Houghton should increase the amount of language credits required for integrative studies in order to support the school’s mission of global service. With the increasing globalization of technological communication, it is important for students to learn a second language in order to relate in a world that thrives on interpersonal relationships. Because technology provides an easily accessible route for conversation, verbal communication has become a lost art for many modern students. The language learning process encourages cross-cultural communication that extends beyond words, helping a speaker to identify with cultural values.
Like any difficult task, language learning requires motivation in order for proper growth to occur. Most people think language aptitude, the mental ability to acquire a new language, should be the primary motivation for language learning. However, according to a study done at McGill University, “when measures of aptitude are correlated with grades in language courses, the validity coefficients show considerable variability from situation to situation.” Fear of inadequate aptitude should not hold anyone back from learning a second language. Instead, one should, with confidence and enthusiastic interest, strive to learn another’s language.
Houghton students strive to help others across the globe. However, we cannot achieve these goals if we assume that all cultures should conform to English as the one supreme language. This conformist view enables a subtle manifestation of ethnocentrism. Learning a foreign language combats ethnocentric tendencies by forming relationships between oneself and another culture.
Professor of Spanish, David Kinman, believes “the reason to learn another language is to be able to value the speaker of that language.” With the common bond of language, one better identifies with the other on a deep level. This approach transcends utilitarian uses of language by creating a foundation for building relationships of trust with people from other cultures. Professor Kinman disproves the misconception that only language majors have a purpose and motivation for learning a foreign language.
Not only does language learning promote valuing other cultures, it supports the Christian ideal of service to others. Professor of French, Jean-Louis Roederer, spoke from personal experience saying, “As Christians, it is critical that we understand people of other cultures in order to minister better. “
For instance, Roederer recounted an experience from when he was a student to demonstrate his point. He and wife, Sandy Roederer, took part in a ministry at Houghton called Torchbearers. The group went door to door sharing their faith in Wellsville. Upon arriving at a certain house, Roederer asked in English if he could share his faith with the woman. She politely declined, but as he was leaving, he heard her call in French to one of her children playing in the yard. Roederer turned around and began speaking French with the woman. Upon hearing her heart language, she welcomed the conversation and invited him inside to hear more about his faith.
This simple anecdote exemplifies how important learning a second language should be at a school thats mission statement prioritizes global service. In order to fulfill the command in Ephesians 5:21 to “Submit to one another out of reverence for Christ,” we must strive to relate to other cultures by conquering language barriers.
Throughout the years, Houghton has slowly gotten rid of the Classics major combining Latin and Greek studies, the German major, and the French major. The only language major that still exists at Houghton is a Spanish major. Houghton students used to be required to take 12 credits, or four semesters, of language before they could graduate. Now, only 2 semesters of language are required. Most students test out of this requirement. Houghton risks losing its language departments because the Administration worries that enrollment will go down if the school requires language credits for each student, regardless of previous experience. Fear of decrease in enrollment should not hinder Houghton from making decisions that will increase the growth of students. According to Roederer, Houghton sends out more international workers, missionaries, and linguists than any other Christian school in the nation. These students should be equipped with language learning tools in order for effective ministry to
One reply on “Endangered Language Species”
Dear Hope:
This is one of the most thought provoking articles I have read recently. It correctly highlights the need for extended and articulated language study, just as we have in mathematics. You also correctly point out the reason for administrative resistance to a rigorous language study: the possibility of declining enrollment (or perhaps their own inability to speak a second language). It is in these troubled times, it is MORE important to speak the languages and understand the cultures of the world than it is to direct all our educational efforts to make graduates proficient in STEM subjects
David Graham
Past President, New York State Association of Foreign Language eachers