The United States is “the only developed country in the world for which language learning is not a recognized priority,” according to the Language Connects Foundation. Moreover, “only one in five K-12 students (and about one in 12 university students) is enrolled in a world language class,” whereas “92% of students in Europe learn another language in school.” The discrepancy between the language learning in the United States and Europe (alongside a plethora of other countries) is telling, but the consequences are vague. What are Americans losing as we fall behind on the language-front? In addition, what initiatives are there to reignite the spark?
As of 2023, approximately “20 percent of all Americans can speak two or more languages” (American University of Washington, DC). Many individuals learn a second language from home, but some of the percentage can be attributed to foreign exchange and language learning initiatives in the United States. In fact, Loudoun County Public Schools (LCPS) has hosted a number of language courses, from French to American Sign Language, German to Latin, and Spanish to the recently added Russian (exclusively at Heritage HS as of 2024-2025). LCPS requires students to take three years of a language class, or two years each of two languages, in order to attain an advanced diploma upon graduation.
Even though this mandate may seem to promote language learning, most students follow the first track starting in seventh grade, which means by tenth grade they have reached their requirement and usually stop taking the class. This phenomenon undermines the importance of language, which (Señora) Catherine Paz, a Spanish teacher at Tuscarora High School (THS), identifies as its ability to give you a “global mindset” that “opens you to thinking about how people in different cultures view the world.”
Similarly, (Madame – Abbr. Mme) Nilhan Ozdogan, a French teacher at THS, says that learning another language and culture is important because “it’s a different point of view of life.”
A lot of language classes mix everyday life with their curriculum, whether that be through acting out a restaurant scene in class while using the respective dialect, actually going to a restaurant, etc.. Freshman Zuri Kupchyk says that her favorite thing about Spanish 3 is “the fun projects that we get to do. We did a cooking project so we had to make a video and we had to give the whole recipe in Spanish.” She and her friend made cookies for the project, and Kupchyk says that “It was fun!” To her, it is important to study another language or culture because “you broaden your knowledge on the world … and it’s also a fun thing to be like ‘I know this.’”
Ashton Hughes, a freshman in French 3, says that “the way Mme Ozdogan teaches it’s a really friendly environment and usually it’s not like that stressful of a class. It’s just really fun.” He explains, “We don’t only go over the language, we go over the French holidays too and some of the cultural stuff.”
In fact, the French classes recently celebrated Mardi Gras, which translates to “Fat Tuesday.” While the holiday actually took place on March 4 this year, the different French blocks celebrated Mardi Gras varying days. For their class parties, French students brought in ingredients for crêpes, made them on skillets (approved by the school), and made a wish as they flipped the crêpe. As a senior in French 4, I usually forget to make a wish, but if I did, it would be for my crêpe not to fall on the floor. I am proud to say that I have a clean record, and although the experience is terrifying pre-flip, it is so satisfying after. Plus, you get a crêpe for the effort (yum!).
Coincidentally, Mardi Gras was celebrated the same week as World National Language Week. Tuscarora participated in World National Language Week this year, as they have in years past, and initiated different activities throughout the school. On March 5 and 6, language classes participated in activities in the library. These activities presented innovative or significant figures from the respective culture, like Marie Curie (two-time recipient of the Nobel Prize for breakthrough discoveries in the sciences) for France and Hans Riegal (creator of the iconic HARIBO gummy bears) for Germany.
On March 6, students and teachers from different language classes came together at the end of the day to participate in volleyball and basketball tournaments. Many French, Spanish, and ASL students showed up to enjoy the time together, and the event symbolized the importance of community and culture other than our own. Elizabeth Schlitzer, a junior in ASL 3, says, “Obviously we’re so into American culture, but there are so many other cultures, and it’s so interesting to see how they interact.” She thinks that learning about other cultures “allows you to understand other people better.”
“I initially took ASL because I was really bad at Spanish,” Schlitzer laughs. “And then I continued to take ASL because I love the language so much. I would say my favorite thing about ASL, and I think this is applicable to all languages, is just being able to communicate with a different group than normal. Like being able to talk to deaf people and have those conversations is just such a privilege.”
Ozdogan and Paz’s language journeys attest to the privilege of having those conversations. Ozdogan grew up speaking French and laughs, “My students teach me English.” Being able to connect with Ozdogan is like a window into her culture. Amira Noutcha, a senior who went to Governor’s School for French, said that she can now understand Ozdogan’s humor even more.
On the other hand, Paz can personally identify with the students. “I started learning language in Loudoun County as a student in middle school, just like many of you guys,” she says. “I didn’t really like it in middle school and high school, but I continued to take it in college. I thought I was going to become an immigration attorney, so I continued with Spanish, but then I fell in love with learning the language. And as I taught undergraduates at UVA, I wanted to continue teaching here.”
On March 10, language teachers will be able to see their students take the next step in their journey. The induction ceremony for language national honor societies will bring all of the languages together during school to recognize the new students who will start “carrying the flame” for their respective languages. The phrase will be represented by new and current members lighting candles and reciting the oath for the induction.
To Natalie Tikalsky, the vice-president of the Spanish National Honor Society, “carrying the flame” can be viewed on both a personal and plural level. “It represents the spark that lives inside of each of us; the possibility to ignite something bigger in our world or community by continuing to add kindling to our personal fires as we deepen our understandings and gain new experiences in the world around us,” she expresses. Additionally, “It represents an individual light that, when combined with those around us, can guide those of the future onto a similar path and help them find the things that ignite their own lights and personal interests.”
Tikalsky co-sponsors the Conservation Club at Tuscarora, which “gives those who are struggling with learning the English language a safe and fun place where they can practice their speaking skills and build new friendships with their peers and classmates.”
“I plan on carrying the flame after high school by using the knowledge I’ve gained of the Spanish language to serve others at work, college, and church!” Tikalsky exclaims. “I also hope to minor in Spanish, and possibly even become a Spanish teacher myself. I feel like even just learning about the beauty and hardships of another people and culture has greatly expanded my empathy and helped me understand the world in a way that never would have been possible before taking these classes.”
