34, no. 2 (Winter 2003): 47-49
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From Crisis to Opportunity:
French and Foreign Language Studies in the Twenty-First Century
SAMIA I. SPENCER
THE dawn of the century and the millennium is a rare occurrence that inspires renewed optimism. Unfortunately, for many professors of French, the outlook toward the future augurs little promise. Wherever they look, they find reason to be concerned. On campus, class size and numbers are shrinking, while course offerings are reduced because of low enrollment. National statistics from the MLA confirm the bleak picture and justify these fears: college registration in French decreased by 44.6% in less than thirty years, as enrollment dwindled from 359,313 students in 1970 to 199,064 students in 1998 (Brod and Welles 24–26). On another front, the American Association of Teachers of French expects that, in coming years, the rate of retirement among French teachers will escalate even more rapidly than it has been doing so far. In fact, the number of retirees will likely surpass the number of teachers entering the profession (letter to author, 1998). In some school districts, positions for French teachers are vacant for lack of applicants or are staffed by less-qualified temporary personnel. Elsewhere, French teachers are asked to teach subjects other than their own, because of the low enrollment in French. Ironically, the decline in French studies—paralleled, incidentally, by a general decrease in the percentage of college students learning a foreign language (12.4 % in 1970, 7.9% in 1998)—is occurring when scholars, teacher organizations, and professional groups are making tremendous efforts to increase public awareness of the importance of language and culture studies, when global trade and the economy have created unprecedented wealth, and when United States businesses are vying to conquer markets worldwide. In the light of these discouraging facts, it is easy to yield to pessimism, to lose confidence in one’s profession.
In Alabama, a group of committed French and other foreign language teachers—including secondary and college instructors, from language departments and colleges of education—is determined to fight back and reverse the trend. Viewing the current crisis as an opportunity and a challenge, these professionals realize that this multidimensional problem cannot be solved by one group alone, or at only one level. Joining hands, they have used their collective imagination creatively, to tackle the difficulties on every front. In this article, I outline some of the initiatives currently under way to strengthen teacher competence and preparation in French, to broaden the curriculum in college courses, and to bring French and other foreign languages to the forefront of the national debate on education.
Changes in the College Curriculum to Serve a New Generation
Throughout the 1970s and 1980s, most French departments added—to their traditional fare of centuries, themes, and genres—courses on business and commercial French and francophone literatures and cultures. Other topics in which student interest continues to grow, however, still remain peripheral to the traditional core curriculum in French.
At Auburn University we have attempted to be particularly sensitive to student needs and have adjusted our offerings accordingly. For example, following consultation with the adviser for French education majors, we added more courses in culture and civilization—two crucial components for those who intend to pursue a career in high school teaching. Specifically, two courses have been developed on the French press: one focusing on daily newspapers, the other dealing with weekly magazines. While these courses are open to all advanced undergraduate and graduate students, those enrolled in the teacher education program are particularly encouraged by their adviser to take the courses. Consistently rated among the best and most relevant the program has to offer, these courses have met with tremendous success. Students appreciate the insight they gain into French institutions; they acquire a new perspective on current events in the United States and elsewhere; they become acquainted with prominent personalities in French politics, business, and the arts; and they increase and update their vocabulary by reading authentic material that has not been filtered through a textbook. Many alumni report keeping up the habit of reading the French press regularly and using it as a tool in their own classes. They observe that their students’ contact with this concrete element of culture adds zest and relevance to the study of French.
In fall 2000, as we sought to fulfill the needs of an increasingly diversified student body and to adapt the French curriculum to the interests of the present generation, we decided to explore the addition of two new French majors to the existing three options: French, French education, and French and international trade. The new curricular options require collaboration between the College of Liberal Arts and the College of Human Sciences. They would prepare students for a variety of careers while allowing them to cultivate their interest in French language and culture. One of these curricula has already been approved; the other is still in the early planning stage. As of fall 2003, Auburn University students will be able to major in French and apparel merchandising—a joint venture between the Department of Foreign Languages and Literatures and the Department of Consumer Affairs. This program simply combines in a creative manner existing course offerings in these departments and requires the development of only two new French courses, dealing with the history and vocabulary of French fashion and design. Graduates of French and apparel merchandising would have career opportunities in the textile, fashion, and cosmetic industries; in the marketing of these industries’ products; and in government agencies overseeing the industries and their products. This joint curriculum is probably the only undergraduate French major of its type currently available in the nation—yet the association of French and fashion seems a natural one. Although the program has not yet been listed in the Auburn University Bulletin, it has already generated enormous interest among entering freshmen and high school students, who have informally indicated their intent to sign up for the major. The second proposal yet to be explored jointly by the departments of foreign languages and literatures and consumer affairs would create a major in French and hotel and restaurant management. In the meantime, the new French courses dealing with the history and vocabulary of French fashion will be available not only to majors of the French and apparel merchandising program but also to all other students in French studies programs, whose knowledge of the practical aspects of language and culture can thus be enhanced.
Efforts to Promote the Study of French and to Recruit and Retain French Teachers
Several initiatives are under way to flesh out enrollment in French and foreign languages at every level. As part of their assignment in the United States, exchange students from the Institut Universitaire de Formation des Maítres (IUFM) hosted by Auburn University are required to offer after-school classes in two elementary schools. The experience gives French students an insight into the American educational system; it also promotes the interest of American parents in French language and culture. School principals welcome the opportunity to offer the after-school activity, which complements and enriches the regular academic program. Furthermore, an agreement was recently reached with the Auburn city schools to make foreign language instruction more balanced. Beginning in fall 2002, a full semester of foreign language enrichment is being offered at the seventh-grade level. Three certified teachers, of French, German, and Spanish, each have six weeks to whet students’ appetite for the language they teach. Having had a taste of each culture, students will then select the one they wish to pursue in the eighth grade. As of fall 2002, a full program in each of the three languages is also being made available to students beginning in the eighth grade. In the first year of its implementation, the broader options led to significant enrollment for the two newly introduced languages: fourteen students chose German, while forty-four signed up for French. During registration week for the city schools, high school students of French are invited to make a presentation to those moving on to the junior-high level. They describe some of their cultural activities and experiences, perform sketches in French, and encourage their younger cohorts to begin the study of French early on.
