Language Program Vitality in the United States: From Surviving to Thriving in Higher Education (Educational Linguistics, 63)

Acknowledgements Contents Contributors About the Editors Starting Your Path from Surviving to Thriving Language Programs 1 Introduction 2 Overall Volume Structure 3 Theme 1: Setting the Scene 4 Theme 2: Student Voices 5 Theme 3: Solutions to Thrive 5.1 Planned and Imagined Initiatives 5.2 Adjustments to Curriculum/Tried Initiatives 5.3 Recruitment 5.4 Credentials 6 Conclusion References Part I: Setting the Scene MLA Language Enrollment Trends References Beyond the Crisis: Tools for Analyzing Historical Enrollments in Languages Other Than English 1 What Happened in General: On the ``Crisis ́ ́, and More 1.1 Breaking Down Absolute Numbers: A Realm of Inequality 2 The Dynamics of Emerging Languages 2.1 Overview 2.2 Differences by Institution Type 2.3 Regionalization 2.4 Regionalization and Immigration Trends 3 Conclusion References The Increasing Diversity of World Language Study in the United States, 1958-2016 1 Introduction 2 Core Languages 3 Emerging Languages 4 Other Languages References World Language Enrollment at Community Colleges in the United States Between 1960 and 2010 1 Introduction 2 A Brief History of Community Colleges in the U.S. 2.1 Foundation of Community Colleges in the U.S. 2.2 Expansion of Community Colleges in the 1960s and Accessibility to College Education 2.3 Undergraduate Enrollment and World Language Enrollment 2.4 Accessibility to College Education for Students of Color and Immigrant-Origin Students 3 Student Linguistic Diversity in the WL Classroom at Community Colleges 4 What Can We Learn from Analyzing World Language Enrollment at Community Colleges? 5 Conclusion References Part II: Student Voices Amplifying Student Voices: US. Undergraduate Student Perspectives on Expanding Access and Increasing the Relevance of Courses ... 1 Introduction 2 About the Study 2.1 Participants 2.2 Study Questionnaire 2.3 Data Collection 2.4 Qualitative Data Analysis 3 Results and Discussion 3.1 Reasons for Not Taking LOTE Courses 3.1.1 I Need to Prioritize My Major or Other Degree Requirements Over LOTE Study 3.1.2 Not Enough Room in My Schedule 3.2 Expanding Access to LOTE Courses 3.2.1 Access Theme 1: Offer More Class Time Options 3.2.2 Access Theme 2: Offer Online or Partially Online Courses 3.2.3 Access Theme 3: Schedule Fewer Weekly Class Meetings 3.2.4 Access Theme 4: Make LOTE Study Count Toward Major or Certificate 3.2.5 Access Theme 5: Offer Lower- or Variable-Credit Courses 3.3 Increasing the Relevance of LOTE Courses for U.S. Undergraduates 3.3.1 Relevance Theme 1: Focus More on Contemporary Culture 3.3.2 Relevance Theme 2: Link LOTE Courses to My Academic Major or Professional Goals 3.3.3 Relevance Theme 3: Focus More on Everyday Language, Especially in Speaking 3.3.4 Relevance as Personalization 4 Conclusion References Understanding Student (A)motivation Towards Learning a Language: Students ́ Perspectives on Continued Language Study 1 Introduction 2 The Site 3 Methodology 4 Results and Discussion 4.1 Knowledge of SLA 4.2 Understanding the Importance of L2 Acquisition 4.3 Prior Experience with L2 Learning 4.4 Roadblocks to L2 Learning 5 Realizations and Ideas for Improvement References Why Doesn ́t Everyone Take a World Language Class? University Students ́ Perspectives on World Language Learning 1 Introduction 2 Background 3 Methods 3.1 Research Questions 3.2 Participants 3.3 Tasks 3.4 Analysis 3.5 Hypotheses 4 Results 4.1 K-12 WL Experiences and Opinions 4.2 Overall Knowledge of Benefits of Language Learning 5 Discussion 6 Conclusion 7 Considerations References Motivational Factors Affecting Language Student Enrollment and Retention in Higher Education 1 Background and Motivation for the Current Study 2 Literature Review 3 Aims of the Study 4 Method 4.1 Participants 4.2 Instrument, Data Collection and Analysis 5 Results 5.1 Comparisons of Student Groups 5.2 Method of Recruitment to Their Language of Study 6 Discussion 7 Limitations and Future Directions 8 Conclusion and Implications Appendix The Questionnaire Items References Preparing for the Future: What Do High School Students Think About Language Learning? 