For Whom Are We Internationalizing? A Call to Prioritize Second Language Learning in Internationalization Efforts
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| Title: | For Whom Are We Internationalizing? A Call to Prioritize Second Language Learning in Internationalization Efforts |
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| Language: | English |
| Authors: | Garrett-Rucks, Paula, Jansa, Tim |
| Source: | Research in Comparative and International Education. Mar 2020 15(1):7-19. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | International Education, Second Language Learning, Second Language Instruction, Learning Experience, Language Proficiency, Language Skills, 21st Century Skills, Educational Benefits, Cultural Awareness, Outcomes of Education, Intercultural Communication, Language Planning, Multilingualism, Student Centered Learning, Higher Education |
| DOI: | 10.1177/1745499920901944 |
| ISSN: | 1745-4999 |
| Abstract: | Since the emergence of models and frameworks for college and university internationalization in the early 1990s, post-secondary world language education has remained a core dimension of internationalization in theory (American Council on Education, no date; Association of American Colleges and Universities, 2007; Hudzik, 2011; Rudzki, 1995; Spencer-Oatey and Dauber, 2016). Yet a report by the American Council on Education (ACE, 2017) found that, in actuality, most institutions have afforded little attention to developing students' second language proficiency despite the considerable benefits of language learning experiences to prepare learners for the challenges of a global workforce in the 21st century. This article argues that developing an informed intercultural mindset paired with proficiency in at least one language other than English is essential for graduates to take advantage of the many professional, societal, and educational opportunities of today's global community. To this end, we urge internationalizing post-secondary institutions with an interest in providing students with second language skills and the relevant educational experiences for which leading language organizations consistently advocate (American Council on the Teaching of Foreign Languages, 2015a, 2015b; Modern Language Association, 2007). |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1244495 |
| Database: | ERIC |
| Abstract: | Since the emergence of models and frameworks for college and university internationalization in the early 1990s, post-secondary world language education has remained a core dimension of internationalization in theory (American Council on Education, no date; Association of American Colleges and Universities, 2007; Hudzik, 2011; Rudzki, 1995; Spencer-Oatey and Dauber, 2016). Yet a report by the American Council on Education (ACE, 2017) found that, in actuality, most institutions have afforded little attention to developing students' second language proficiency despite the considerable benefits of language learning experiences to prepare learners for the challenges of a global workforce in the 21st century. This article argues that developing an informed intercultural mindset paired with proficiency in at least one language other than English is essential for graduates to take advantage of the many professional, societal, and educational opportunities of today's global community. To this end, we urge internationalizing post-secondary institutions with an interest in providing students with second language skills and the relevant educational experiences for which leading language organizations consistently advocate (American Council on the Teaching of Foreign Languages, 2015a, 2015b; Modern Language Association, 2007). |
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| ISSN: | 1745-4999 |
| DOI: | 10.1177/1745499920901944 |
