From Inside Higher Ed on a new report from the American Academy of Arts and Sciences (here):
…. “While English continues to be the lingua franca for world trade and diplomacy, there is an emerging consensus among leaders in business and politics, teachers, scientists, and community members that proficiency in English is not sufficient to meet the nation’s needs,” the new report says.
John Tessitore, senior program adviser at the academy, helped compile the statistical portrait based on existing data on second-language learners and speakers in the U.S. for the academy’s Commission on Language Learning. He said the commission believes that foreign language should be of a higher priority throughout the American education system -- not at odds or competing with other priorities, such as science and math, but alongside them.
“This is about increasing access and making language learning available,” he said. “Every student should have access and should be able to learn a language over the course of their educational life, whether they go to college or not.” ….
In the report “The State of Languages in the U.S.: A Statistical Portrait” (here), there a two charts relating to Oregon:
From page 10, showing Oregon with less than 13 percent enrolled in foreign language classes:
Caption: “Proficiency in a second language requires extended course sequences that ensure adequate opportunities to learn and practice using the language. As of 2014, only twelve states had more than one in four elementary- and secondary-school students studying languages other than English. (Note that English language learners are not included in these reports.) The share of elementary- and secondary-school students enrolled in language classes or programs in individual states ranged from 7.9% in New Mexico to 51.2% in New Jersey. The share for the nation as a whole is 21.5%. In comparison, more than half of all students in European primary schools were learning another language in 2014”
And from page 12, reflecting the Rand-PPS study (here):
Caption: “A recent study of students in dual-language immersion courses, which controlled for factors such as socioeconomic disparities, found that students who speak both English and non-English languages at home achieved higher English language arts performance in dual-immersion classes than students in non-dual immersion programs. By the time dual-immersion students reached the 5th grade, they were an average of seven months ahead in English reading skills compared with their peers in non-immersion classrooms. By the 8th grade, students were a full academic year ahead. These findings support claims that learning a second language helps students tackle the nuances and complexities of their first language.”