Reports

Reports
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Reports

We study how world languages are taught. Through funded research and our own resources, we identify and track best practices in adult second-language learning and instruction.

In order to understand successful drivers of language proficiency and cross-cultural competencies, we analyze data in immersion learning, advanced-acquisition, program performance, and curricula, as well as instructional and co-curricular interventions. American Councils' research is widely represented in major US and international academic journals, as well as in study abroad and international education literature.

Research efforts include:

National K-12 Foreign Language Enrollment Report
ARC analyzed K-12 foreign language enrollment data as it currently stands in the US, where more than 21 percent of households speak a language other than English at home. Read the report.

The Effect of DLI on Student Achievement: Utah Public Schools Study
This two-year study of dual-language immersion in Utah is funded by the Institute of Education Sciences (IES) and the US Department of Education. Learn more.

America’s Languages: American Academy of Arts & Sciences
The Commission on Language Learning released the first comprehensive report on US language education in decades. ARC Director, Dr. Dan E. Davidson, contributed to the report. Read the report.

Study of Less Commonly Taught Languages in US High Schools
American Councils conducted a nationwide survey of less commonly taught language instruction in US high schools to identify and collect basic data on language instruction in order to support efforts to strengthen critical foreign language education. The survey was sponsored by the National Security Education Program, The Language Flagship, and American Councils for International Education. Languages include Russian, Arabic, Chinese, Turkish, Japanese, Persian, Turkoman, Uzbek, Swahili, Yoruba, Tajik, Azeri, Kazakh, and Kyrgyz.

The Language Flagship - Survey on Russian Language Enrollments 
This study examines the study of Russian as a foreign language in US high schools. This included the identification of schools offering Russian language courses throughout the US, enrollment, levels offered, numbers of teachers, Advanced Placement courses, and the administration of the Prototype AP Russian exam (now known as NEWL Russian).

Schools offering the highest number of Russian classes are concentrated along the northeast Atlantic corridor, with four of the top ten states (in terms of number of schools), followed by two states on the West Coast (California and Washington), and two in the Midwest (Pennsylvania and Minnesota). The results of the survey on Russian language instruction in US high schools were published by Dr. Dan E. Davidson and Nadra Garas in 2009.

Curriculum-based Study Abroad: Impact and Outcomes
This study examines the impact of short-term (four weeks to one semester), curriculum-based study abroad. Working with students who have returned to the United States after studying abroad on FIPSE-supported projects in Canada, Mexico, Brazil, and Europe, the project articulates the short- and long-term impact on students’ achievement, both academic and professional.

The Outbound Alumni Survey Project
A survey of 701 US alumni of select overseas Russian language programs in 2000. The primary purpose of the study was to gain a perspective on the long-term impact of exchange on both personal and career development.


To request a report or inquire about our research, contact research@americancouncils.org.