|
|
|
|
|
|
|
|
IN recent years, much attention has been focused on the decline in foreign language enrollments in two-year colleges relative to the total enrollments in these institutions. Concern has led to documentation of this decline (Brod, 1971, 1973, 1975; Twarog, 1977); to identification of factors that might be related to the documented trends (Brod and Meyerson, 1975; Cowan, 1976; Allen, 1977); and to suggestions on how enrollment losses in foreign languages might be halted and possibly reversed (Arnold et al., 1975; Buck, 1975; Keller and Ferguson, 1975; Cowan, 1976; Rudin, 1976; Allen, 1977).
This decline was demonstrated by Brod (1975), who reported that foreign language registrations in two-year colleges increased by only 1.9% between 1972 and 1974, a time when total college registrations increased by almost 20%. Likewise, Twarog found that between 1974 and 1975 only 4.7% of the total two-year college enrollments were in foreign languages, while 11.8% of the undergraduates in four-year colleges and universities were registered for foreign language courses. He estimated that the rate of foreign language registrations at two-year institutions is actually only one-third to one-fourth that found in the four-year colleges for comparable course levels.
Among the most common factors cited for the relative decline of foreign language enrollments in community and junior colleges are the lack of interest in foreign languages shown by students, the elimination of foreign language entrance and degree requirements (Arnold et al; Brod and Meyerson), the “indifference or opposition of guidance counselors to the value of knowing a foreign language” (Arnold et al., p. 32), the current trend toward career-oriented courses and more practical or immediately relevant subjects, and, finally, the increased enrollments in career or vocational programs.
Most of the suggestions on how foreign language departments can broaden their appeal to the student body recommend developing courses that are more closely aligned to students' educational needs and interests. Some courses that have been proposed include career-related foreign language classes and programs for persons in business, health, and law enforcement; community-oriented courses such as ethnic studies (Rudin); language for prospective travelers; and interdisciplinary classes such as those designed to enhance enjoyment of foreign films and world literature (Kalfus).
In sum, there has been a great deal of commentary on the status of foreign languages in two-year colleges since 1974, the year on which the most recent Modern Language Association enrollment survey (Brod, 1975) was based. In light of this heightened concern, it is important to examine what changes, if any, have occurred during the period 1975–77 in foreign language enrollments and in the types of courses offered.
The purposes of the present study were: (a) to determine the relative strength of foreign language enrollments by comparing them to total humanities and total college enrollments in two-year institutions; (b) to examine the types of foreign language courses that were taught and the relative frequency with which they were offered in community and junior colleges at two points in time—spring 1975 and spring 1977; (c) to identify, on the basis of enrollments, the relative strength of areas within foreign languages; and (d) to determine if institutional size is related to the range of foreign languages offered.
Class schedules for spring 1975 and spring 1977 were obtained from a representative national sample of 178 two-year colleges participating in a nationwide study of the humanities curricula in community and junior colleges. The study was supported by the National Endowment for the Humanities and conducted by the Center for the Study of Community Colleges.
For each college in the sample, a list of all humanities courses appearing in the spring class schedules for 1975 and 1977 was sent to a campus representative, who was then asked to provide enrollment figures for each of the designated courses. Enrollment data were obtained from all 178 colleges, which comprise 15% of all colleges listed in the 1976 Community, Junior, and Technical College Directory .
Foreign language courses and the number of students enrolled in them were first counted for each college and then grouped into nine categories: (1) Spanish; (2) French; (3) Italian; (4) German; (5) Russian; (6) classics (Greek and Latin); (7) English as a second language (ESL); (8) career-related Spanish courses (e.g., “Spanish for Nurses”); and (9) other, less commonly taught languages. Separate analyses were performed for spring 1975 and spring 1977. In addition, the total number of students enrolled in humanities courses was computed for each of the participating colleges. Courses in either history or appreciation of art, music, and theater, as well as courses in cultural anthropology, literature, foreign languages (including English as a second language), history, political science (including jurisprudence courses concerned with history and/or law), interdisciplinary studies in the humanities, and social/ethnic studies were also included in the sample.
A major purpose of this study was to determine whether enrollment in foreign languages increased, remained stable, or declined in relation to humanities offerings and total college enrollments for these two time periods. The data presented in Table 1 reveal that between spring 1975 and spring 1977 there were: a moderate increase in total college enrollment (7.4%); a moderate decrease in total humanities enrollment (3.0%); and a rather substantial gain in total foreign language enrollment (9.0%). The finding that foreign language enrollments increased both as a percentage of total humanities (+1.4%) and as a percentage of total college enrollment (+.1%) during the short, but recent, time period examined suggests a reversal of the downward trend in foreign language enrollments witnessed in recent years.
Enrollments in each of the nine foreign language areas were also compared for spring 1975 and spring 1977 in order to determine whether the overall foreign language enrollment increase of 9.0% was indicative of a general increase within each of the nine categories.
