"Why Study Romance Languages in the U.S.? (Investigating and Addressing the Enrollment and Retention Crisis in U.S.-Based Romance Language Programs)"
Dissertation Title: "Why Study Romance Languages in the U.S.? (Investigating and Addressing the Enrollment and Retention Crisis in U.S.-Based Romance Language Programs)"
Dissertation Committee: Dr. Beatrice Dupuy (Chair), Dr. Suzanne Panferov Reese, Dr. Dwight Atkinson
Location: Via live Zoom presentation - https://arizona.zoom.us/j/366425113
Abstract: In recent years, US-based foreign language (L2) programs have faced an enrollment and retention crisis (Looney & Lusin, 2019), also affecting L2 programs in the four most commonly taught Romance languages: French, Italian, Portuguese, and Spanish. Seeking to add to the current understanding of this crisis and provide possible solutions to reverse it, the present study investigated learners’ salient reasons for choosing these four Romance languages at the university level, as well as factors influencing their decision to continue or quit L2 study upon the fulfillment of the language requirement established within most US institutions. Through a combination of a multi-section questionnaire administered to US-based undergraduate students currently studying one Romance language and semi-structured interviews with selected participants, the present study aimed to identify recurring and salient motivational factors, both L2-specific and across different languages.
The study findings highlighted a complex interplay of elements influencing both L2 choice and participants’ decision to persist or quit L2 study upon fulfillment of the L2 requirement. It appeared clear that, overall, both participants who intended to continue and those who intended to quit L2 study often had a vague understanding of their own goals for L2 study and considered it a secondary academic priority. Indeed, they frequently subordinated their decision to persist in L2 study to the ability to fulfill their major and minor requirements in other disciplines. This conundrum seemed to be influenced both by participants’ past L2 learning experiences as well as their perceived limited applicability of university-level L2 study to their personal and professional lives. The study concluded by providing and discussing several recommendations and possible initiatives for curricular and program development aimed at addressing the crisis.
Please email GIDP-SLAT@arizona.edu with questions.
