Lasting Change in Foreign Language Education: A Historical Case for Change in National Policy

(Hardback)

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Lasting Change in Foreign Language Education presents a historical account of foreign language in general education. The author examines the struggle of this subject discipline to align with the changing mission of secondary education as it emerged as the predominant institution enrolling students in the study of second languages. This 100-year history suggests trends persistent across major periods of reform to explain current problems in the expansion of learning opportunities in foreign language. Included is a complete database of education statistics on foreign language education and national and state education law from 1899 to the present. Analysis of this data is presented in multiple formats to describe the historical capacity of the education system to achieve reform. A review of contemporary standards-based education initiatives in states and school districts similarly serves to reflect how historical trends continue to restrict change. Concise policy implications are suggested as a means to address historical precedence and the greater mission of general education in the development of education policy and its transformation into practice. Policy development must include a greater understanding of the historical development of foreign language in general education. This vital link has been lacking in the past century as foreign language has struggled to realign itself with the changing mission of general education. For example, there are distinct curricular differences between a general education for all students and one for leadership and higher education. Only the latter makes room for solid foreign language education. In addition, the study of foreign language has remained primarily a beginning-level endeavor for the majority of students over the past century. This trend results in significant pressure on the beginning level curriculum, particularly during periods of reform, to provide multiple academic outcomes in education.

Reviews

"Finally, we have a scholarly inquiry into the long-neglected problem of historical change in foreign language education. Watzke's study of the past informs and and crystallizes the present in a way that brings forth fresh ideas on innovation and change."-Peter S. Hlebowitsh Editor, Education and Culture: The Journal of the John Dewey Society
"In foreign language education, much attention has been focused on the importance of context in language activities. Surprisingly, relatively little consideration has been given to the context of the profession within which language educators endeavor. Watzke's text is a significant and timely contribution toward rectifying this oversight. Lasting Change in Foreign Language Education establishes the important link among issues of historical importance and policy development in foreign language education. In addition, the text's recognition of the 1990s as a time of tremendous growth in enrollments and support for foreign language education makes it highly recommended reading for all scholars and practitioners in the field today."-Terry A. Osborn Neag School of Education University of Connecticut
"Lasting Change in Foreign Language Education will be a valuable addition to the knowledge base on the subject. You have done a fine job at amassing a large volume of information that both foreign language educators and scholars of educational history will find useful. I recommend it as required reading for coursework in foreign language education. You are to be most complimented for your effort at connecting historical change in foreign language education to larger social trends and change. Your work makes clear that education of all types does not exist in a vacuum and is susceptible to larger historical forces."-Lee S. Duemer Assistant Professor of Historiography Texas Tech University

Author Bio

JOHN L. WATZKE is Assistant Professional Specialist and Fellow at the Institute for Educational Initiatives, University of Notre Dame.