LANGUAGE REQUIREMENT IMPROVEMENT PLAN

Professor Mary Shapiro

Tatianna Maxwell, Sarah Iselin, Julie Nickerson, Emma Tremblay, Carrie Zuk
November 20, 2014
Language Requirement Improvement Plan

LANGUAGE REQUIREMENT IMPROVEMENT PLAN

Introduction
What is the problem?
After surveying 100 students within the Simmons community, evidence shows that the
current language requirement at Simmons College is unfulfilling to the undergraduate students
who are required to take it. The current requirement mandates three semesters of the same
language or proficiency at the 202 level. Many students feel this requirement is negatively
impacting their grade point average, while others have noted that it takes away time in their
college careers that could be spent taking courses that compliment their specific area of study.
Additionally, the amount of information that is retained by this requirement is insufficient to
make a great impact in a career after college. There are many different approaches to address this
requirement including removing the current language requirement, offering alternative cultural
courses to students in lieu of a foreign language, and encouraging study abroad programs and
allowing for a semester abroad to fulfill the foreign language requirement. This report will
discuss the different stakeholders affected by the current situation while exploring motivating
forces behind the change, analyzing the research conducted and breaking down the two best
solutions to the problem. Finally, it will address why the Presidents council should be confident
in the solutions set forth.
General Strategies
What is the Solution?
We have thought about all of the groups within Simmons that would be affected by this
change and how the change could benefit each stakeholder. The forces that have driven us to
want to improve the language requirement policy at Simmons includes, but is not limited to: our

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own experiences at Simmons, careers after college, the comparison of the policy to similar
policies at various other institutions, and support from our peers for this idea. The restraining
forces we have and will encounter are individuals who prefer the current policy. Our primary
research from surveying over 100 current students shows that the student body is in support of
the possibility of the language requirement being adapted to the needs of current students. This
could be either by making language courses optional, giving an option to fulfill the requirement
through cultural courses, or creating study abroad programs which could fulfill the requirement
in a semester.
We have found that there is an evident need to provide students more opportunities to
understand different cultures in order to build up resumes and expand global awareness and
acceptance. We have found three possible solutions to the current problem that our community is
facing. The first option, though drastic, would be to dissolve the current language requirement at
Simmons without any replacement requirements. A more logical alternative would be to offer the
option of cultural courses instead of foreign language courses. This would allow students to have
the opportunity to expand their knowledge of different customs and values found in other
cultures. This can lead to a greater understanding of other cultures and will assist students in
being more comfortable working with others from different backgrounds in the workplace. There
is a benefit to changing this language requirement because some students are deterred from
enrolling in the college due to this specific aspect. Some prospective students may be more
attracted to other colleges that do not require a foreign language. By providing an array of
cultural classes in place of the language requirement students may have the opportunity to
broaden their global perspective of the world. Many students struggle to excel in foreign

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languages when they do not have a choice in the matter. Languages are difficult to learn, can be
time consuming without a lot of time to allow for adequate practice, especially when students are
taking a full course load. Our final proposal is to offer study abroad programs that allow students
to fulfill the language requirement. Through our research and our analyses we explored the pros
and cons of each of these options. We identified some students learn better when they are
provided with visuals while a classmate may be an acoustic type of learner, and the girl sitting
behind you may be an excellent learner if she is provided with a written assignment. The same
result of acquiring knowledge can be achieved but three different approaches are necessary to
cater to the needs of each student. This is nearly impossible in a classroom with many students
and numerous learning styles. Moreover, learning a language in the classroom is very structured.
There are designated class times which is not always the best option for some students that may
be working or have other responsibilities, to name a few.

Why should the Presidents Council say yes?

College offers the unique experience of selecting a specific concentration and becoming
knowledgeable in a certain field of interest. This allows for students to take different types of
courses that align with their learning style. While learning a foreign language can be beneficial,
it is sometimes not the best option for a students academic experience. Although we do not
believe eliminating the current language requirement will benefit students, offering students
different options for fulfilling the current graduation requirement will appeal to prospective
students and please current students.

