Foreign Language Instruction in U.S. Schools

Results of a National Survey of Elementary and Secondary Schools

Dados Bibliográficos

ID8936151
AutoresIngrid Pufahl (Center for Applied Linguistics, autor correspondente), Nancy C Rhodes (Center for Applied Linguistics)
Ano2011
Volume44
Fascículo2
Páginas258-288
Data de publicação2011-05-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoForeign Language Annals (JOURNAL)
Identificadores do periódicoISSN: 0015-718X • E-ISSN: 1944-9720
EditoraWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2011.01130.x
OpenAlexW2128685545
IdiomaEN
Citações recebidas44
Referências citadas10

How well are our schools preparing students to become global citizens who can communicate in languages other than English? To answer this question, we surveyed a nationally representative sample of more than 5,000 U.S. public and private elementary and secondary schools. Results identify current patterns and shifts over time in five key areas of K–12 foreign language education: amount of language instruction; languages and program types offered; curriculum and instruction; teacher certification, professional development, and teacher shortages; and the effects of education reform. Results reveal that despite some positive developments, overall foreign language instruction has decreased over the past decade and the achievement gap has widened. The article concludes with recommendations on how to progress toward achieving foreign language proficiency for all students

Certification · Curriculum · Economic shortage · Foreign language · Language assessment · Language proficiency · Linguistics · Mathematics education · Pedagogy · Political science · Sample (material · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching