The demand for skills in languages other than English among employers in the United States continues to grow. As stated in a 2019 survey commissioned by the ACTFL, about six in ten employers in different fields, including education services, expect the demand for language skills to increase in the next five years. According to the study, this implies that the education system must prepare students in different languages to be able to compete in a linguistic and culturally diverse global economy. But how can we ensure to have a pipeline of teachers that are fully equipped to educate and train new generations of workers in multiple languages?

One recommendation from a surveyed employer that was highlighted in the report is advocating for policies that create awareness of workforce needs such as funding early language-learning programs. Considering that less than 25 percent of people worldwide speak English and many of the children of immigrants become monolingual between the second and third generation, it’s critical to invest in well-prepared language teachers who will play a pivotal role in helping students command language skills that will meet the demands of the global economy in the near future.

Language teachers need proper support to face a variety of challenges, including maintaining the recommended level of proficiency required to teach a language effectively. An article by the International Center for Language Studies states that “People who speak multiple languages often report that their fluency in their non-native tongue ebbs and flows over time. It might flourish as a result of an extended stay in the target country and begin to slowly subside once they are back in their native environment.” (Simon). Among other challenges are the tendency of learning institutions to offer fewer courses within their language programs that are designed to practice higher levels of language usage. There is also an assumption that teachers will strengthen their language skills abroad during their summer vacations without considering their financial situation or travel restrictions after the pandemic. In addition, the fact that in some areas of the country there are a limited number of world language teachers, it becomes quite difficult to practice with a co-worker or peer.

As the demand for world language instruction grows in the United States, it’s important to strengthen the confidence language teachers have in their linguistic abilities. “Having confidence will only improve a teacher’s value as it naturally boosts their overall effectiveness. It is a key component of being successful. Students, in particular, quickly pick up on a lack of self-confidence and use that to tear a teacher down even further. Lacking self-confidence will eventually force a teacher to find another career.” (Meador)

Language teachers are also challenged by having to meet additional criteria to teach such as completing and passing a language proficiency test to attain their teaching certification. However, with current reports regarding teacher shortages, including English for Speakers of Other Language (ESOL) language teachers and dual-language programs, aspiring world language teachers may be able to jumpstart their career trajectory by pursuing accredited language proficiency certification. Language proficiency assessments from ACTFL are approved in 28 states for teacher credentialing.

Gary S. Becker, recipient of the 1992 Nobel Prize in Economic Science revealed in his study entitled “Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education” how investments in an individual’s education and training are similar to business investments in equipment. The economic implications of not meeting the demand for good, qualified, and certified teachers who can deliver quality education to the U.S. workforce of tomorrow are concerning. Additionally, unattended voids in language teachers will result in the nation’s inability to create a pipeline of speakers of world languages, limiting our significant participation in the global economy.

If you are bilingual or multilingual and interested in pursuing one of the thousands of vacant teaching jobs available across the country, you can strengthen your confidence and better articulate the value you bring to a language-learning environment by getting your language skills certified with ACTFL Proficiency Certificate. Through Language Testing International (LTI), you can complete an ACTFL assessment anywhere and at any time and receive an official proof of your language proficiency.

 Read more: Testing for Teacher Certification

Sources:

American Council on the Teaching of Foreign Languages (ACTFL) and the Lead with Languages Campaign commissioned Ipsos Public Affairs, with the support of Pearson LLC and Language Testing International. (2019). “Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers.” https://www.leadwithlanguages.org/report

Meador, Derrick. “Strategies for Building Confidence in Teachers.” ThoughtCo, Aug. 26, 2020.

https://www.thoughtco.com/strategies-for-building-confidence-in-teachers-3194526

Ward, Micah. “Which states are hurting the most when it comes to teacher shortages?” District Administration, August 22, 2022.

https://districtadministration.com/which-states-are-hurting-the-most-when-it-comes-to-teacher-shortages/

 

Simon, Edwige, PhD. “The Challenges of Maintaining Proficiency Language Teachers”. International Center for Language Studies. October 28, 2021. https://www.icls.edu/the-challenges-of-maintaining-proficiency-for-language-teachers/

Florida Department of Education

https://www.fldoe.org/core/fileparse.php/20042/urlt/7-2.pdf

https://press.uchicago.edu/ucp/books/book/chicago/H/bo3684031.html

Madeline Martínez is a Multicultural Navigator Specialist at URBANDER, a Woman and Minority Business Enterprise (WMBE) specializing in transforming businesses to advance humanity. URBANDER’s role is to serve as an extension of Marketing, Diversity, Human Resources, Procurement, Community Relations, and Social Responsibility teams, providing innovative approaches in the areas of strategic marketing, content development, workforce development, community outreach and IDEAS (inclusion, diversity, equity, accessibility, and sustainability). Madeline holds a both a Bachelor’s and Master’s degree in Communications from the University of Puerto Rico and is an experienced copywriter and content developer dedicated to amplifying the voices of URBANDER’s clients. From blogs and articles to social media posts and interviews, Madeline is a skilled writer across diverse topics integrating her marketing, business and academic acumen. Though her earlier work as a Publications Officer at the Inter American University in Puerto Rico, and her most recent performance as a Spanish Interpreter, Substitute Teacher, and Instructional Assistant for English-language learning elementary school students, Madeline has impacted countless families as they have navigated migrating to the U.S. from Spanish-speaking countries. As a bilingual professional, Madeline is also proficient in translating written documents from English to Spanish, and vice versa. She has received LTI issued ACTFL Language Proficiency Certificates in Spanish as follows: Advanced Writing, Advanced Listening, Advanced Reading and Superior Speaking. During her downtime, Madeline loves spending time with her family, and enjoys dancing, movies, photography, and coffee. She considers herself a continuous learner. “A well-educated mind will always have more questions than answers”- Helen Keller

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