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If a change is implemented to alter the current language requirement, many stakeholders

can be positively affected. Many students feel unfulfilled with the current language requirement
and, if unchanged, this dissatisfaction could ultimately lead to a higher rate of transferring
students from Simmons. Similarly, potential students may be dissuaded to attend Simmons if
there is a mandatory language requirement of three semesters. With more options, students will
have choices and better chances to be enthusiastic about the classes they are required to take.
Along with the students, Simmons Colleges faculty can also benefit from a modification of the
language requirement. These faculty, and specifically those in the language department,
currently spend an extensive amount of time reteaching things that were already taught in
previous level classes due to the fact that each foreign language class must review all previous
concepts to build upon with the new material. Many students are taking full course loads and do
not retain information taught in prior semesters, causing professors to reteach material and waste
valuable time. With the proposed change, Simmons faculty will be given the opportunity to teach
a cultural course to students and will no longer be limited by the experience necessary to teach a
foreign language. Additionally, the Boston community can also be positively affected . For many
students who attend Simmons College, their decision is based on its wonderful location and
because Boston is a fast-paced city filled with change and innovation, it is also a central hub for
cultural ins and outs. By having students more culturally aware of different norms through
other forms of communication, rather than just verbal, this gives not only students but also the
Boston Community a better opportunity to connect. One downfall is that speaking a language
can benefit many different organizations in a large city and employers may seek out students
who are fluent in second language. As seen with the alumnae or any past Simmons students who

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are very important stakeholders, it is also important to look at how learning a language shaped
their experience at Simmons. Perhaps some alumnae received a job offer based on a language
course they took, while others had wished they knew a more global perspective and had taken
some kind of cultural course. Perhaps some alumnae who are nurses or doctors wish they knew
the cultural beliefs of people in different cultures and how they feel about medical practices and
religion.
These examples all show how creating options for the language requirement can not only
benefit students while they are still in college, but can also make an impact on their career later
on in life. Similarly, other people including faculty, alumnae, future employers, and the Boston
community, can all benefit from a change in the current graduation requirement.

Why might they say no?

There has been a precedent that at Simmons, a four-year liberal arts college, students
should be well-rounded individuals when they graduate due to the requirements that the
Presidents Council uphold. Speaking a foreign language is scientifically proven to enhance the
usefulness of your cerebrum to perceive, negotiate meaning, arrange importance, and convey in
diverse dialect frameworks. This expertise helps your capacity to arrange importance in other
critical thinking assignments as well. Also, some possible objections might be that by having a
language requirement it helps build multitasking skills, your memory improves, you become
more perceptive, and your decision-making skills improve as well and without the language
requirement there may be fear that students would lose those necessary skills.

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In the article Two Languages Come Early it states, Our kids know that learning a
language can be fun, and that its important to know a second language, says Nikol. It opens
up new horizons, and it builds self-esteem (Academic OneFile). This statement is
communicating the importance of knowing a second language and it truly emphasizes taking a
language course because it broadens the horizons of ones personality and skillset. Taking a
secondary language additionally brings other, less apparent yet similarly advantageous points of
interest. These focal points can absolutely impact your family relations and well-being, bringing
advantages to the adolescent and developed foreign language learner much the same. These focal
points were also argued in the article, Remarks to the United States University Presidents Summit
on International Education the Administration of George W. Bush states, We want young kids
from around the world coming to our universities. Its in our national interest that we solve visa
issues.(Bush, G). His statement embodies the idea that having a secondary language in
education systems promotes better job prospects, brain health, travel and leisure, improved
understanding of the world, experiences with new cultures and achievement. It is important to
address that the United States would then also be opening up possibilities for education not just
for American students but for others across the world as well, creating a rather unique exchange
that would be eye opening and impactful across cultural borders.
The President's Council desires well rounded Simmons students, however Simmons
students find that they do not just need to take a language to be well rounded. Although learning
a secondary language can be a benefit, it has several cons because it takes time and dedication.
Being familiar with another culture offers various profits and opportunities. Taking in a second
dialect is energizing and advantageous at all ages. It offers down to earth, educated and

