Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation
Polly O'Rourke (PhD, University of Arizona) is Assistant Research Scientist, University of Maryland Center for Advanced Study of Language and was Director of Research, National Foreign Language Center, University of Maryland, College Park, when this research was conducted.
Qian Zhou (MSc, University of Oxford) is a PhD student in Second Language Acquisition, University of Maryland, College Park.
Isaac Rottman (MPP, University of Maryland, College Park) is a Law Student, UCLA School of Law, University of California, Los Angeles.
Abstract
In view of the importance of increasing multilingualism in the United States, the current study examined state policy for high school graduation requirements in the 50 states and the District of Columbia as an index of the way in which the study of world language is positioned and prioritized in K–12 education. Only seven states require the study of a world language other than English as a prerequisite for high school graduation for all students. The majority of states do not include world languages as a requirement for high school graduation, but almost half include world language coursework as an option of fulfilling an elective graduation requirement. Overall, while there are some positive developments, principally the Seal of Biliteracy initiative, world language education is not prioritized in state‐level policies. Continued efforts, possibly at the federal level, are required to maintain and promote world language education in the United States
Number of times cited: 2
- Kristin J. Davin, Amy J. Heineke and Linda Egnatz, The Seal of Biliteracy: Successes and challenges to implementation, Foreign Language Annals, 51, 2, (275-289), (2018).
- Kristin J. Davin and Amy J. Heineke, The Seal of Biliteracy: Variations in Policy and Outcomes, Foreign Language Annals, 50, 3, (486-499), (2017).
