Despite its varying definitions and conceptualizations, most academics, students and educators agree that one of the core components of international education is second language learning. Today’s students do not want for opportunities and motivation, as most universities and even some secondary schools move beyond the seemingly standard French-and-Spanish offerings to include Chinese, Russian, Arabic, and other critical languages. University students are faced with an overwhelming number of overseas language programs, offered in a dizzying array of lengths, locations, and intensities. Politicians, students, academics, and celebrities also join in the growing chorus of voices advocating the benefits of learning another language. And the benefits of language learning aren’t linguistically-bound: scientists argue that bilingualism may even delay the onset of Alzheimer’s [15].
To Learn or Not to Learn
So why study another language? Current world events inform us that language will remain an important part of navigating our personal and professional spheres for the foreseeable future. Students need to be ready, upon graduation, for a world where their jobs are likely to have some international component. Education? With administrations calling for global classrooms, the need for globally-minded teachers is apparent. Business? Information moves quickly and videoconferencing can bring together Singapore, New York, and Brussels at the touch of a button.
But on the other side of the divide lie those that say that English is the Golden Ticket of languages, used worldwide and serving as the official language of a number of intergovernmental organizations. With no immediate threats to its dominance (as perceived by most, though not those engaging in an early 2010 online forum debate on the rise of Chinese language instruction [16], the English language will not soon relinquish its spot at the top of the most-used language heap. So what about those individuals who have no intention of traveling overseas, of working in an internationally-focused industry? For them, is language learning a waste of time? Who determines the value of one subject over another, when one student may want that opportunity but another rejects it?
Inspiration in the Workplace
As part of my work with teacher exchange programs [17] at IREX, I have the opportunity to meet teachers from all over the world. Each and every one of these teachers would argue that learning a second language is far from a waste of time. To be honest, I am envious of these teachers and their abilities – to not only be fluent in two or three languages, but to also possess the teaching skills to convey the nuances and grammatical intricacies of a language that is not his or her native tongue.
It is inspiring to work with teachers with such fluency, and who possess the desire to give and improve of themselves for the benefit of their student’s language learning. Equally inspiring are the language skills of my colleagues at IREX: it’s hard not to notice the high concentration of bilingual and trilingual individuals walking the halls of our Washington, D.C. headquarters. I’m continually impressed by my colleagues’ abilities to switch from English to Finnish, to Russian, to Romanian, to Spanish, to Creole. There are many more, I’m sure, but these are only a few that I’ve heard as of late.
A Personal Quest
To say that I wish I were bilingual is an understatement. I’m still fairly monoglot, a difficult confession considering my evolved interest in international education and my work at IREX. Back in the day, there was no pressing need to continue my high school French when I decided to major in American history and English. I thought that my now-abandoned career goal of being a history professor would only require a refined English vocabulary to peruse online databases and musty library books. When I later decided I wanted to work in the field of international education, however, I suddenly needed that rusty French more than my shiny new history vernacular.
I wish I had kept with my language skills training, but regrets are futile without action. Inspired by my conversations with our international teachers and the multilingualism of my colleagues, I am currently taking beginner Russian and hope to improve my French through additional coursework over the next few years. I may be a latecomer to the game, but the game is far from over.
In the end, the choice to engage in second language learning is as much about motivation as it is opportunity. It is also a matter of world perspective and what one considers to be necessary to an education. I know what learning a second language means to me - what’s language learning worth to you?
Kate Czarniak [18] was a Program Associate at IREX