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numerous aspirational profits. Our primary research from surveying over 100 current students
shows that the student body is in support of the possibility of the language requirement being
adapted to the needs of current students. This could be either by making language courses
optional, giving an option to fulfill the requirement through cultural courses, or creating study
abroad programs which could fulfill the requirement in a semester. Also, in the article Learning
a Second Language: Weighing Pros and Cons, Meg Butler, Journalist of Education Magazine, a
states let's face itall most of us remember from 4 years of high school Spanish class are basic
phrases like bao and gracias. However, that failure to retain foreign words may not be our fault;
we may have missed our window of opportunity to learn languages easily. This statement
argues that by learning a secondary language can be a con because the older you are, the harder it
is to learn a language if it is not your primary language. Also, taking in a secondary language is
difficult. Numerous dialects have distinctive frameworks of language structure, and a few
dialects utilize a totally diverse letter set and diverse sounds. In addition, learning a vast number
of new vocabulary words is not a simple task either. For instance, taking a foreign language
when you are younger is a benefit because ...children can acquire native-like fluency as easily
as they learned to walk" says Leslie Lancry, CEO of Language Stars. She indicates that taking a
foreign language is not as easy when you are older rather than when you are a young child.
Therefore, based on the research and opinions from various professionals implementing an
option to fulfill the requirement through culture courses or creating study abroad programs will
be a great benefit for Simmons Students.

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Why should they be confident that your plan will work?

The Presidents Council should be confident in our proposal because the research, both
primary and secondary, supports the idea that some changes need to be made to the requirements
current structure. As previously determined by the data, this change will have a positive impact
on current and prospective students by offering options. By approving this plan, students will
know that their opinions are being heard by the Presidents Council. Whether students are in
favor of the current requirement or not, by implementing the proposed plan, new alternatives are
made available to students who do not want to continue taking a language course, however,
language courses can still be offered at Simmons and even taken at different schools within the
Colleges of the Fenway or summer credit can be transferred in from other universities.
Based on the Core Values set forth by the Presidents Council, with the core purpose of
transformative learning that links passion with lifelong purpose, the plan set in place to improve
the language requirement is in the best interest for the Presidents Council to consider. When
determining why the Presidents Council should be confident in the plan, it is important to
address the predetermined core values; We prepare students for lifes work. We are at our best
when students are first. We make a collective investment in community. We cross boundaries to
create opportunities.
First, we prepare students for lifes work. As indicative of the data, some students felt
that the language requirement held them back from taking courses that would have been more
applicable to their major. For example, some nursing students may struggle with learning a
language, however it is important to recognize that there are many ways of communication that
are not verbal. Nursing students may be interested in taking a cultural course regarding religious

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views on medicine across the modern day world. This might look at the field of nursing from a
cultural perspective that may not necessarily be brought up in a language course, but would be
more applicable to preparing students for lifes work while maintaining the idea of a well
rounded student.
Next, we are at our best when students are first. The council acknowledges on their
website, Many students both graduate and undergraduate have other demands on their
time, including family and full-time jobs, and many students are feeling extremely stressed by
these accumulated responsibilities. Simmons needs to have a full understanding of students'
academic, cultural, and social backgrounds and so their course requirements, particularly
language, should reflect those busy demands.
In addition, we make a collective investment in community. According to the website,
The Study Abroad office recently has begun to ramp up its efforts to comprehensively evaluate
study abroad offerings. The goal is to provide as many students as possible with a transformative
academic experience that is strongly integrated with curriculum. With this idea in mind, the
parameters that the study abroad solution set forth in this plan aligns with that of the Presidents
Councils objectives to strengthen the college at the Undergraduate level.
Lastly, we cross boundaries to create opportunities. By not limiting students to a
language class and opening up the possibility to allow students to travel abroad or to take a
culture class across the curriculum, Simmons would in turn be creating more opportunities for its
students successes in the future.

