The History of Foreign Language in the United States

Adapted from History of Foreign Language by Leon Panetta, view full article

Leon Panetta is the current United States Secretary of Defense and was the Director of the CIA from 2009 - 2011. He was a member of the United States House of Representatives from 1977 - 1993. He is the founder of California State University’s Panetta Institute and served as President Bill Clinton’s Chief of Staff from 1994 - 1997. The attached article was given as an address at the 1999 Stanford University Foreign Language Summit.

Late 1700’s/Early 1800’s:

• US was a multi-lingual society, able to exist peacefully around issues of language learning & use
• Little local or federal policy existed
• Immigrants maintained native language skills & learned English
• Native English speakers hired private tutors to study other languages
• Modern language learning was viewed as a skill

Mid 1800’s

• Native American languages did not fare well
• Children were forbidden to speak native languages
• Despite these issues, the wave of immigration from Europe forced local schools to teach in native languages & English

Circa 1900

• Efforts began to extend language programs into elementary schools
• Standards were established and models created

WWI

• Unprecedented levels of xenophobia rose in the US
• Native language speakers (other than English) were forbidden to be spoken
• Foreign language newspapers were eliminated
• Foreign language programs were eliminated
• The “new ethic” in the US became “Americanization” for national unity
• English was mandated in New Mexico schools
• Citizenship started being denied to immigrants unable to speak English

WWII

• The US found itself at a disadvantage in the war because Americans were unable to communicate in languages other than English
• The Army Language Method was developed

1950’s

• The National Defense Education Act passed providing federal funds to adopt the Army Language Method in schools and colleges

Late 1960’s/Early 1970’s

• Federal funding began to decline
• Local schools districts needed to make tough decisions about curriculum
• Foreign language programs were unable to be assessed, creating a perception students were not gaining anything from the programs
• Foreign language programs quickly declined
• College entrance requirements for foreign language were eliminated in some major universities, foreign language enrollments plummeted
• Elementary school language programs virtually disappeared

Late 1970’s/Early1980’s

• Interest in early education foreign language climbed
• New information about the way Americans in the Foreign Service and Peace Corps developed speaking proficiency came to light
• Proficiency guidelines were created
• Interest began in how to cope with the language needs of linguistic minorities

Beyond the 1980’s

• Progress in FL programs remains slow
• The most long standing elementary programs are a result of local initiatives
• Regardless of the program model adopted, districts face challenges in finding teachers adequately prepared in foreign languages and an understanding of student learners
• In the absence of a national curriculum and policy, school districts have implemented or eliminated programs without research and program assessment based on finances
• Joint National Committee for Languages and the National Council for Languages and International Studies (JNCL-NCLIS) outline and propose policy strategies in order to advance foreign language proficiency outcomes among all U.S. students (2009)