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DOCUMENT RESUME ED 365 093 FL 021 558 AUTHOR Moore, Sarah Jane, Ed.; Mortit, Christine, Ed. TITLE Language and International Studies: A Richard Lambert Perspective. INSTITUTION Johns Hopkins Univ., Washington, DC. National Foreign Language Center. - REPORT NO ISBN-1-880671-02-6 PUB DATE 93 NOTE 393p. AVAILABLE FROMNFLC, Johns Hopkins University, 1619 Massachusetts Ave., N.W., Washington, DC 20036. PUB TYPE Books (010) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Area Studies; Cross Cultural Studies; Distance Education; Educational Finance; *Educational Needs; Financial Support; Foreign Countries; Foreign Students; Higher Education; *International Educational Exchange; *International Studies; International Trade; Language Maintenance; *Language Planning; Language Proficiency; *Language Role; Public Policy; Second Language Instruction; Second Language Learning; Social Sciences; Uncommonly Taught Languages; Undergraduate Study IDENTIFIERS India; Netherlands; Southeast Asian Languages ABSTRACT Selected writings by Richard Lambert on languages and international studies include the following: "Foreign Language Planning in the United States"; "Southeast Asian Language Instruction"; "Implications of the New Dutch National Action Plan for American Foreign Language Policy"; "Distance Education and Foreign Languages"; "A National Plan for a Use-Oriented Foreign Language System"; "Language Policy: An International Perspective"; "Language Instruction for Undergraduates in American Higher Education"; "The National Foreign Language System"; "The Case for a National Foreign Language Center: An Editorial"; "Problem Areas in the Study of Language Attrition"; "Foreign Language Competency"; "Foreign Language Instruction: A National Agenda"; "Surveys of Language-Skill Needs in the United States"; "Language Learning and Language Utilization"; "International Education and International Competency in the United States"; "Foreign Student Flows and the Internationalization of Higher Education"; "DoD, Social Science, and International Studies"; "International Studies and the Undergraduate"; "The Challenge of Internationalization and the Response"; "Foreign Language Use Among International Business Graduates"; "Beyond Growth: Conclusions"; "International Studies: An Overview and Agenda"; "Language and Area Studies Review: Conclusions and Recommendations"; "Patterns of Funding Language and Area Studies"; "Some Minor Pathologies in the American Presence in India"; "An American Education for Students from India"; and "Indian Students and the United States: Cross-Cultural Images." (MSE) 4111111===5"'"- "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 1A0ji )i TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S DEPARTMENT OF EDUCATION Office of Educahonai Reaewch and Improvement EDUCAllONAL RESOURCES INFORMATION CENTER (ERIC) )2.1...;:s document has been reproduced as reperved horn the Dotson organonatton Onginafing 0 Minor changes have been ma. .to improve feptOduCtion guards Points of view Of opufions stated in the docu . ment dO not necesianly represent ofttcral OE R! posmon or poky LANGUAGE AND INTERNATIONAL STUDIES: A Richard Lambert Perspective Sarah Jane Moore and Christine A. Morfit Editors National Foreign Language Center Monograph Series Copyright © 1993 by the National Foreign Language Center All rights reserved. Library of Congress Cataloging-in-Publication Data Lambert, Richard D. Language and international studies : a Richard Lambert perspective / Sarah Jane Moore and Christine A. Morfit, editors. p. cm. (Monograph series / National Foreign Language Center) Collection of previously published material. ISBN 1-880671-02-6 1. Language and languagesStudy and teaching (Higher)United States. 2. Area studiesUnited States. 3. Language policyUnited States. I. Moore, Sarah J. II. Morfit, Christine A., 1943 .III. Title. IV. Series: Monograph series (Johns Hopkins University. National Foreign Language Center) P57.U7L292 1993 407'.1'1dc20 93-27452 CIP For more information, please write: The National Foreign Language Center at The Johns Hopkins University 1619 Massachusetts Avenue, NW Fourth Floor Washington, DC 20036 4 Contents Foreword Preface vii PART I: LANGUAGE 1 Foreign Language Planning in the United States 3 2 Southeast Asian Language Instruction 18 3 Implications of the New Dutch National Action Plan for American Foreign Language Policy 25 4 Distance Education and Foreign Languages 35 5 A National Plan for a Use-Oriented Foreign Language System 47 6 Language Policy: An International Perspective 53 7 Language Instruction for Undergraduates in American Higher Education 65 8 The National Foreign Language System 113 9 The Case for a National Foreign Language Center: An Editorial 128 10 Problem