There's a saying that a person who speaks three languages is tri-lingual, a person who speaks two languages is bi-lingual and a person who speaks one language is American. Since my arrival I've met many young college students who have come to Chile to "learn Spanish." Many do it as they try their hand at teaching Chilean youth English while others are on a sojourn to discover themselves and South America.
I arrived in Chile with the vestiges of a dusty second major in Spanish honed by 33 years of marriage to a man whose family is from Spain-- the land of the Mother-tongue. And despite the fact I learned my Spanish in California, I do have on occasion a noticeable Castilian lisp influenced by visits with the family and vacations on the coast in the provence of Murcia. After only a few days in Chile however, it soon becomes evident that, while the tour books and the college study abroad pamphlets insist the country speaks Spanish, Chilean is not my Mother-in-law's Spanish!
Learning a second language, and especially English, is highly valued outside of the USA. In Chile many schools include it as an integral part of their curriculum.
Universidad Mayor, accredited through 2015 by Middle States Commission on Higher Education of the U.S.A. (MSCHE), hopes to be Chile's first university that teaches in English. Many European schools include other languages within the curriculum.
How is it that in America there appears to be relatively little interest in being able to communicate with our globe-mates on our travels around the solar system?
I guess it's assumed that
everyone around the world speaks English so we Americans
don't have to worry. This assumption is played out by the example of an
expat friend who, upon recounting her trip into the interior of Chile, shared her exasperation with the town's people for not speaking a word of English!
Imagine that! I suppose that's why they call this place Chile!
Is there any hope that my fellow Americans will embrace bilingualism? I fear not. For the most part foreign language is a hurdle jumped in order to enter college and later to graduate from it as a "well rounded" citizen. The interest in being bi-lingual, to actually utilize the skill is low. And right now the desire to have funding for it in the Elementary and Secondary Education Act even lower. When we Americans speak of bilingual education it's usually in an effort to erase any vestiges of any non-English culture/languages in order to endoctrinate the students into the American way.
In July 2010
Education Week's Learning the Language Blog posted:
Two Democrats from the U.S. House of Representatives said at a policy briefing yesterday on Capitol Hill that they plan to introduce a bill that would authorize $400 million in funding for fiscal 2011 for the teaching of foreign languages to K-12 students. They hope the bill will become part of the re-authorization of the Elementary and Secondary Education Act.
"Today, the lack of a second language doesn't just isolate people. It makes them less competitive," said U.S. Rep. Judy Chu, from California, at the briefing, which was hosted by the Asia Society and several other organizations that have joined together to advocate for more foreign-language instruction at the K-12 level. Chu, who grew up in a bilingual household, said that people who speak more than one language end up with "more customers" and "a better future."
U.S. Rep. Paul Tonko, from New York, also pledged his support for the bill and also emphasized how bilingualism can improve a young person's economic prospects. "Our future workers are going to be working in a global marketplace. They need to know English isn't the only language in the world," he said.
However, on October 20, 2011, the Senate Health Education, Labor and Pensions (HELP)
Committee passed the Elementary and Secondary Education Reauthorization
Act by a bipartisan vote of 15 to 7. Included in the act was the
Casey amendment, offered by Senator Robert Casey (D-PA) to create a “well-rounded” education fund similar to that
proposed in the Obama Administration’s “Blueprint for Reform” (the
Department of Education document released in 2010 as a guide to
reauthorizing ESEA). But in reality the
Casey amendment consolidated a number of existing, content-specific K-12
programs into a single fund, effectively eliminated dedicated funding
for subjects like history, civics, and
foreign language. However,
without the Casey provision, the Senate bill would not have
any placeholder mechanism to support improvements in K-12 education for these and nine other subject areas. Under the new structure, history and other fields now must compete
against each other at the local level, and long-standing, significant
K-12/higher-ed programs (e.g., Teaching American History, Foreign
Language Assistance Partnerships) are to be eliminated.
Election year politics make the prospect of ESEA reauthorization this
year unlikely. It will be important to follow how the 2012 candidates set the stage for future
reforms at both the federal and state levels, as states apply for NCLB
waivers from the U.S. Department of Education and implement promised
reforms.
See President Obama's