Schools Need to Value Foreign Language

This year, only 536 of over 1,000 students are studying either French or Spanish (95 French students and 441 Spanish). Likewise, the highest level of participation in AP French over the past four years comprises a mere eight students, and the greatest number of students in AP Spanish during the same period is twenty. Considering the overwhelming cognitive, social, and cultural benefits of foreign language studies, the Aurora City Schools administration should restructure its curriculum to give stronger emphasis to foreign languages.

Beginning the 2014-15 school year, sixth and seventh graders at Harmon Middle School could no longer enroll in foreign language classes due to administration concerns about scheduling more time for English and math courses. At that time, students were taking the PARCC, and school officials felt the need to allocate greater portions of the school day to the subjects present on the tests, according to Harmon Spanish teacher Lauren Brancazio.

Proponents of this change might believe that standardized tests assess English and math skills because they have the greatest importance and number of applications outside the classroom. Furthermore, one might point out that fluency in a second language requires several years to achieve, whereas the study of other subjects can result in quicker gratification as students master specific concepts.

Additionally, some might argue that countless citizens of other countries speak English in addition to their first language; therefore, English-speaking individuals in the business world can find success while comfortably communicating in their own language.

Although these points may seem logical, there are many other factors to consider. While English and math skills certainly hold value in both academic environments and practical day-to-day situations, foreign language competency has just as much - if not more - value. Proficiency in another language enables individuals to travel comfortably, learn about other cultures, and develop an appreciation for diversity.

While Math and English comprise most standardized tests, Aurora students typically perform well on them, leading one to question the perceived need for greater emphasis on Math and English.

In fact, “Many, many studies have shown a correlation to higher academic achievement on standardized test scores among students who study a foreign language. So many students have indicated an increased understanding of their own language (English) by studying Spanish or any foreign language,” said Brancazio.

In short, those who understand the importance of English and/or emphasize test scores should also value foreign language studies.

Concerning the length of time necessary to master a second language, one might recall the wise words of novelist Nicholas Sparks: “Nothing that’s worthwhile is ever easy.” Foreign language competency reaps great benefits in the social and business worlds.

As noted by Brancazio, “Social networking in today's day and age is crucial. Being able to socialize in another language builds relationships and understandings.”

Senior AP Spanish student Nicole Eastmen, who went on a mission trip to El Salvador this summer said, “In El Salvador the people I met all knew virtually no English, so in order to converse with them I needed to be able to speak Spanish. Knowing some Spanish allowed me to get to know the people I met and make connections with them.”

Unfortunately, as citizens of other countries increasingly learn English, native speakers of the language feel they have justification for not expanding their personal linguistic skills. Some might argue it’s already bad enough that the U.S. employs its own system of measurement, isolating itself by rejecting the universal metric system. Why should the country’s English-speaking citizens now expect to remain monolingual and let the rest of the world adapt to them when they don’t adapt to others?

When traveling to another country, a certain degree of respect is earned by initiating conversations in the native tongue whether they be with strangers, friends, or business associates. Americans should not deny themselves the advantage of multilingualism and schools should not limit their students opportunities for future betterment.

Personal benefits from the study of a second language also include better decision-making skills, improved memory, increased attention span, better ability to multitask, and delayed onset of dementia. However, many students are missing out on these advantages by either starting their studies late or not at all.

According to the Intercultural Development Research Association, “One of the first windows of opportunity for language comes early in life. We know that infants start out able to distinguish the sound of all languages, but that by six months of age they are no longer able to recognize sounds that are not heard in their native tongue. The window for syntax or grammar is open during the preschool years and may close as early as five or six years of age, while the window for adding new words never closes completely.”

“The school in Costa Rica that I have worked a lot with over the years begins second language instruction in preschool. The results are amazing. Students are actually able to function in the second language. The same can't be said for most of the students in the United States,” said Brancazio.

If the Aurora School District truly values a well-rounded education and the futures of its students, it should augment their success by offering a greater number of foreign languages to study and more years during which to study them. By starting foreign language classes earlier, administration can boost the sadly low numbers representative of current high school participation.