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State policy requirements for K–12 world language education.

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Bibliographic Details
Title: State policy requirements for K–12 world language education.
Authors: Montee, Meg1 meg.montee@georgetown.edu, Pineault, Caitlyn1, Yang, Frank1
Source: Foreign Language Annals. Dec2025, Vol. 58 Issue 4, p758-775. 18p.
Subject Terms: *Foreign language education, *Diplomas (Education), *Education advocacy, Universal language, State governments
Abstract: In the absence of cohesive national policy or established federal requirements for K–12 world language education, any existing government policies are typically set at the state or local level. State legislation establishes and guarantees opportunities for students, making it an important lever for change. In this study, we examine statutes and legislative codes in all 50 states and the District of Columbia to understand if and how state governments require world language education in K–12 public schools. Our results show that it is rare for states to have requirements at the elementary and middle school levels. Many states have legal requirements for world language education in high school, including 13 states which require world language study for a standard or advanced high school diploma. Overall, world language is not prioritized in state education policy and is not typically treated as a core subject. We consider these policy results in light of available data on the prevalence of K–12 world language programs (NCES, 2024) and discuss implications for strengthening state and local advocacy in support of expanded world language instruction. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:In the absence of cohesive national policy or established federal requirements for K–12 world language education, any existing government policies are typically set at the state or local level. State legislation establishes and guarantees opportunities for students, making it an important lever for change. In this study, we examine statutes and legislative codes in all 50 states and the District of Columbia to understand if and how state governments require world language education in K–12 public schools. Our results show that it is rare for states to have requirements at the elementary and middle school levels. Many states have legal requirements for world language education in high school, including 13 states which require world language study for a standard or advanced high school diploma. Overall, world language is not prioritized in state education policy and is not typically treated as a core subject. We consider these policy results in light of available data on the prevalence of K–12 world language programs (NCES, 2024) and discuss implications for strengthening state and local advocacy in support of expanded world language instruction. [ABSTRACT FROM AUTHOR]
ISSN:0015718X
DOI:10.1111/flan.70020