Introduction: Is Language Learning in Anglophone Countries in Crisis?

Abstract

Anglophone learners (English as an L1) in a variety of settings share similar underlying challenges when it comes to learning languages other than English (LOTEs). In this volume, we identify and analyse these challenges, and compare them to those of learners of English. The global success of English has led to language learning crises in Anglophone countries. Despite these underlying commonalities, the specifics of the crisis manifest both in the school context (Part I) and in Higher Education (Part II) and vary from one country to the next. Complex combinations of liberalisation, decentralisation and marketisation, and, in some Anglophone countries, rising nationalism, all contribute to a gradual but steady erosion of language learning. We furthermore describe how four linguistic ‘myopias’ commonly support the erosion of language learning, namely: ignoring existing plurilingual (community) competencies ; essentialising English first language (English L1) language learners as (somehow inherently) incompetent in language learning; ignoring the disadvantageous conditions of English L1 learners; and laying the problem, and potential solutions, at the door of individual schools or institutions, rather than addressing policies and practices more widely. Our Ways Forward sections of this volume (Parts III, IV and V) describe innovative and promising ways out of the crisis, invariably by addressing one (or several) of the above-described myopias, for instance, by schools adopting language policies which include students’ community languages. The Introduction finishes by introducing each chapter briefly.

“My Friend Travis Says…”: A look at enrollment trends in language classes in the United States

“…The academic advisor's influence for supporting language study in the LCTL group is an interesting avenue of investigation for language programs. Many of these programs often include no more than one instructor and are difficult to promote to the broader student population, which is likely a result of learners believing they would not be successful at acquiring these languages, as is the case in a variety of Anglophone settings (Lanvers, 2016; Lanvers et al, 2021). As argued previously, these learners often have a unique source of motivation for language study (Thompson, 2017b), and recruitment of these students could potentially improve with more buy‐in from academic advisors in other disciplines.…”

“…Conversely, language study is not always accessible before arrival to the university language classroom, partly because of inequities for language learning in predominantly non-white communities (Baggett, 2016). The issue then becomes the policies in which language departments create as an attempt to adjust curricula to make language learning a viable option in increasingly Anglophone contexts (Lanvers et al, 2021) when more often the outcome is minimal second language (L2) linguistic development and few prospects for continued language study beyond the minimal course requirements. As such, a continued investment into meeting the ACTFL proficiency standards (Norris & Pfeiffer, 2003) is still merited in today's circumstance.…”

Systemic and personal factors that affect students' elective language other than English enrollment decisions

“…While many countries have strong rates of student participation in L2 learning, often due to strong policies in which it is mandated, Anglophone countries share the challenges of declining L2 enrollments and an “English is enough” mindset. In addressing the Anglophone L2 crisis, Lanvers et al (2021) created a volume which investigates L2 learning in NES contexts regarding challenges and possible ways forward, aiming to redress the imbalance created by the dominance of studies where English is the L2. There are specific challenges for NES language learners due to the context of Global English, and at the micro‐, macro‐, and meso‐levels “the hypercentrality of English contributes to the structural facilitation of the learning process” (Lanvers et al, 2021, p. 4).…”

“…In addressing the Anglophone L2 crisis, Lanvers et al (2021) created a volume which investigates L2 learning in NES contexts regarding challenges and possible ways forward, aiming to redress the imbalance created by the dominance of studies where English is the L2. There are specific challenges for NES language learners due to the context of Global English, and at the micro‐, macro‐, and meso‐levels “the hypercentrality of English contributes to the structural facilitation of the learning process” (Lanvers et al, 2021, p. 4). According to the Asia Education Foundation (2014), the United Kingdom (UK), New Zealand (NZ), and Australia remain at the bottom of the L2 education list in terms of provision and implementation.…”

Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis

“…Since World War II, the shortage of foreign language teachers in Anglophone countries has been a longstanding issue that remains unresolved to this day (Swanson & Mason, 2018). While some languages, such as German and Italian, struggle with a decline in student enrolment and teacher supply (Lanvers et al, 2021), other languages, such as Chinese, face difficulties in balancing the abundance of native-speaker teachers (NSTs) and the severe shortage of non-native speaker teachers (NNSTs). The latter have the potential to serve as role models for learners, having learned the additional language themselves typically through formal education (Llurda & Calvet-Terré, 2022).…”