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ERIC Number: EJ1291683
Record Type: Journal
Publication Date: 2021
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: N/A
Starting College, Quitting Foreign Language: The Case of Learners of Chinese Language during Secondary-Postsecondary Transition
Diao, Wenhao; Liu, Hsuan-Ying
Journal of Language, Identity, and Education, v20 n2 p75-89 2021
Focusing on five initially committed learners of Chinese who decide to quit the language during their college freshman year, this study is a critique of the institutional structure that disengages foreign language education in American postsecondary schools. The findings reveal three structural issues that may contribute to the declining enrollments in foreign language classes in American universities, including (a) the ideological separation of foreign language learning from the STEM curricula, (b) the treatment of foreign language learning as a general education requirement that should be fulfilled quickly, and (c) the frequent unavailability of online foreign language classes. As these students agentively choose to stop learning Chinese as a way to comply with institutional norms and adopt their new academic identities, our findings urge researchers to further investigate the university culture that fails to promote high levels of foreign language proficiency and thus multilingualism--particularly in the STEM fields.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A