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Strategies for Reporting Research

To determine solutions for the problem at hand, we have collected data by conducting
primary research through a survey. This survey gathered data from undergraduate Simmons
students including first years, sophomores, juniors, and seniors, and their opinions on the current
language requirement. We conducted secondary research by using the academic search complete
library database and found eight solid articles. An additional strategy is meeting with the
Director of the Study Abroad International Department at Simmons.
Conclusion
Request for Action
Through primary and secondary research it has become clear that Simmons students are
unhappy with the graduation requirement of three semesters of a foreign language (or the
completion through course 201). Over 70% of 100 students surveyed, all varying majors and
years, believe that three semesters of a foreign language should not be a graduation requirement.
Though reasons differ from negatively affected grade point averages to anger over being forced
to take and pay for classes unrelated to students major, the overall theme is dissatisfaction. This
high rate of dissatisfaction is a direct call for change. The Presidents Council should modify the
three semesters of a language graduation requirement to satisfy current students and appeal to
potential students. There are many forms that the modifications could take, either way would be
an improvement to the current requirement and satisfy a greater number of students.
It is clearly unrealistic to completely cut the language requirement from Simmons
curriculum. However, there are some very plausible alternatives. First, is offering the students
cultural courses more related to certain majors. For example health care around the world, or

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business customs of different countries. Out of the 100 students surveyed over 80% said they
would prefer to take culture courses as opposed to a foreign language course. And many of the
people who believed that 3 semesters of a language should be a graduation requirement
emphasized the importance of being globally and culturally aware, but not necessarily learning
the foreign language itself. It is clear that Simmons students value being culturally and globally
aware, but dont see the value or connection the current foreign language requirement provides
currently
Another viable option would be offering study abroad semesters or summers that fulfill
the 3-semester language requirement. Out of the 100 students that were surveyed roughly 96
percent said this would preferable option. It allows students to learn the language and culture
first hand, which students feel is something they would feel comfortable putting their time and
money into. Many other universities that have language requirements offer similar programs.
For example, Yale offers summer sessions of study abroad that allows students to fulfill 2 out of
their 3 semesters of foreign language requirement (Beck, Yale University 17).
It is our belief that the sooner the Presidents Council corrects the problem the sooner that
Simmons will be better able to satisfy its students. First step would be choosing one or both
avenues the Presidents Council wishes to pursue. Implementing these alternatives would take
minimal time and could be in place by fall semester of 2015.
In conclusion, we have conducted student surveys to gather data as well as secondary
research, such as articles and published journal entries, to acquire a far greater understanding
about the problem at hand and the possible solutions. We have also talked to a wide variety of
stakeholders who will be impacted by the change to gain insight on their opinions. The plan set

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forth has been expanded upon based on findings from the research. As a result we have offered
multiple solutions to the dissatisfaction of the language requirement at Simmons.

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Reference Page
(A. Casey, personal-communication, November 1, 2014)
Bush, G. (2006, January 5). Remarks by President Bush to the U.S. University Presidents
Summit on International Education. Retrieved November 19, 2014, from
http://2001-2009.state.gov/r/summit/58734.htm
Butler, M. (2013, December 11). Learning a Second Language: Weighing Pros and Cons.
Retrieved November 18, 2014, from
http://www.education.com/magazine/article/learning-a-second-language/
College, S. (2015, September 4). Simmons College. Retrieved November 19, 2014, from
http://www.simmons.edu/strategy2015/objectives

(J. Beck, personal-communication, November 17, 2014)

Tremblay, E. (2014, November 11). Language Requirement at Simmons. Retrieved
November 11, 2014, from https://www.surveymonkey.com/s/Z7FL2MF
Two Languages Come Early. NEA Today May 1999: 17 . Academic OneFile . Web . 12 Nov.
2014

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Appendix

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