The Alabama Association of Foreign Language Teachers has recently taken a concrete and bold step to encourage their best and brightest students to consider a career in teaching, even before they reach college. The AAFLT is asking high school teachers who participate in its annual meeting to bring along up to three outstanding students. Free passes will be issued to these students to attend sessions, hear presentations by experts in the field, and get a glimpse of the profession by helping at the registration desk and distributing evaluation forms.
Increasing teacher participation in professional meetings is another way in which the AAFLT is committed to improving teacher skills. Since insecurity often discourages neophytes from attending large professional gatherings, the AAFLT will devote an early session in its program to teachers who have recently entered the profession. Newcomers will thus have the opportunity to become acquainted in small groups, in order to share experiences, impressions, and anxieties more freely. Once connections have been established, support and advice will be provided by seasoned colleagues and professional speakers throughout the two-day event.
Advocacy in the Public Arena
While action by teachers and for teachers is essential, it is not the only element needed in improving the quality of education. In order to accomplish that mission, we must secure support and commitment at the grass roots, by bringing foreign language instruction to the forefront of the public debate on education and by increasing its visibility through social, economic, and political networks. My cochair on the AAFLT Advocacy Committee and I have developed a two-part plan. In the first stage, we aimed to reach every member of the state senate and the house of representatives, during the election season. In September 2000, we wrote a personal letter to all the legislators, to acknowledge their commitment to improving the quality of education for Alabama children and to remind them that students who learn foreign languages also develop superior problem-solving skills, score higher on standardized tests in English, and improve overall performance in school. We emphasized that a better-educated and culturally versatile population is likely to contribute significantly to the economy of the state, by attracting more investment, especially international investment. As a sign of appreciation for the legislators’ efforts on behalf of education, we offered to arrange a visit to one or more schools or colleges in their districts and to work with the local media to provide appropriate coverage of the visit. To that end, we asked legislators to fill out a short questionnaire in which they would briefly describe their support for education and foreign languages, for distribution to the media. Less than a week later, responses began to arrive. Legislators personally filled out the questionnaires, described their commitment, and asked that we arrange school visits. With the help of teachers known to us for their energy and enthusiasm, we arranged several visits. Host teachers were advised on ways to publicize the event, their discipline, and their schools but were given carte blanche to arrange the details of the visits. They were required to provide only a brief report and a picture of the event for the Advocacy Committee. The events proved mutually beneficial for the schoolchildren and the legislators, who were welcomed with songs in various languages. Speeches were given, pictures were taken, and articles reporting the activity were printed in the local newspapers.
In the second stage of the plan, we sought to reach top executives of foreign-owned companies in Alabama, as well as Alabama companies with foreign affiliates. Through the state’s Economic Development Office, we secured a list of these businesses with their addresses and telephone numbers. Thanks to the generosity of the Department of Foreign Languages and Literatures at Auburn University, a work-study student was assigned to the task of securing the names and titles of these leaders, so that individual letters could be sent to them. In the letter we thank them for choosing Alabama as a site for their business and request their support in addressing the state’s need for quality education and a competent workforce. The letter reminds them of the benefits of foreign language study and includes a questionnaire to assess foreign language needs for their families and their businesses. The results of their responses would be shared with them and with other leaders in business, education, and politics. We hope that with concrete information in hand regarding the needs of the business community, we can seek the support of our friends in the legislature to increase funding for public education, particularly for foreign language instruction.
Very few responses to the questionnaires sent to these businesses were returned by fax or mail. Then my cochair on the Advocacy Committee offered to assign two of her graduate students to the task of following up on the questionnaire by phone. Several leaders agreed to answer in a phone conversation, and the number of returned questionnaires significantly increased. Although the data are still being processed, some trends are clear. For example, cultural awareness for business personnel is viewed as a strong asset. The statement most strongly supported by respondents was, “Being able to function in a culturally appropriate manner is important to our business success abroad.” However, the need for employees proficient in foreign languages to translate business documents is low, and so is the need for employees proficient in another language to perform middle- and upper-management duties in the countries where the company conducts business. Our modest poll is by no means a scientific undertaking. Yet this limited feedback from the business community deserves further investigation. The findings may give the foreign language profession reasons to reevaluate its thrust and to work more closely with businesses, in order to better respond to their needs.
As of this writing (October 2002), it is too early to assess the results of these endeavors. It may be years before we observe any tangible benefits. In the meantime, however, we will continue to work in earnest on all fronts for the improvement of foreign language instruction and increased public support for our profession. We are convinced that this not only will lead to a more stimulating professional environment but also will result in a richer quality of life for our communities.
The author is Castanoli Professor of French and Director of Undergraduate Studies at Auburn University.
Brod, Richard, and Elizabeth B. Welles. “Foreign Language Enrollments in United States Institutions of Higher Education, Fall 1998.” ADFL Bulletin 31.2 (2000): 22–29 [Show Article].
© 2003 by the Association of Departments of Foreign Languages. All Rights Reserved.
ADFL Bulletin 34, no. 2 (Winter 2003): 47-49 |
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