Survey of Foreign Language Enrollments in the U.S.
The survey of foreign language enrollment is part of an ongoing effort to further strengthen overall U.S. capacity in foreign language acquisition, particularly in those identified as key and strategic languages. State, district, and school administrators, foreign language coordinators, and teachers are all invited to participate in this survey. Your input is critical to the survey’s ability to accurately represent schools, districts, and states throughout the nation. The survey will help to keep stakeholders and policy makers at all levels of the educational system informed about the locations, levels, enrollments, and types of programs that constitute current K-16 U.S. educational capacity in foreign languages.
Study of Less Commonly Taught Languages in U.S. High Schools
American Councils conducted a nationwide survey of less commonly taught language instruction in U.S. high schools to identify those schools, and to collect basic data on language instruction in order to support ongoing 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. These languages include Russian, Arabic, Chinese, Turkish, Japanese, Persian, Turkoman, Uzbek, Swahili, Yoruba, Tajik, Azeri, Kazakh, and Kyrgyz.
The Study of Russian in U.S. High Schools
The American Councils/Language Flagship high school examined the study of Russian as a foreign language in U.S. high schools. This included the identification of schools offering Russian language courses throughout the U.S., enrollment, levels offered, numbers of teachers, Advanced Placement courses, and the administration of the Prototype AP Russian Exam. 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 U.S. high schools were published in Dan E. Davidson and Nadra Garas, 2009, The ACTR Nationwide Survey of Russian Language Instruction in U.S. High Schools in 2009, Russian Language Journal, Vol.59, pp. 3-30.
Curriculum-based Study Abroad: Impact and Outcomes: This study examines the impact of short-term (4 week to 1 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 seeks to articulate the short and long-term impact that these programs have had on students’ academic and professional development.
Outbound Alumni Survey Project: The Outbound Alumni Survey Project surveyed 701 U. S. alumni of the ACTR overseas Russian language programs in2000. The primary purpose of the study was to gain a perspective on the long-term impact of the exchange experience on both personal and career development.
For more information, please email our Research Team.