29, no. 1 (Fall 1997): Back Matter
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Back Matter Fall 1997
1996 State Survey Conducted by JNCL-NCLIS
The 1996 annual state survey conducted by the Joint National Committee for Languages-National Council for Languages and International Studies (JNCL-NCLIS) is designed to assess support for foreign languages, bilingual education, and English as a second language programs at the state level. The organization distributed 250 surveys to foreign language supervisors, state foreign language association presidents, bilingual education and ESL supervisors, and TESOL affiliates in all fifty states; seventy-eight questionnaires representing thirty-three states were returned. Seventy-six percent of the responses came from state departments of education. While the return rate indicates that some of the survey's conclusions may be impressionistic, the following trends emerge.
- Nearly two-thirds of all state departments of education downsized their staffs in the fiscal year 1995–96. The cuts had a relatively small but nevertheless significant effect on foreign language programs. On average, 17% of the jobs lost were in foreign languages, ESL, and bilingual education. Foreign languages actually fared much better than other disciplines in state-education-department job cutbacks. The departments of education reported an average of 1.3 staff members whose primary tasks are directly or indirectly related to foreign language education; they reported twice as many ESL and bilingual staff.
- Seventy-one percent of the responding states reported increases in overall education budgets from the previous fiscal year; 25% reported decreases, and 4% reported no change. Three-fourths of all respondents said their states do not allocate money specifically for foreign language programs. The vast majority of the states that do made no change in allocation. Conversely, 40% of the states do earmark money specifically for bilingual education and ESL; 50% of these states increased such spending, and none decreased it.
- In 65% of the states reporting, the biggest supporters of foreign language education, ESL, and bilingual education are state boards of education. The most commonly cited critics were state legislators. In 40% of reporting states, respondents said their governors made no public comment about foreign language education in 1996.
- Foreign language associations are more mobilized and active than their ESL and bilingual education counter-parts; a higher percentage of them report successfully influencing policy makers. Most respondents agreed that the language community is not working together to advocate for programs and influence policy makers. Seventy-six percent of the respondents said their states' foreign language, bilingual, and ESL communities do not work together at all and two-thirds reported that the language community as a whole is not working with broader coalitions in education, the humanities, or the arts to secure education funding.
The survey, prepared by Laura Terese Owen, was conducted in cooperation with the National Council of State Supervisors of Foreign Languages. Copies are available from JNCL-NCLIS, 11 18 22nd St., NW, Washington, DC 20037; info@languagepolicy.org.
Public Attitudes toward Foreign Language Instruction in Arkansas
In 1996 the Arkansas Foreign Language Teachers Association (AFLTA) conducted a study of public attitudes in the state toward foreign language instruction. Focus groups were conducted for AFLTA as a part of the NEH National Conversation Initiative, with support from the Arkansas Humanities Council. Eighty persons drawn from education, business and industry, government, agriculture, media, and not-for-profit social service agencies participated in an exploration of the commercial, general, personal, and social benefits of learning a foreign language and expressed opinions on what qualities are essential to effective foreign language instruction.
In discussing commercial benefits participants agreed that language education would help prepare Arkansas for the global economy of the twenty-first century, noting that international trade, work in service and information industries worldwide in scope, and communicating with business partners, customers, and employees were all important benefits of knowledge of foreign languages. Many agreed that the cultural understanding gained through language study makes employees more sensitive to cultural norms and expectations in other countries.
Participants ranked understanding of other cultures and tolerance for diversity highest among general benefits. They also agreed on the following general benefits: cross-cultural understanding and communication; decreased miscommunication among people and the resultant fostering of international goodwill; and improved knowledge of one's own language.
Ranked highest among personal benefits of foreign language study were increased self-confidence and self-esteem; enhanced self-awareness, intellectual growth, critical thinking ability, creativity, and personal gratification; retention of mental acuity with age; enhanced ability to learn other languages; and knowledge of personal and family origins and sense of identity. Other personal benefits included communication with people from other cultures; increased employment opportunities; improved understanding of one's culture and language; increased ease of foreign travel; and greater educational opportunities—including guaranteed entry into Arkansas colleges and universities, according to current admission standards.
Ranked highest among social benefits was the opportunity for Arkansas to compete for international business and foreign investment. Also noted were preparing citizens for the twenty-first century, promoting a better educated citizenry and an improved state image, encouraging tourism, internationalizing the state, and creating an electorate better informed about global interdependence. Participants noted that if Arkansas were at least bilingual, the state could provide better social, governmental, and medical services, as well as a more welcoming and inclusive environment.
The authors of the study concluded that support for foreign language instruction in Arkansas is widespread among all sectors of the population. The item of public policy on which there was the most agreement was that foreign language learning should begin early. There was also a high level of consensus that foreign language professionals must better advocate the importance of foreign language study to the general public and to state leaders. Participants also agreed widely on the need for strengthened teacher training and more-effective instructional methods. The AFLTA sees these areas of consensus as focal points in their efforts to educate state legislators and to gain broad public support.
© 1997 by the Association of Departments of Foreign Languages. All Rights Reserved.
ADFL Bulletin 29, no. 1 (Fall 1997): Back Matter |
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