As shown in Table 2, there was a dramatic enrollment increase in one foreign language area—ESL (84.3%); a considerable enrollment increase in a second area—career-related Spanish (10.3%); a moderate increase in a third—Spanish (6.6%); and no change in a fourth area—French. However, in the same time period in which enrollments in these four foreign language areas either increased or remained stable, enrollments in the remaining areas of the discipline decreased. The decline was relatively slight in the other, less commonly taught languages (–5%). It was substantially greater in German (–14.4%) and the classics (–17.9%); and largest in Russian (–25.1%) and Italian (–27.9%).
Thus, with the exception of ESL and to a lesser extent Spanish and career-related Spanish, the downward trend in two-year college foreign language enrollments documented in the Modern Language Association's surveys of 1972 and 1974 has yet to be halted.
A further objective of this study was to identify the extent to which different foreign languages were represented in the two-year college curriculum. The percentage of colleges offering at least one course in a given foreign language area along with the percentage of total foreign language enrollments in that area for spring 1975 and spring 1977 are reported in Table 3.
The data show that for spring 1977, Spanish—with over one-half (51.0%) of all foreign language course enrollments—was the most popular language in the two-year colleges, French (17.0%) a distant second, and ESL (16.4%), third. Enrollments in the remaining foreign language areas were, in descending order: German (8.3%); other (2.4%); Italian (1.9%); career-related Spanish (1.5%); Russian (.9%); and classics (.6%). A surprising result shown in Table 3 is the relatively low percentage of two-year colleges that offer foreign language courses in areas other than Spanish and French. For example, in spring 1977 less than 13% of the colleges offered a course in Italian (12.9%), career-related Spanish (9.6%), Russian (7.3%), or the classics (4.5%). The most disturbing finding was that approximately one-fifth of the two-year colleges examined did not offer even one foreign language course in spring 1975 (18.5%) or in spring 1977 (19.7%).
Three important implications can be drawn from these findings: (1) The choice of foreign languages available to students in most community and junior colleges is rather limited and, in approximately 20% of the colleges, nonexistent (at least in the two recently examined time periods). (2) The fact that many foreign languages were omitted from the curriculum of most two-year colleges suggests that the downward trends in these same foreign languages are likely to persist. (3) Although the relationship between foreign language enrollment in two- and four-year institutions was not treated in this study, it seems likely that enrollments in a particular foreign language (e.g., German) at a four-year institution may depend, in part, on whether or not transfer students from the two-year colleges have taken a course in that language before entering the senior institution. For example, students who take a Spanish course at a two-year college may be more likely to take Spanish in the four-year college than German or Italian, which may not have been offered at the college from which they transferred.
Another purpose of this study was to ascertain if institutional size was related to the range of foreign languages offered by a two-year college. So that this question could be approached systematically, the colleges were divided into three size categories on the basis of their enrollments: (1) small (1–1499); (2) middle (1500–7499); (3) large (7500 and over).
As shown in Table 4, a strong, positive—and expected—relationship existed between institutional size and the percentage of colleges that offered a course in each of the foreign language areas considered. That is, large colleges were much more likely to offer a course in any one foreign language area than were the middle-sized colleges, which, in turn, were more likely to do so than were the small colleges. For example, a much greater percentage of the large colleges (78.8%) offered a course in German than did the middle (39.5%) or small (17.4%) colleges. In other words, students attending a large college are likely to have a much greater selection of foreign language courses available than those enrolled in a middle-sized or small college.
The findings reported in this study demonstrate that foreign language enrollments increased to a proportionately greater extent than did total two-year college enrollments and total humanities enrollments, the latter of which declined in the time frame considered. Inspection of the enrollment changes in nine foreign language areas illustrated that three course areas—ESL, career-related Spanish, and Spanish—showed an enrollment increase; two course areas—French and other, less commonly taught languages—remained relatively stable; and four course areas—German, classics, Russian, and Italian—experienced an enrollment decrease. Since course enrollments in this last group are very small, a continuation of their downward enrollment trend will render them “endangered subjects” in the two-year college curriculum.
The most popular foreign language in the two-year college was Spanish. In spring 1977 nearly three times as many students were enrolled in Spanish as in French, which was the second most popular foreign language area. English as a second language now takes third place, enrolling almost as many students as French. Since a large number of the students in ESL courses are from Spanish-speaking backgrounds, it is apparent why foreign language offerings in the two-year colleges are largely comprised of Spanish language teaching.
Perhaps the most important finding reported in this study with respect to the future of foreign languages in two-year colleges is that, with the possible exception of Spanish, foreign language courses (transfer, career-oriented, or personal enrichment) were not offered in many of the two-year colleges. This was especially true in the small and middle-sized institutions. Thus, students desiring to take a course in a particular foreign language to fulfill a degree requirement, to meet a career need (e.g., “Spanish for Teachers”), or to satisfy a personal objective (e.g., “German for Tourists”) would not have been able to do so at most two-year colleges.
