• The ATA-ALC Bridge project is a critical contributor to helping us meet the multilingual needs of the 21st century, and is a truly innovative means of connecting higher education and the American workforce. 
• The ILR is an unfunded Federal interagency organization established for the coordination and sharing of information about language-related activities at the Federal level. It serves as the premier way for departments and agencies of the Federal government to keep abreast of the progress and implementation of techniques and technology for language learning, language use, language testing, and other language-related activities. 

• Esther Bonin, Interpretation Programs Manager, Piedmont Global Language Solutions (PGLS)
• Craig Buckstein, President, GENEVAWORLDWIDE, INC.
• Stephanie Casales, Senior Project Manager, GLOBO Language Services 

• Doug Strock, VP of GLTaC, member of the ALC Bridge Committee
• Adam Wooten, Assistant Professor, Translation and Localization at MIIS, member of the ALC Bridge Committee
• Lelani Craig, CEO of CommGap. 

• Molly McCall Assistant Director Center for Language Studies
• Yvon Le Bras, Translation & Localization Program Coordinator
• Scott Bass, Principal Consultant, LocFluent
• Adam Wooten, Assistant Professor, Translation and Localization at MIIS, member of the ALC Bridge Committee
• Lelani Craig, CEO of CommGap. 

• Doug Strock, VP of GLTaC, member of the ALC Bridge Committee;
• Adam Wooten, Assistant Professor, Translation and Localization at MIIS, member of the ALC Bridge Committee; and,
• Lelani Craig, CEO of CommGap.

View the February 25, 2023, recording here https://youtu.be/YcXB3-C4DQU

Learn about ALC Bridge and how its innovative platform can help faculty and students learn about internships and careers using their language skills. The presentation aims to broaden your awareness of careers in the language industry, learn how to cultivate skills, and develop an understanding of how to prepare for language careers in this evolving world.

Language skills will impact your career regardless of which field you decide to pursue. Knowing your options and how language skills can enhance job opportunities will benefit you and put you ahead of your peers.

Panelists include:

• Esther Bonin, Interpretation Programs Manager, Piedmont Global Language Solutions (PGLS)
• Craig Buckstein, President, GENEVAWORLDWIDE, INC.
• Stephanie Casales, Senior Project Manager, GLOBO Language Services

View the February 23, 2023, recording here https://youtu.be/O6Ci2TqAfvo

With too few bilinguals multilinguals entering the marketplace with real-world skills, government, industry, association, veterans need to put their heads together to connect higher education in the workforce and the ALC Association of Language Companies Bridge is one such collaboration.

Presenters are going to be discussing projects that leverage the needs of higher education to prepare students for employment and business and government, which both seek talented individuals with linguistic and cultural competencies.

The Interagency Language Roundtable (ILR) is an unfunded Federal interagency organization established for the  coordination and sharing of information about language-related activities at the Federal level. It serves as the premier way for departments and agencies of the Federal government to keep abreast of the progress and implementation of techniques and technology for language learning, language use, language testing and other language related activities.

View the February 17, 2023, recording here https://youtu.be/XQ4ccLXt_vU

Exploring Careers in the Language Services Industry is the first presentation for Lives in Translation at Rutgers-Newark Speakers Series on the topic of Internships in the Language Services Industry. October 20, 2022 - Exploring Careers in the Language Services Industry

Stephanie Casales, Globo Language Services and Meg Ruthenberg, Piedmont Global Language Solutions (PGLS), join Kathleen Diamond for this session where they highlight the skills needed in the language industry.

Two additional dates for the Speaker Series are: November 3, 2022 - Overview of Skills Needed November 7, 2022 - Pathways to Success

View the October 20, 2022, recording here: https://youtu.be/MR3t9KfzhmE

Find the Internship in a Box resources here: https://alcbridge.org/page/InternshipinaBox

Find the recording of Webinar: Launch your 2023 Internship Program here: https://youtu.be/MR3t9KfzhmE

• Maria Victoria Muñoz, with the University of Florida Department of Spanish and Portuguese Studies, invited Kathleen Diamond and Cecilia Maldonado into her Spring 2022 Spanish Translation: Bridging Cultures course. Two of the three Bridge presentations already took place with Kathleen Diamond providing an intro to ALC Bridge on January 14. Cecilia Maldonado joined students for a "Dialogue with a language professional" on February 7. One more presentation is scheduled for April 18. 
• Chris Carter and Kathleen Diamond kicked off the 2nd year of Carnegie Mellon University's Seminar Careers, Culture and Languages on February 3. The students were engaged with the presentation and asked follow-up questions, further engaging with the topic. ALC Bridge has over eight language professionals speaking to students throughout this course.

Read more here. 

FOR IMMEDIATE RELEASE                                                                            

ALC Bridge^TM at University of Florida – Connecting Faculty and Students

FOREST HILL, MD, USA (March 10, 2020) – ALC Bridge^TM, the career platform developed by the Association of Language Companies, will be the focus of a luncheon discussion at the University of Florida led by ALC Bridge^TM Chair and UF Alumna Kathleen A. Diamond on March 23, 2020 at 11:00 AM EDT. The presentation will address how faculty can help students connect their language skills to future careers.

                 “This visit to my alma mater is very important to me as it is a great opportunity to showcase ALC Bridge: Careers in Language,  an innovative approach to connecting students, educators and employers to the innumerable career paths in the language services space,” stated Kathleen K Diamond, UF BA 1968; MA 16^th Century French Literature 1969.