1 Introduction 2 Background 2.1 Secondary Students ́ Perceptions of Language Learning in English-Dominant Countries 2.2 University Students ́ Perceptions of Language Learning in the USA 3 The Current Study 3.1 Study Context and Question Prompts 3.2 Participants 3.3 Method 4 Results 5 Discussion 6 Limitations 7 Conclusions and Recommendations 7.1 Recommendation 1: Find a Balance Between Vocational and Humanistic Applications of Language 7.2 Recommendation 2: Ensure that Students Have Opportunities to Personally Connect with Language and Culture References University Students ́ Beliefs About the Language Requirement: Policy as Articulated and as Perceived 1 Literature Review 2 Methodology 3 Findings 3.1 Policy-as-Articulated: LAU ́s Description of the Language Requirement Excerpt 1: GEP Requirement Descriptions Excerpt 2: GEP Language Requirement Description Excerpt 3: MCL Website Description of Language Study Excerpt 4: MCL Website Description of GEP Language Requirement 3.2 Policy-as-Perceived: Students ́ Perspectives Toward the Language Requirement 3.2.1 Language 3.2.2 Language Learners 3.2.3 Language Learning 3.2.4 Language Requirement 4 Conclusion and Implications References Leveraging Student Surveys to Promote Recruitment and Retention 1 Introduction 2 Surveys as Recruitment Tools 3 Surveys as Retention Tools 4 Practical Considerations Appendix 1 General Information Questions Recruiting Students Into Language Classes Recruiting Language Students Into Major/Minor Retaining Language Students References Portuguese Language Program Evaluation References Part III: Solutions to Thrive: Planned and Imagined Initiatives Uniting On All Levels 1 Introduction 2 Expanding the Footprint of Languages Through Identity 3 Expanding the Footprint of Languages Through Adjacent Programming 3.1 Events 3.2 Campus Partners 4 Expanding the Footprint of Languages by Building Community 4.1 Orientation 4.2 Increased Language Offerings 4.3 Access 4.4 Student Employment 4.5 Maintaining the Community 4.6 Recognizing Student Effort 5 Logistics of Expanding the Footprint of Languages 6 Conclusion References It Takes a Village: A Planned Initiative Toward Language Program Revitalization 1 Introduction 2 Pillar I: Preparing Students for a Life of Success, Meaning, and Positive Impact 3 Pillar 2: Becoming a Place of Belonging for and Emotional Growth for All 4 Pillar 3: Enriching and Positively Impacting Oklahoma, the Nation, and the World Through Research and Creative Activity 5 Conclusion References Professional Content-Based Courses for Novice Language Learning 1 Introduction 2 In Favor of Content-Based Courses 3 Example in Practice 4 Conclusion Appendix A Student Learning Outcomes References Community-Engagement as an Innovative Way to Revitalize Language Programs 1 Community-Engagement as an Innovative Way to Revitalize Language Programs References Part IV: Solutions to Thrive: Adjustments to Curriculum/Tried Initiatives Expanding Access Through Online Asynchronous Language Courses References A Multilanguage Seminar for the Twenty-First Century: Rethinking Self-Instruction for the Least Commonly Taught Languages 1 Introduction 2 Enrollment Data 3 Sample Semester Plan 4 Assessment 5 Student Experiences 6 Advice for Creating a Multilanguage Seminar 7 Conclusion: Addressing Potential Concerns References Leveraging Language for Specific Purposes as a Motivating Factor for World Language Study 1 Introduction 2 Literature Review 3 Institutional Overview 4 LSP Through Curricula 5 LSP Through Extracurricular and Co-curricular Opportunities 6 LSP Through Immersion Opportunities Abroad 7 Conclusion References Contributing Factors and Achievable Solutions to the World Language Enrollment Downturn: A Midwestern Case Study 1 Program Challenges 2 Program Redesign and Results Reference A Revamped Major: Reimagining the Role of Languages at a Business University 1 Introduction 2 Institutional Context 3 An Attempt to Build a Multidisciplinary Major 4 The Revamp: Lessons Learned 5 Conclusion References Staying Afloat: Attracting Hebrew Language Students with Collaboration and the Use of Content Based Instruction 1 Issues Encountered 1.1 An Outdated Textbook 1.2 Non-communicative Approach 1.3 The ``Sage on the Stage ́ ́ Phenomenon 1.4 Resistance to Professional Development 1.5 Everyone for Themselves 2 Making Changes 2.1 New Methodologies Versus Traditional Instruction 2.2 Empowering Instructors with Training 2.3 Flipping the Classroom 2.4 Empowering Students with Content-Based Instruction 2.5 Current and Relevant Online Israeli Culture 2.6 Adjusting Curricula Based on Student Interests 2.7 Use of Authentic