As previously noted, the narrow range in both type and orientation of foreign language courses available to students in most two-year colleges is likely to suppress enrollments in the omitted language areas at all levels of postsecondary education. It seems apparent that students attending a college in which the only language offered is Spanish will be more likely to become interested in Spanish than in the other languages that are not offered. Less apparent are steps that foreign language departments can take to accommodate the wide range of student goals and purposes. The most obvious solution to this problem would be for two-year colleges to offer transfer, career-related, and personal enrichment courses in a wide range of foreign language areas. Unfortunately, few of the colleges (especially the middle and small institutions) can afford the luxury of hiring faculty to teach multiple courses in several foreign languages. However, departments could expand their course offerings through the use of self-instructional learning packages. For example, a two-year college could offer a course called “Foreign Languages I.” Students who enrolled in this class could take such self-instructional courses as “Italian Grammar and Composition,” “French for Tourists,” or “Spanish for the Health Professions.” One or two staff members would supervise the course, and students would receive credit in the language area they completed (e.g., “Foreign Languages I: Introduction to Italian Grammar and Composition”).
Another approach that two-year colleges might take to expand the range of available foreign language courses is to establish exchange programs with neighboring two- or four-year institutions. A college that offered language courses in areas not taught at a nearby institution would encourage students from the neighboring school to enroll in its courses and vice versa.
Two-year community, junior, and technical colleges currently enroll four million students throughout the nation, one-third of all students in American higher education. Despite the magnitude of this population, just a bit over four percent of these two-year college students are likely to enroll in a foreign language course. If foreign language departments wish to increase their course enrollments, they will have to become more aggressive and imaginative in the methods they employ to attract new students.
The author is a Research Associate at the Center for the Study of Community Colleges, Los Angeles, California.
Allen, Louise H. “Fay Ce Que Vouldras.” ADFL Bulletin , 8, 3 (March 1977), 1. [Show Article]
Arnold, Don W., Robert L. Morgenroth, and William Morgenroth. “Survey of FL Use in Business and of Trends in FL Education in Illinois.” ADFL Bulletin , 7, 2 (Nov. 1975), 27. [Show Article]
Brod, Richard I. “Foreign Language Enrollments in U.S. Colleges—Fall 1970.” ADFL Bulletin , 3, 2 (Dec. 1971), 46. [Show Article]
———.“Foreign Language Enrollments in U.S. Colleges—Fall 1972.” ADFL Bulletin , 5, 1 (Sept. 1973), 54. [Show Article]
———.“Foreign Language Enrollments in U.S. Colleges—Fall 1974.” ADFL Bulletin , 7, 2 (Nov. 1975), 37. [Show Article]
———. and Jeffrey H. Meyerson. “The FL Requirement—Report on the 1974–75 Survey.” ADFL Bulletin , 7, 1 (Sept. 1975), 43. [Show Article]
Buck, Kathryn. “Report on the 1974–75 Survey of Non-Traditional Curricula.” ADFL Bulletin , 7, 1 (Sept. 1975), 12. [Show Article]
Cowan, Elizabeth. “Turnabout in the Job Market: The University Goes to the Community College.” ADFL Bulletin , 8, 1 (Sept. 1976), 53. [Show Article]
Kalfus, Richard. “International Communications: A Boost to Foreign Language Education in the Community College.” ADFL Bulletin , 8, 3 (March 1977), 21. [Show Article]
Keller, Howard H., and John W. Ferguson. “Toward the Development of an Interdisciplinary Introduction to Foreign Languages: A Curriculum Model.” ADFL Bulletin , 7, 1 (Sept.1975), 32. [Show Article]
1976 Community, Junior, and Technical College Directory . Washington, D.C.: American Association of Community and Junior Colleges, 1976.
Rudin, Neil. “An Ethnic Studies Component in the FL Curriculum.” ADFL Bulletin , 8, 2 (Nov. 1976), 42. [Show Article]
Twarog, Leon I. “Beyond Survival: The Role of FL Programs in the High Schools and the Two-Year Colleges.” ADFL Bulletin , 8, 3 (March 1977), 10. [Show Article]
[The Center for the Study of Community Colleges has supplied the following general progress report, dated 16 January 1978, on its study of the humanities in two-year colleges. The report was prepared by Arthur M. Cohen, President, and Florence B. Brawer, Research Director of the Center. The Center's address is 1047 Gayley Avenue, Los Angeles, California 90024.]
In recent months we have analyzed the data on curriculum and enrollment trends, distributed and retrieved survey forms inquiring about instructional practices, conducted case studies in six colleges, and continued a broad-scale information dissemination activity.
