The Perceived Contribution of Foreign Language to High Priority Educational Goals

Abstract

Abstract A recent study involving a representative sample of New Jersey secondary school districts was designed to determine the broad educational goals which are considered to be of highest priority and the degree to which foreign language course objectives are perceived as contributing to their attainment. The perceived contribution of foreign language was compared with that of math, science, and social studies. The perceptions represented the views of language teachers and school administrators. Results indicated that although administrators viewed the overall contribution of foreign language objectives as less than that of other subject areas, the contribution to certain individual goals was, in fact, greater. Foreign language was found to be a key contributor to the attainment of a general education and to the development of pride, self‐understanding, and positive attitudes toward learning. Furthermore, foreign language was thought to be a major component in the development of cultural awareness and understanding.