Language classes hold various forms of usefulness
Sarah Cheung
Staff Writer
September 2017
Staff Writer
September 2017
The gateway to earning a diploma is one that all prospective Carlmont graduates must pass through. This includes a list of required classes that are not embraced by everyone.
Determining whether students choose their classes based on genuine interest or to satisfy the requirement produces mixed results.
This is shown in students’ decisions to solely meet or go beyond the requirement of taking foreign language classes. Some students believe they are a great way to develop their skills for the future.
Being that they are considered electives, others find it valid to question how practical the classes really are.
The California Education Code states that two years of a foreign language class is necessary to graduate high school. California State Universities and Universities of California recommend at least a third year for a higher chance of acceptance as a freshman.
According to the National Center for Education Statistics, 83 percent of public high schoolers in America graduate. Because the majority of students aspire to receive their diplomas, meeting the requirement is treated as a big deal.
A french program student Jason Tsui said, “Language classes show that you have the commitment to learning something challenging. It looks good for college.”
At Carlmont, students are offered Spanish, French, and Mandarin courses. Each subject includes levels one through four, with options for honors and Advanced Placement courses.
Some students believe that the greatest advantage of taking an additional third or fourth year is how they can apply it to their potential career.
Alice Snelling, a senior and former AP Mandarin student, said, “I definitely think everyone should exceed the requirement because the world is becoming increasingly international within all fields. Speaking the language of someone you are doing business with is impressive and shows respect.”
California issues a Seal of Biliteracy to high school students who demonstrate proficiency in learning a second language. The state government believes that biliteracy is an important skill for motivating academic achievement and giving students an advantage in future careers.
Professions in customer service, marketing, and human resources seek workers who can speak more than one language. According to the California Department of Rehabilitation, employees who utilize their bilingual skills an average of 10 percent or more of their total work time are eligible for bilingual pay raises.
California’s diverse demographics influence students’ decisions on which language to take and how much to invest in it. A U.S. census done in 2000 shows that 25.8 percent of California residents speak spanish in the home, with 2.6 percent speaking chinese, and 0.4 percent speaking French.
Christopher Alvarez, a current AP Mandarin student, acknowledged that his family was one of many who immigrated here and retained their native tongue.
He said, “I am half Chinese, and growing up, I couldn’t talk to my older relatives who speak little English, so I couldn’t form relationships with them. I think it’s important to know the language that connects you to your family culture and identity.”
Carlmont language teachers have been able to detect that students with a sincere interest in a language tend to be more actively curious.
Mandarin teacher Mindy Chiang said, “They put forth a considerable amount of effort and time compared to students who are doing it for the college application. They ask more questions; they maximize all their opportunities to apply what they learned both in and outside the classroom.”
Contrastingly, there are students who are less convinced of the value in taking high school-level language classes. Ashley Huang, a junior, has decided to discontinue her french courses after finishing level two this year.
Huang said, “I personally don’t think the classes have benefited me much other than making me flexible when it comes to encountering new things, so I’m not going to do more than what’s necessary.”
Although missing the extra boost that levels three and four of a language provide, students like Huang still have the opportunity to be equally competitive college applicants. They may find more usefulness in alternative classes that appeal to their interests.
“I think the students who are passionate about learning a language and enjoy challenging themselves should opt for three or more years of the class. Language classes require a different type of thinking compared to math or science, so it’s not for everybody,” said Huang.
While the pressure of college applications and job competition may be motivation for students to exceed the two-year requirement, the State of California believes that high school courses should be designed to expand students’ skill sets, broaden their perspectives, and fuel their passions for potential careers.
Huang said, “Ultimately, it is up to the individual student to determine what foreign languages mean to their education, whether it be significant in the long run or not."