National Strategic Planning in the Less Commonly Taught Languages

Abstract

A rapidly changing world order has prompted renewed interest in providing a national capacity for dealing with languages and cultures beyond those of Western Europe. In particular, much recent attention has been directed toward strengthening instruction in the less commonly taught languages. The authors suggest that past approaches to providing this capacity have been of only limited success and that a national less commonly taught language strategic planning process should be initiated, aimed at creating a new architecture for managing the delivery of instruction in these languages.

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