Materials 3 Challenges in Implementation 4 Outcomes References Innovative Strategies for Stabilizing Enrollment in Korean as a Foreign Language (KFL) Education 1 Introduction 2 Innovative Strategies for Stabilizing Enrollment 2.1 Creating Degree Programs 2.2 Securing Teaching Staff 2.3 Enlarging Community Involvement 2.4 Reconfiguring the Curriculum Along Innovative Pedagogical Approaches 3 Conclusion References Trial, Error, and Success: Recruitment and Retention Initiatives in a Small German Program 1 The German Program at Elon University 2 Learner Motivation Study 3 Community, Curriculum, and Career 3.1 Curriculum 3.2 Career 3.3 Community 4 Enrollment Data 2017-2022 5 Where Do We Go from Here 6 Recommendations for Program Development References Centers of Change: Forming Administrative Structures to Support Language Study 1 Reimagining a Language Laboratory and Its Director 2 The Language Council and Language Advocacy 3 Changing the University Curriculum 4 Preparing to Implement a New Language Requirement 5 Looking Beyond Proficiency 6 Conclusion References Language as a Bridge to Other Disciplines 1 Introduction 2 Institutional Context 3 Structuring the Program 4 Conclusion References Language Programs at Rochester Institute of Technology: A Successful Recent Initiative (2018-Present) 1 The Setting: Language & Culture at a STEM-Focused Institution 2 The Challenge: Responding to Institutional Change 3 Surviving to Thriving: An Applied Approach 4 Conclusions and Recommendations References Part V: Solutions to Thrive: Recruitment The Seal of Biliteracy as a Recruitment Opportunity 1 Introduction 2 Context and Design of the Recruitment Initiative 3 Preliminary Results 4 Conclusions and Next Steps References The Language Placement Brief: Showcasing Language Learning Opportunities References Internationalize Your Major: Embracing the Supportive Role of Language Study 1 Background 2 Evidence of Success 3 Next Steps Part VI: Solutions to Thrive: Credentials Changing the Narrative Around Language Study References Retaining Students with Shared Courses and Meaningful Credentials 1 Introduction 2 Instructional Approach 3 Assessment: ePortfolios and Avant STAMP 4S References The Language Certificate: Encouraging Foreign Language Proficiency for All University Students 1 Rationale 2 Language Certificate Requirements 2.1 Language 2.2 Civilization/Culture 2.3 Literature 2.4 Proficiency Assessments 3 Proposing the Language Certificate Program 3.1 Language Certificate Program Proposal-Example 3.1.1 Background 3.1.2 Eligibility and Qualifications 3.1.3 The Process 4 Initial Implementation of the Language Certificate 5 Unexpected Benefits 6 + Humanities Initiative 7 Cost of the Language Certificate 8 Current Status 9 BYU Language Certificate Program-Annual Report Example 10 Conclusion References Global Honors: Responding to Twenty-First Century Language Learners ́ Real-World Goals References You Have Reached the End: Now the Work Begins 1 Takeaways 1.1 Takeaway #1: It ́s Not All Doom and Gloom 1.2 Takeaway #2: Consider Focusing on High Impact Practices 1.3 Takeaway #3: Professionalizing Enrollment Work 2 Okay, You Read This Book. Now What? 2.1 What ́s Missing in This Volume and in the Field? 2.2 What Could You Do Next? A Call to Action 2.3 You Need an Intentional Framework References The perception of a permanent enrollment crisis in US postsecondary foreign language education has shaped our profession’s image for an entire generation of educators. Over the past 30 years, this crisis rarely invited self-examination or inspired creativity. Instead, it was routinely attributed to external factors: shrinking budgets, unsympathetic administrators, disengaged students. This volume is refreshingly optimistic: After providing a nuanced picture of the complex enrollment situation and focusing on perceptions of language education among undergraduate students, the volume features an inspiring panorama of successful models that revitalized language programs at a wide range of institutions. The diversity of approaches to post-secondary language education in the United States featured in this volume highlights that there are no simple “one size fits all” solutions. To be transformational, initiatives need to be intimately calibrated to the evolving needs and desires of our institutions’ most important stakeholder: the student. Per Urlaub, Massachusetts Institute of Technology, MA, USA