Teaching critical languages in public schools

Abstract

P UBLIC SCHOOLS are making efforts to include languages within foreign language offerings. Some districts have increased offerings from big four, French, German, Latin, and Spanish, to six or more a trend seen in mid-tolate 1980s. Maintaining a program with many several of which are considered critical languages, is a constant struggle. As Met (1989) asserts, the low incidence of study of these combined with shortage of teacher candidates in all paints a bleak picture for future (p. 58). In this article, an overview of historical perspective in language teaching in United States, followed by current needs for language instruction within our country, leads to a brief exploration of attempts to teach languages in public schools. The vision for future, however, may be hopeful if public schools will make a strong commitment to languages and follow successful models that do exist.