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| Autor/inn/en | Morgan, William Justin; Thompson, Amy S. |
|---|---|
| Titel | "My Friend Travis Says…": A Look at Enrollment Trends in Language Classes in the United States |
| Quelle | In: Foreign Language Annals, 56 (2023) 2, S.259-279 (21 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Morgan, William Justin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0015-718X |
| DOI | 10.1111/flan.12683 |
| Schlagwörter | Language Enrollment; Enrollment Trends; Second Language Learning; Second Language Instruction; Student Placement; Student Recruitment; College Second Language Programs; Language Proficiency; Correlation; Student Attitudes; Majors (Students); College Credits; Program Development; College Students |
| Abstract | The present study uses data from 1147 university language students from lower-division and upper-division courses from eight different languages. The purpose of this study was to determine the influence of course placement, first course enrollment, and personal/professional relationships had on university learners' intentions to minor or major (IMM) in a language other than English (LOTE). Respondents completed a survey that included information regarding their first course of study, their prior learning experiences, their perceptions of support they receive for language study from their community, and their reasons for studying or not studying their target language as a major or minor degree program. This study found that there were several potential institutional hurdles associated with language study in the university setting, including first-course placement, conflicting support from personal and academic relationships, and credit hour limitations. Suggestions for recruiting students and strengthening language programs conclude this study. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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