Starting College, Quitting Foreign Language: The Case of Learners of Chinese Language during Secondary-Postsecondary Transition

Autor/inn/en	Diao, Wenhao; Liu, Hsuan-Ying
Titel	Starting College, Quitting Foreign Language: The Case of Learners of Chinese Language during Secondary-Postsecondary Transition
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 2, S.75-89 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diao, Wenhao) ORCID (Liu, Hsuan-Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1726753
Schlagwörter	Chinese; Second Language Learning; Second Language Instruction; Learning Motivation; High School Students; Dropouts; College Freshmen; Language Enrollment; Declining Enrollment; Language Proficiency; School Culture; Universities; Student Attitudes; STEM Education; Interdisciplinary Approach; Required Courses; Academic Persistence; Online Courses; Access to Education; Self Concept; Case Studies; Majors (Students) + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienanfänger; Language skill; Language skills; Sprachkompetenz; Schulkultur; Schulleben; University; Universität; Schülerverhalten; STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pflichtkurs; Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Selbstkonzept; Case study; Fallstudie; Case Study
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01