If languages are the key to cultural understanding, University students have all the opportunities in the world.
While many experts, as well as federal government employees are concerned that universities are not graduating enough students fluent in the so-called “critical languages,” the institutions may not be the only ones at fault.
For example, the University of Oregon offers lessons in all eight critical languages: Arabic, Chinese, Hindi, Japanese, Korean, Persian, Russian and Turkish. But, because student demand for several of these courses is exceptionally low, they are not offered as actual classes, but rather as self-study courses.
Once student interest increases, the self-study course may be extended into an actual class. Arabic is one example of this transition.
From 2002 to 2006, national student demand for Arabic increased more than 50 percent. The language became a self-study course at the University in 1997, and became a regularly taught course this academic year.
The logical explanation for higher student interest is, of course, current affairs. Jeff Magoto, director of the Yamada Language Center, said it’s good that student interest can be driven upward by politics, but the door swings both ways.
“The problem is that interest fades,” Magoto said, “and what we want to do is, maybe when the Middle East isn’t just a hot button item, we want to still have in place the kind of language program and content area program that continues to attract and reward students for doing that.”
But not all students are in it only for the short-haul.
University junior Sam Brotman is currently enrolled in her third term of Arabic classes. She is taking Arabic because of genuine interest in Arab and Muslim culture, not because of the current political situation.
“I’m not learning Arabic to fight terrorism or anything,” she said. “I just think it’s really interesting. I personally can’t understand why more people aren’t interested in it. You open up the front page of The New York Times – every day has something about the Middle East.”
Brotman said learning Arabic has also helped her make many Arab friends on campus, which is exceptionally special because she is Jewish. She said language’s ability to break down barriers and stereotypes is important.
“Learning someone’s language is like showing that you care about their culture and you’re taking an interest in something integral in their life,” said Brotman. “It opens the door for communication and it opens the door for friendship.”
The World Languages Academy, run by the Yamada Language Center on campus , is dedicated to educating students on critical languages. The WLA offers courses in Korean and Arabic – two key critical languages in which degrees cannot be attained.
Typically, languages take about 10 years to evolve from self-study to actual courses because of the time required to observe a trend and then make the course a reality.
But someone has to pay for it.
Magoto said although he would like the WLA to have more money, he does not feel under-supported. The University pays for the first three years of courses if sufficient student interest is demonstrated, or else the WLA pays for the courses itself through the $600 student fee, required for the self-support course.
“The University is definitely behind making opportunities to study critical languages more available,” said Magoto. The East Asian languages are a different story. Stephen Durrant, East Asian Languages and Literatures Department head, said although budgets are tight, he is happy with the funding his department receives from the University.
“It’s difficult to justify the expansion into new languages unless we can show that there’s student interest,” said Durrant. “I hope that several of those (critical languages) will be successful – that the University will decide to fully regularize them.”
Andrew Claflin studied at the Central University for nationalities in Beijing, and is majoring in Chinese at the University of Oregon. Unlike Brotman, Claflin decided to take Chinese because after high school he was sick of Spanish.
“There’s just so many people that you’re going to interact with in your life, and the better you can communicate with them the more successful you’ll be,” said Claflin.
Magoto said interaction with others abroad is the best way to help students realize the benefits of learning a critical language.
President George W. Bush, acknowledging the need for more student fluency in critical languages, launched the National Security Language Initiative in 2006. The Initiative’s three goals are to expand the number of Americans mastering critical languages starting at a younger age, increase the number of advanced-level critical language speakers, and increase the number of foreign language teachers and their resources.
The initiative will strengthen national security by providing the means to engage foreign peoples, encourage reform, promote understanding and convey respect for other cultures, according to the initiative’s Fact Sheet.
One component of the initiative is the National Flagship Language Initiative, which produces advanced speakers of critical languages. The Center for Applied Second Language Studies offers a Chinese Flagship Program to students. Its students do not study abroad, but complete the program with the ability to speak “professionally fluent” Chinese. The Center is independent of the University and receives its funding from the federal government.
“Right now we’re getting incredible support from the government, but how long that’s sustainable we don’t know,” said Amy Harter, director of the Chinese Flagship Program. “We’re trying to build a program that’s sustainable.”
Whether the government’s recent boost in support for critical languages makes a serious impact remains to be seen. Either way, the only clear solution to graduate more students is for them to take the initiative.
“We need to continue to speak out about the importance of language study,” said Durrant. “We need to say over and over again – although it’s become a cliché – we still need to remind people that we live in a global village. The fate of all of us depends on better cultural understanding and better cultural communication, and we all assume that responsibility.”
Contact the higher education reporter at [email protected]