On The Development Of Foreign Language Education Of American Institutions Of Higher Learning Since World War Ⅱ

The foreign language education of American institutions of higher learning develops with the growth of American higher education. In the Colonial Age, the study of Latin and ancient Greek dominate the educational activities of all the institutions. Though the modern languages such as French, German and Spanish are taught because of the practical usefulness in foreign trade, they are considered as frill courses and valueless in mental discipline. Therefore, classical languages and classics are the dominate subjects in American institutions of higher learning as late as the Civil War and the period from the Colonial Age to the Civil War is the era of Classical humanism of foreign education. After the Civil War, the modern languages gradually take a promident role in foreign language education because of its practical usefulness and at the same time the importance of classical languages begins to decline. This period is the beginning of professionalization of foreign language education and both the humanistic value and instrumental value are pursued. Since World War II, foreign language education of American institutions of higher learning enters a stage of diverse development, great changes happen in many dimensions of foreign language education such as policies, languages, curriculum and evaluation.Since World War II, The American Federal Government begins to interven in foreign language education of institutions of higher learning by making laws to create programs to finance foreign language education. With the support of Federal government, many non-European languages are taught in the institutions of higher learning and the disciplines, curriculum and organizations of foreign language education also begin to change. Different professional Associations also influences foreign language education by setting standards, making recommendations on employment of faculty, curriculum development and so on. The institutions of higher learning also make policies based on the needs of the individuals and American society and their educational mission to develop foreign language education. All of these policies made by different agencies strengthen foreign language education in different dimensions.Since World War II, Diverse foreign languages are taughted in American institution of higher learning. The Asian languages, African languages and Latin American languages are taught in the institutions besides classic languages, traditional European languages such as French, German and Spanish. All these newly taught languages are classified into less commonly taught languages. The enrollment of these languages gradually rises and many languages such as Chinese, Japanese and Arabic gradually rise to top ten enrolled languages. The enrollment of traditional European languages also changes since World War II with Spanish replacing French as the number one enrolled language. The shift of enrollments of different languages is the result of different value of foreign language study pursued, of the changes of American higher education ideas, of views of languages and of the racial structure of American population.Since World War Ⅱ, foreign language curriculum of institutions of higher learning changes with new courses and programs of foreign language designed for the students to take. The new courses and programs are different from the foreign language literature courses in that they are aimed for meeting the needs of national security, diplomatic relationship, economical development and career of the individuals. In addition to new courses, new approaches of course taking and learning such as study abroad programs, independent study programs and so on are created to enhance the efficiency of language study. With the new course and new approaches growing, the new organizations such as language centers, language and area study centers which design and offer new courses are also established in the institutions of higher learning in addition to the traditional foreign language departments. Changes in the foreign language courses are influenced by the changes of the students and teachers, of rational basis of foreign language education and of the disciplinary base of language education.Since World War Ⅱ, The evaluation of foreign language education is undertaken in term of assessing of student learning outcome, faculty and language programs. The language test grows into a scientific discipline and different tests are developed to assess students’language skills. The teaching, scholarship and service of foreign language faculties are assessed with assessment of teaching playing an important role. Besides, language programs are also evaluated to attract more students, enhance the efficiency of language learning and improve the quality of programs. All of the changes in the evaluation of foreign language education can be attributed to the demand of accountability, evaluation reform of American higher education and needs of improving foreign language education.The changes in policies, languages, curriculum and evaluation of foreign language education of American institutions of higher learning are the result of the reform and development both in American foreign language education and higher education. The development and changes of foreign language education since World War II offer a good reference for Chinese institutions of higher learning to construct a foreign language education system which matches China’s international position in the twenty-first century.