Some Issues in Language Policy for Higher Education

Abstract

The American educational system is unusual in that a substantial portion of basic foreign language instruction takes place in higher education. This requires that foreign language policy planning deal with that level; however, pan-institutional planning in higher education is especially difficult. A foreign language agenda devised by a set of college administrators is presented in this article. A number of more fundamental architectural topics are also discussed. These include the lack of articulation between the various levels of the system leading up to collegiate foreign language instruction; the heavy emphasis on low-level courses and the lack of a carefully developed system of upper-level skill instruction; the need to orient foreign language instruction to eventual adult use; and the importance of rationalizing overseas language study, particularly for the acquisition and utilization of advanced language skills. An agenda for action growing out of these conditions is proposed.