Why U.S. undergraduate students are (not) studying languages other than English
Date
2022-11-01
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University of Hawaii National Foreign Language Resource Center
(co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)
(co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)
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3
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1
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1
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33
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Abstract
Why do U.S. undergraduate students take courses in languages other than English (LOTEs)? Perhaps more importantly, why don’t they? This article presents findings from an exploratory study based on a census survey of the undergraduate population of a U.S. university that investigated how important proficiency in LOTEs is to students, the reasons students do and don’t enroll in LOTE courses, and factors that would make students more likely to study LOTEs in the future. Findings suggest that gender, race or ethnicity, and intention to study abroad are significant predictors of the value that students attach to proficiency in LOTEs. The major reasons that students reported for not enrolling in LOTE courses were related to scheduling and the absence of a language requirement. Factors that would make students more likely to take LOTE courses included more explicit linkages between language study and the students’ career plans, academic major(s), and personal interests.
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reasons for language study, student motivation, undergraduate student perspectives on language education, languages other than English, survey research
Citation
Murphy, D., Sarac, M., & Sedivy, S. (2022). Why U.S. undergraduate students are (not) studying languages other than English. Second Language Research & Practice, 3(1), 1–33. http://hdl.handle.net/10125/69866
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