Prioritizing Language Learning
Useful, Nutz Ilich, util, utile—no matter where you come from, learning a foreign language is just that. Being bilingual opens many opportunities and increases cognitive health. According to Telc.com, because of the language receptors position and flexibility, learning a foreign language “can develop new areas of your mind and strengthen...ability to focus, entertain multiple possibilities, and process information.” Paired with this, language learning allows himself/herself to further immerse themselves in other cultures. Studies even suggest that making decisions while communicating in a foreign language encourages reason-driven decision making. The concept is that thinking in a foreign language depletes the situation of any emotional biases towards word choice.
Given these benefits, it seems obvious that bilingual learning would be a priority for schools to ensure students have limitless opportunities to learn languages in other countries. Often, you hear that English is the language of business; therefore, other countries value language more so than the United States. However, statistics show that even in English speaking countries outside of the US, pupils are taught that a bilingual resume is a necessity. Some European countries require students to learn their first foreign language between ages six and nine. Even in countries without the learning mandate, the percentage of polyglots remain high. According to Pew Research Center, the most learned languages include English, French, German, Spanish, and Russian.
In the United States, the priority of language varies state to state, but one common theme seems to arise. Schools’ focus on core classes has depleted pupils' opportunity to be a polyglot. 89% of Americans who speak a non-English language learned it in their home. According to TrueFluencyKids, the best time to be exposed to a new language is age six to ten. As it stands in the Calloway County School System, foreign language classes are not offered until middle school. Delaying this learning opportunity makes language learning harder for students to adapt to the new language. Sophomore Yurim Sung opened to journalism staff and explained that transitioning from her first language, Korean, to English was a difficult one considering the vast number of synonyms and grammatical rules.
Americans are not incapable or less superior in terms of language learning, rather, it seems that the problem branches from the prioritization of core classes—excluding foreign languages. While cognitive and cultural benefits have not seemed to persuade educators, America has recognized language as a subject we dismiss. Refusing this simple step towards a more educated future may prove catastrophic in the future.
