete picture of each state, it may be necessary to look ar the preceding two surveys, available from several sources:
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