In Europe, it is common for children to start learning a second language at school between the ages of six to nine. As a result, it is no surprise that according to eurostat, about 90% of Europeans can maintain a conversation in a second language.
Moving across the globe to the United States, according to shareamerica.gov, only 20% of Americans can speak a second language.
65% compared to 20% is a drastic difference.
Considering world language classes are required in most American middle and high schools, it makes one wonder where the disconnection is.
The reality is that most Americans won’t start learning another language in school until they are 10 years old, which already puts them at a disadvantage, and to make matters worse, only two language credits are required once they get to high school.
Students often end up dropping their world language class as soon as they meet these requirements.
This sentiment is reflected in the world language enrollment numbers at the school. The numbers go from 175 students enrolled in level three of a language, to only 49 enrolled in level four.
“There’s a real challenge to learning a language,” said Spanish teacher Thomala Wright. “It’s not easy.”
Continuing off Wright’s point, when students discover that their world language class is more difficult than first expected, or they aren’t seeing the results that they want, they start to become discouraged, and discouragement leads to uninterest.
“I was falling behind,” said junior and former Spanish student Georgia Davis. “I just wasn’t very interested in taking it further.”
Another possible reason for the decline in numbers is scheduling conflicts.
The school offers several electives including theater, marketing, law, art and many more. Sometimes, a student must decide on what classes to keep if their schedule is too full.
World language is often the first off the list, considering there aren’t many students that can say they have a passion for it.
The school has been taking steps to encourage students to keep taking their world language class. This includes a cord at graduation for completing the pathway, explaining the possibility of receiving college credit and introducing the Seal of Biliteracy and the International Diploma Seal.
While this helps minorly boost numbers, every student has their own private motivations for continuing their language pathway, not limited to the things stated above.
The well-known benefits of learning a second language are another example of why some students choose to keep going.
“It opens your mind to a more global perspective,” said Latin teacher Jeffrey Davis “You can see the world from more than just your point of view”.
Besides that, some students continue in order to achieve a sense of fulfillment.
“I didn’t want to leave it uncompleted,” said AP Latin student senior Sreegowri Chimalakonda.
