ADFL Resources

ADFL Tool Kit for Formulating Arguments in Defense of Departments Facing Closure of Language Programs

2009

Background Materials

For recommendations on distribution of faculty members, see the MLA Issue Brief: The Academic Workforce.

The MLA Enrollments in Languages Other Than English in United States Institutions, Fall 2006 is an excellent statistical resource. The 2006 survey shows that the study of languages in general has been increasing in United States institutions of higher education. The microdata of the report allows comparison with peer institutions.

Two recent MLA reports on undergraduate education can serve as a referential backdrop: Foreign Language and Higher Education: New Structures for a Changed World and Report to the Teagle Foundation on the Undergraduate Major in Language and Literature.

Information relating to the importance of specific countries and cultures in the history of the United States or in present-day commercial and cultural exchange can often be found on the Web sites of embassies, national cultural organizations, and teachers' associations.

The case for language study in the context of contemporary needs is presented in Education for Global Leadership: The Importance of International Studies and Foreign Language Education for U.S. Economic and National Security, a statement by the Research and Policy Committee for Economic Development, and in English Is Not Enough, an article by Catherine Porter.

Institutional Resources and Arguments

The documents listed above provide the background information necessary to support various arguments for the continuation of language programs.

Language departments contribute to the general educational mission of a college or university. Without humanities programs and the potential for language study, institutions of higher education may be considered technical colleges or vocational schools. Language departments contribute to the internationalization and globalization goals of most modern colleges. Quoting from the mission statement or strategic plan of your institution can help support your argument.

Language programs contribute fiscally to the institution. Language study is usually part of the core requirements, and enrollments in lower-level language courses bring in tuition dollars.

Degree completion figures are most often used to determine tenure-track faculty lines. Students often list their language major in second position, and some institutions do not always release the figures for double majors and minors in their campus news. Yet double majors and minors represent significant measures of educational effectiveness and accomplishments. These figures are reported to the United States Department of Education and are available on your campus through the office of statistical research or the office of the registrar.

Double majors and minors are also used for reporting outcomes to accrediting agencies.

To protect programs with few majors, some departments combine all their majors into one modern foreign languages department, with subcategories for the specific languages.

Study abroad is an attractive feature for undergraduates and highly valued by administrators. Besides fulfilling the global competency goals of the institution’s strategic plan, study abroad may bring in tuition revenue from students going abroad and from those coming to campus in their place.

Investment in foreign language and international studies is highly supported by the government through Title VI. The United States government’s proposed Senator Paul Simon Study Abroad Foundation Act calls for the expansion of international expertise and language study. Its goal is to make study abroad the cornerstone of higher education. Language programs with study-abroad partnerships help fulfill this goal.

For departments of languages, study abroad presents challenges as well as opportunities, as discussed in Best Practices in Study Abroad: A Primer for Chairs of Departments of Foreign Languages.

For institutions that offer service learning and support outreach programs, the MLA Language Map can provide information regarding language communities in your vicinity.

Partnerships with local businesses, industries, or individuals with interests in other countries may offer support to activities of language programs.

Alliances with other units in a college strengthen a department’s position. Interdisciplinary coordination with faculty members from anthropology, art history, English, history, music, philosophy, religion, sociology, women’s studies, and area studies departments can lead to successful cross-disciplinary, team-taught courses and activities.

Beyond the college itself, educational endeavors with other schools such as medicine and health sciences, business and international studies, agriculture, architecture, engineering, and law are now frequent. Partnerships can take the form of dual-degree programs, language courses for professional use, language across the curriculum, film series, guest lectures, and other innovative interdisciplinary approaches.