Humanities course enrollments are declining. Between spring 1975 and spring 1977 total enrollments in the 178 colleges in our sample increased by 7.4% while enrollments in all humanities courses decreased by 3%. The disciplines that suffered the greatest losses included literature, down 13%; anthropology, down 10%; music appreciation, down 9%; and history and philosophy, down 8% each. However, interdisciplinary humanities, political science, and foreign languages went against the trend, with Spanish and English as a Second Language showing the greatest increases.
Survey forms were sent to 1,110 instructors asking about the patterns of instruction they employ in particular class sections. Our on-campus facilitators were diligent in distributing and retrieving the forms; of the 1,018 survey forms delivered (92 class sections were canceled), 867 were returned, an 85% response rate. The data are now being tabulated, and reports will be prepared this spring.
The case study phase of the project is well underway. By the end of January we will have visited 10 colleges in 6 states, inquiring as to why the humanities are increasing or decreasing. We are speaking with numerous people at the colleges, using a structured interview technique. The 20 case studies will be concluded in May.
Dissemination of findings is continuing Our book, The Two-Year College Instructor Today , was published in November and has been distributed to the on-campus facilitators at the colleges that participated in that study. We have also made numerous speeches outlining the results of our studies and have written several articles. Talks have been given at the National Humanities Faculty Conference (Los Angeles), the American Council on the Teaching of Foreign Languages Annual Convention (San Francisco), the Humanities Division Chairperson Conference (Huntington Beach), the Michigan Community College Arts and Humanities Association Meeting (Detroit), and Los Angeles Valley College. This spring we will be reporting further information at the American Association of Community and Junior Colleges Conference (Atlanta), and to special seminars in Miami, Denver, Maryland, and Washington. Several articles have been prepared for publication in disciplinary and professional association journals. These articles will also be brought together in a publication to be prepared and distributed in cooperation with the ERIC Clearinghouse for Junior Colleges.
| Category | 1975 | 1977 |
Percent
Change |
|---|---|---|---|
| FL Enrollments | 29,691 | 32,315 | +9.0 |
| Humanities Enrollments | 271,465 | 263,305 | –3.0 |
| College Enrollments | 740,883 | 795,925 | +7.4 |
|
FL as a % of Humanities Enrollments |
10.9 | 12.3 | +1.4 |
|
FL as a % of College Enrollments |
4.0 | 4.1 | + .1 |
| Foreign Language Area | Enrollments |
Percent
Change |
|
|---|---|---|---|
| 1975 | 1977 | ||
| Spanish | 15,471 | 16,493 | + 6.6 |
| French | 5,496 | 5,500 | 0 |
| German | 3,139 | 2,688 | –14.4 |
| Italian | 870 | 627 | –27.9 |
| Russian | 378 | 283 | –25.1 |
| Classics | 234 | 192 | –17.9 |
| ESL | 2,877 | 5,302 | +84.3 |
| Career-related Spanish | 428 | 472 | +10.3 |
| Other | 798 | 758 | – 5.0 |
| FL Area |
% of Colleges
Offering Course |
% of Total FL
Enrollment |
||
|---|---|---|---|---|
| 1975 | 1977 | 1975 | 1977 | |
| Spanish | 69.7 | 68.0 | 52.1 | 51.0 |
| French | 59.6 | 56.2 | 18.5 | 17.0 |
| German | 39.9 | 38.2 | 10.6 | 8.3 |
| Italian | 11.2 | 12.9 | 2.9 | 1.9 |
| Russian | 9.0 | 7.3 | 1.3 | .9 |
| Classics | 3.9 | 4.5 | .8 | .6 |
| ESL | 26.4 | 32.6 | 9.7 | 16.4 |
|
Career-related Spanish |
5.6 | 9.6 | 1.4 | 1.5 |
| Other | 7.9 | 10.7 | 2.7 | 2.4 |
| Total | 81.5 | 80.3 | 99.9 | 100.0 |
| FL Area |
Small
(1–1499) |
Medium
(1500–7499) |
Large
(7500+) |
|---|---|---|---|
| Spanish | 46.4 | 73.7 | 100.0 |
| French | 34.8 | 57.9 | 97.0 |
| German | 17.4 | 39.5 | 78.8 |
| Italian | — | 7.9 | 48.5 |
| Russian | 1.4 | 1.3 | 33.3 |
| Classics | 7.2 | — | 8.8 |
| ESL | 10.1 | 35.5 | 72.7 |
|
Career-related Spanish |
2.9 | 7.9 | 27.3 |
| Other | 2.9 | 6.6 | 36.4 |
|
Colleges offering at least one FL course |
69.6 | 81.6 | 100.0 |
© 1978 by the Association of Departments of Foreign Languages. All Rights Reserved.
|
|---|
|
|
|