Areas in the Study of Language Attrition 141 11 Foreign Language Competency 150 12 Foreign Language Instruction: A National Agenda 161 13Surveys of Language-Skill Needs in the United States 168 14 Language Learning and Language Utilization 179 PART II: INTERNATIONAL STUDIES 15 International Education and International Competency in the United States 189 16 Foreign Student Flows and the Internationalization of Higher Education 206 17History and Future of HEA Title VI 237 18 DoD, Social Science, and International Studies 246 19 International Studies and the Undergraduate 259 20The Challenge of Internationalization and the Response 269 21 Foreign Language Use among International Business Graduates 274 22Beyond Growth: Conclusions 286 23 International Studies: An Overview and Agenda 298 24Language and Area Studies Review: Conclusions and Recommendations 311 25 Patterns of Funding Language and Area Stu lies 338 26 Some Minor Pathologies in the American Presence in India 352 27An American Education for Students from India 366 28 Indian Students and the United States: Cross-Cultural Images 375 Foreword At one time in the not too distant past, Richard D. Lambert's approach to the study of foreign languages in the United States was almost uniquely his own; today theconcerns he has so persistently voiced are being addressed by an ever-increasing number of language educators and policymakers. Perhaps the key to his contributbn has always been the unremitting effort to question the mission of foreign language studyas defined by its practitioners and to place this mission within a broader national perspective. Nothing more clearly demonstrates this effort than his view that foreign language study should ideally be driven by the twin goals of specifying national needs for language competency and creating a national capacity to meet these needs. From this has followed his concern for determining the nation's need for occupational language use, including but certainly not restricted to language and area studies within the academic community, and his concern for creating a new organizational structure that would enable America to be responsive to the demands for real-life language use that are vital to the national interest. The sweeping scope of his vision has necessarily portrayed the education commu- nity, where both he and most foreign language educators reside, as only one segment among others contributing to national capacity. This broader perspective seems often to have confounded members of the education community who perceived as marginal to their mission of improving language instruction such concerns as occupational language use; national metrics for language assessment; assessment of the effectiveness of instruc- tional programs; federal language training; proprietary language schools; language study abroad; the less commonly taught languages; the attrition, refurbishing, and maintenance of language skills; distance learning; undergraduate language enrollment attrition rates; the language policies of other countries; and language policy planning in the United States. Yet today we are witnessing the move of these traditionally "marginal" concerns not only into the educational mainstream, but into the national consciousness. In the fashion of a social scientist, a sociologist, and an empiricist, Richard Lambert's mode of calling attention to such issues has focused on systematic description of the structure of the foreign language system and on data collection and analysis, from the deeply held conviction that scholars, specialists, and policymakers who reside outside language study per se have for far too long not been invited to contribute to the language study enterprise. He has repeatedly noted that the goals of f6reign language education are thwarted not by the lack of skills or efforts on the part of individual language educators, but rather by the way foreign language study is organized as a system; hence his constant calls to study the manner in which other countries design their language delivery systems. Following this line of thinking, he has attempted to make the case that the collection and analysis of data on how we organize language instruction in the United V 6 LANGUAGE AND INTERNATIONAL STUDIES States are at least as important as research on the language learning andteaching process from a pedagogical perspective. Finally, from these two perspectives comesthe third: the more we see foreign language study as a complex organizational systemgrappling with national needs and national capacity, the wider the range of expertisethat should be brought to bear on this system. The same pioneering characteristics are evident in Richard Lambert'sperspective on international studies. Notable in all ofhis works is the insistence that any