More languages: a worldly pursuit

When there are approximately 6,500 spoken languages around the world today, why does LM, one of the most highly regarded schools in the Commonwealth of Pennsylvania, only offer four. Spanish, French, and Japanese, three of the languages offered at LM are common languages spoken throughout the world today. Latin, another language offered, is also a helpful language to know, because many English words are derived from Latin although it is, generally speaking, not used orally today. Most people agree that these four languages are useful languages to know, but there should also be options for students to take other languages in addition to Spanish, French, Japanese, or Latin.

Adding extra language electives is important, because technology has opened up the possibility to worldwide collaboration in a number of careers. LM students would benefit in the long run by being able to communicate with others across the globe without language barriers. While some LM students may have exposure at home or through religious schools to other languages, not all students receive this opportunity. Additionally, even with exposure to other languages, students will not have the chance to develop the tools to successfully and fluently communicate in these respective languages.

For example, many students at LM have learned basic Hebrew vocabulary and grammar skills at religious school as young children, but they have not had the chance to continue their learning of that language as they have matured into their teenage years. Many of them never even learn how to write and speak in the language in an intelligible way, learning just to read it for their bar or bat mitzvah. If LM offered Hebrew, then students could expand their knowledge of the language that they have been exposed to since a young age.

Around 1.2 billion people speak some form of Chinese as their primary language. With such a large percentage of the world’s population speaking Chinese, there is a high likelihood that LM students will meet people who speak one of many Chinese dialects. Learning Chinese would, even on a very basic level, give an LM student an understanding of Chinese culture and the skill to better interact with the eastern world. There exists a disconnect in our process of learning about the world at LM.

Many students learn about foreign countries in history classes but never get exposure to the countries’ languages and cultures. In African and Asian Studies, a course that all freshmen are required to take (prior to fall 2015), we learn in depth about the history of India, yet we rarely hear what Hindi, one of India’s official languages, sounds like. We are sometimes introduced to commonly heard words that pertain to learning about India’s culture, but we rarely have the time to delve into linguistic nuances as that is not the focus of the class. If Hindi were offered as a language at LM, there is the possibility that many students who enjoyed learning about India would choose to enroll in a semester elective or perhaps even a more advanced class in the language.

My grandparents generation, a time period following World War II, saw an uptick in interest in Central and Eastern European languages such as German and Russian. Many schools across the country changed their curriculum to offer these languages. Similarly, today, many people immigrate to the U.S. from Spanish speaking countries and many schools are offering Spanish. But there are also many immigrants from East Asia that we Americans could take more interest in. There has always been a curiosity with other cultures during periods of large immigration to the US. Just as our grandparents had an interest in Eastern European languages following WWII, many students today have interests in learning about the unique, and sometimes less common, native languages of immigrants.

In addition, many students—who may consider majoring in languages or linguistics in college—would benefit from having multiple language choices in high school. It would benefit the LM community to have greater options both in a 4-year format as well as in semester electives. These classes could include multi-media and multi-sensory experiences such as foreign foods and potentially exchange students from other countries. This will not only make the optional language classes more enjoyable, but it will also give students a chance to study certain cultures that they otherwise would not have the opportunity to explore.

It is important that students learn about the many different and sometimes not very common cultures and traditions of the global world in which LM students will go forth and serve. Through this process of learning, they will be more accepting of and knowledgeable about different types of people and cultures. The more people are educated about other languages, cultures, and traditions, the more respectful they will be of other people, and they will be better prepared for the working world of tomorrow.

We are no longer able to operate in a purely local environment. The internet has connected us all. From building cars, conducting business, and collaborating on medical treatment, our generation will constantly be using technology to connect us with people around the world. While English may be our primary language for communication, it is vital to know the basic terms in other languages as it can be critical to building successful partnerships. Let us strengthen our students not only for today’s world but tomorrow’s world. It is important that we take the first step by broadening the already excellent language programming at LM. This can best be accomplished by offering other languages such as Chinese, Hebrew, German, and Italian as electives. These electives have the potential to build our skills and connections globally for years to come.

#opinion