The demand for skills in languages other than English among employers in the United States continues to grow. As stated in a 2019 survey<\/a> commissioned by the ACTFL<\/a>, 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?<\/p>\n 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\u2019s 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.<\/p>\n 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 \u201cPeople 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.\u201d (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.<\/p>\n As the demand for world language instruction grows in the United States, it\u2019s important to strengthen the confidence language teachers have in their linguistic abilities. \u201cHaving confidence will only improve a teacher\u2019s 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.\u201d (Meador)<\/p>\n 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.<\/p>\n Gary S. Becker, recipient of the 1992 Nobel Prize in Economic Science revealed in his study entitled \u201cHuman Capital: A Theoretical and Empirical Analysis with Special Reference to Education\u201d how investments in an individual\u2019s 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\u2019s inability to create a pipeline of speakers of world languages, limiting our significant participation in the global economy.<\/p>\n 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.<\/p>\n \u00a0<\/strong>Read more: Testing for Teacher Certification<\/a><\/strong><\/p>\n Sources:<\/u><\/p>\n 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. <\/em>(2019). \u201cMaking Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers.\u201d https:\/\/www.leadwithlanguages.org\/report<\/a><\/p>\n Meador, Derrick. “Strategies for Building Confidence in Teachers.” ThoughtCo, Aug. 26, 2020.<\/p>\n https:\/\/www.thoughtco.com\/strategies-for-building-confidence-in-teachers-3194526<\/a><\/p>\n Ward, Micah. \u201cWhich states are hurting the most when it comes to teacher shortages?\u201d District Administration, August 22, 2022.<\/p>\n https:\/\/districtadministration.com\/which-states-are-hurting-the-most-when-it-comes-to-teacher-shortages\/<\/a><\/p>\n <\/p>\n Simon, Edwige, PhD. \u201cThe Challenges of Maintaining Proficiency Language Teachers\u201d. International Center for Language Studies. October 28, 2021. https:\/\/www.icls.edu\/the-challenges-of-maintaining-proficiency-for-language-teachers\/<\/a><\/p>\n Florida Department of Education<\/p>\n https:\/\/www.fldoe.org\/core\/fileparse.php\/20042\/urlt\/7-2.pdf<\/a><\/p>\n