Foreign Language And Its Effects On American Society

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The foreign language deficit in America serves to be inimical to the future of American society. America’s foreign language curriculum displays a more than lackluster approach in relation to those upheld in other countries. Unlike our European counterparts, most American school systems only require that students acquire two foreign language credits to graduate. Most of the time, these courses are either taught by some athletic coach who could really care less if you know how to conjugate the verb “ir” correctly, or by an overly passionate foreigner who spends the class time intensively explaining said conjugations to a class full of seniors who just want to graduate. In some states, this requirement is even nonexistent.
As someone who
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Most of the tacticians throughout Europe and Asia have procured a mastery of several different languages, English to be included. In accordance with American history, only half of our presidents (21 to be precise) had a command on a foreign language, sometimes demonstrating a fluency in both reading and writing in multiple foreign languages. The majority of these men held office between the 18th and 19th centuries, when language retained greater value in society. The presidents of the 20th and 21st century do not have the same qualities.
As stated in David Skorton and Glenn Altschuler’s article entitled “America’s Foreign Language Deficit”, learning a foreign language is necessary...
‘To prosper economically and to improve relations with other countries,’ U.S. Secretary of Education Arne Duncan declared, ‘Americans need to read, speak and understand other languages.’…18% of Americans report speaking a language other than English, while 53% of Europeans (and increasing numbers in other parts of the world) can converse in a second language.’
Multiple studies exist that display the lack of effort exhibited in America in terms of language learning. According to the Forbes article, the amount of private elementary schools that offer foreign language courses dropped from 31 to 25 percent, while instruction in public elementary schools dropped from 24 percent to 15 percent. Even the percentage of middle schools with foreign language programs decreased from 75 to 58 percent.
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