Foreign Language Policy in U.S. Secondary Schools: Who Decides?

Abstract

The United States has no official foreign language policy. In the absence of such a policy, there is a diverse array of decision makers who influence policies related to who takes a foreign language and when, and who determines which languages are taught and how. The decision makers include state legislative bodies, state boards of education, local boards of education, teachers, parents, and even students themselves. Frequently, the policymaking role of these groups is recognized and acknowledged; at other times, these groups subtly shape decisions in ways that may not be immediately apparent. Further, their views and objectives may not always be consistent with one another, leading policy in differing, if not diametrically opposed, directions. In an era that aims toward the restructuring of education and, more specifically, toward instructional improvements in all disciplines, understanding the explicit and implicit roles played by these unofficial policymakers will be important.

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