"Lasting Change in Foreign Language Education" presents a
historical account of foreign language in general education. The
author examines the struggle of this subject discipline to align
with the changing mission of secondary education as it emerged as
the predominant institution enrolling students in the study of
second languages. This 100-year history suggests trends persistent
across major periods of reform to explain current problems in the
expansion of learning opportunities in foreign language. Included
is a complete database of education statistics on foreign language
education and national and state education law from 1899 to the
present. Analysis of this data is presented in multiple formats to
describe the historical capacity of the education system to achieve
reform. A review of contemporary standards-based education
initiatives in states and school districts similarly serves to
reflect how historical trends continue to restrict change. Concise
policy implications are suggested as a means to address historical
precedence and the greater mission of general education in the
development of education policy and its transformation into
practice.
Policy development must include a greater understanding of the
historical development of foreign language in general education.
This vital link has been lacking in the past century as foreign
language has struggled to realign itself with the changing mission
of general education. For example, there are distinct curricular
differences between a general education for all students and one
for leadership and higher education. Only the latter makes room for
solid foreign language education. In addition, the study of foreign
language has remained primarily a beginning-level endeavor for the
majority of students over the past century. This trend results in
significant pressure on the beginning level curriculum,
particularly during periods of reform, to provide multiple academic
outcomes in education.
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