Language Education in the United States of America

Abstract

The United States constitute a peculiar reality in terms of language teaching and learning. Over the decades, several glottodidactic approaches have been adopted, each employing different methods and techniques. Unfortunately, while research has progressively paid attention to the learner and the learning progress, not all realities in the North American context have embraced this change. To that end, we present a case study conducted in a private university in the state of New York. Specifically, qualitative data were collected through an online survey about 17 language courses, with the aim of determining i) what goals were at the core of the learning process, and which aspects of language learning were prioritized; ii) whether the courses provided learners with opportunities to communicate authentically in the target languages, and if so how; and finally iii) whether learners were encouraged to practice their language skills outside of the classroom context, and if so, in which ways. The results showed that the goals and focuses of the are in line with the Standards for Foreign Language Learning in the XXI Century and the World-Readiness Standards for Learning Languages, that opportunities for communication are provided through activities and materials, and that learners are encouraged to practice the language in extra-curricular activities and events. However, the study also showed how there is still space for improvement in terms of goals, materials, and activities.