Should Proficient Bilingual High School Students Be Required to Take a Foreign Language for Graduation?
As educators in the United States, we often face the challenge of accommodating students who come to school already proficient in two languages. The question arises: should these students still be required to take a foreign language in order to graduate?
The Importance of Proficiency
The answer to this question is not straightforward and often depends on what level of proficiency is required. Every language, whether it be English, Spanish, or any other, has various dialects that can be so distinct that they may as well be considered foreign languages to speakers of other dialects. For example, an English speaker from Pakistan might find it challenging to communicate effectively with an Appalachian English speaker. This variability in dialects is a crucial factor that influences educational policies and language requirements.
The American Bilingual Experience
In many parts of the United States, particularly where there is significant Hispanic presence, students can speak both English and Spanish. However, the level of proficiency in formal Castilian Spanish often requires additional coursework. Students from these backgrounds are typically able to communicate in the language of their home or community, but their ability to read, write, and take formal tests in Spanish might require specific classes aimed at enhancing their language skills.
The Dialectic of Bilingualism
Bilingualism can be a significant advantage in terms of college admission and future employment. However, it's crucial to recognize the differences in dialects and the importance of understanding formal grammar. For instance, a college Spanish major might create educational materials that include terms that are vulgar or inappropriate in a specific local context. Similarly, as an adult English as a Second Language (ESL) teacher, I inadvertently used a Spanish term for restroom that was considered vulgar, much like the difference between “shithouse” and “restroom.”
Assessing and Challenging Out
If a student demonstrates true proficiency to the necessary standard, they should be able to bypass the requirement and test out of the language course. This approach is supported by the observation that every US student is expected to be proficient in English by high school, yet they still have to take four years of literature classes. If a student is proficient in another language, they can seamlessly integrate it into their curriculum. For example, a proficient Spanish-speaking student could take the third and fourth years of Spanish, where they would read Spanish literature and even do creative writing in the language.
Overcoming Rigid Systems
The requirement to take a foreign language for all students is often a result of an excessively rigid system or administration. If students are assessed and found to be proficient, they should be allowed to bypass the course. This flexibility aligns with the goal of equitable and effective education, where resources are allocated to best serve each student's unique abilities and needs.
Ultimately, the focus should be on assessing true proficiency and providing pathways for students to demonstrate it. This not only respects the individual abilities of students but also prepares them better for a diverse and complex world. The key to achieving this is through a combination of standardized testing and recognition of individual progress. By doing so, we can ensure that all students, regardless of their language proficiency, are well-equipped to succeed in a multilingual and multifaceted society.