Why a Foreign Language Requirement?

PMLA ◽  
1957 ◽  
Vol 72 (2) ◽  
pp. 1-12
Author(s):  
William R. Parker
Keyword(s):  
Foreign Language ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
American Education ◽  
Bachelor Of Arts ◽  
Foreign Language Requirement ◽  
Language Requirement

This essay concerns a situation in more than 800 liberal arts colleges, though some of its points apply elsewhere in American education. The question posed—why a foreign language requirement?—has fresh relevance because the 1930–1950 trend of dropping this requirement for the Bachelor of Arts degree has very recently been reversed.

scholarly journals A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition

2014 ◽  
Vol 3 (1) ◽  
pp. 85-111 ◽  
Author(s):  
Franziska Lys ◽  
Alison May ◽  
Jeanne Ravid
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Education ◽  
The European Union ◽  
Foreign Language Study ◽  
Foreign Language Requirement ◽  
Language Requirement ◽  
Important Objective

Abstract In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments

Students Classified as LD and the College Foreign Language Requirement

1999 ◽  
Vol 32 (6) ◽  
pp. 566-580 ◽  
Author(s):  
Richard L. Sparks ◽  
Lois Philips ◽  
Leonore Ganschow ◽  
James Javorsky
Keyword(s):  
Foreign Language ◽  
Foreign Language Requirement ◽  
Language Requirement
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