The 90-minute session will cover these topics:

1.       As society becomes increasingly global and multi-cultural, how will the job market offer an ever-widening range of careers that require language skills and language management?

2.      Will the adoption of technology solutions for translation and other language-sector services replace the need for language talent? How is this evolution unfolding?

3.       How can ALC Bridge help students obtain careers in language?

Diamond’s presentation will broaden your awareness of careers in language. She will demonstrate how ALC Bridge^TM can cultivate skills to help prepare students and professionals for language careers in this evolving world. The language services industry is changing quickly and ALC Bridge^TM is poised to partner with academic institutions to encourage inclusion in their language departments’ courses so that future linguists are prepared for high level global careers.

To learn more about ALC Bridge^TM, visit www.alcbridge.org or contact info@alcbridge.org.

###

Contact:

Mary Connor, Executive Director

(443)966-3854, Ext. 1205

info@alcbridge.org

About the Association of Language Companies: The Association of Language Companies (ALC) is a trade association representing language service companies (LSCs) in the United States and internationally. As a trade association, it is also our responsibility to represent the industry to the rest of the world. ALC is focused on increasing visibility and positions itself as the voice of the industry in the United States. The association works closely with language advocacy groups and federal and state lobbying groups. ALC has committees and members active in building new industry standards to both guide and protect professional language companies. With ALC’s academic outreach initiative, ALC Bridge^TM, the Association created the framework for bringing together LSCs and the academic institutions that are teaching future language professionals and employees. ALC provides valuable information to both members and nonmembers with its one-of-a-kind industry survey, and with updates on government issues, industry trends, and standards. From the online Forums to the in-person events, ALC brings together the people that lead these companies so that we can all learn from each other. These connections develop into strong partnerships, and even friendships. ALC works hard to give companies several opportunities to find each other for collaboration, networking, knowledge sharing, and mentoring. For more information, visit www.alcus.org.

ALC Bridge^TM Debuts at UNC Charlotte ISLSP-CIBER Event

FOREST HILL, MD, USA (February 20, 2020) – ALC Bridge^TM, the career platform developed by the Association of Language Companies, will debut March 7, 2020 at the UNC Charlotte’s Department of Languages and Culture Studies 5th International Symposium on Language for Specific Purposes (ISLSP) and Centers for International Business Education and Research (CIBER) Business Language Conference. ISLIP-CIBER will focus on Languages for Specific Purposes exploring developments and innovation in research, practice, and curriculum. 

“This event is very important to ALC Bridge,” Kathleen Diamond, chair of ALC Bridge, stated. “ISLIP is a great opportunity to showcase the innovative approach of bridging students, educators and employers by educating these stakeholders about the innumerable career paths in the language service space.” ALC Bridge will be presented by three ALC Bridge Founding Members: Mary Risner, Ed.D. Associate Director Outreach and Business Programs Center for Latin American Studies University of Florida; Adam Wooten, Assistant Professor Translation and Localization Middlebury Institute of International Studies; Steve Lank, Vice President Cesco Linguistic Services, Inc.

For additional event information, visit https://languages.uncc.edu/ISLSP-CIBER. To learn more about ALC Bridge^TM, visit www.alcbridge.org or contact info@alcbridge.org.

###

Contact:

Mary Connor, Executive Director

(443)966-3854, Ext. 1205

info@alcbridge.org

About the Association of Language Companies:

The Association of Language Companies (ALC) is a trade association representing language service companies (LSCs) in the United States and internationally. As a trade association, it is also our responsibility to represent the industry to the rest of the world. ALC is focused on increasing visibility and positions itself as the voice of the industry in the United States. The association works closely with language advocacy groups and federal and state lobbying groups. ALC has committees and members active in building new industry standards to both guide and protect professional language companies. With ALC’s academic outreach initiative, ALC Bridge^TM, the Association created the framework for bringing together LSCs and the academic institutions that are teaching future language professionals and employees. ALC provides valuable information to both members and nonmembers with its one-of-a-kind industry survey, and with updates on government issues, industry trends, and standards. From the online Forums to the in-person events, ALC brings together the people that lead these companies so that we can all learn from each other. These connections develop into strong partnerships, and even friendships. ALC works hard to give companies several opportunities to find each other for collaboration, networking, knowledge sharing, and mentoring. For more information, visit www.alcus.org.

On November 12, the offices of Congressmen David E. Price (D-North Carolina 04) and Don Young (R-All Alaskans) announced the establishment of the Congressional Caucus on America’s Languages.

The mission of the America’s Languages Caucus is to set forth a national strategy to raise awareness about the importance of world language learning and international education, particularly as it relates to the nation’s economic and national security; ensure adequate resources are directed toward the study of world language learning; and focus on improving access for students and educators who wish to participate in these fields of study, including world languages, Native American languages, and English for English learners.

The decision to launch a new America’s Languages Caucus resulted from a 2017 American Academy of Arts and Sciences Commission on Language Learning report, America’s Languages: Investing in Language Education for the 21st Century, which makes clear that the U.S. needs significantly more bilingual and biliterate citizens to help ensure national security, promote economic and job growth, and develop the potential of every U.S. student.

Bill Rivers, executive director of the Joint National Committee for Languages (JNCL), which has been instrumental in the establishment of the caucus, sees it as a major milestone for the recognition of the importance of language education in the U.S., especially since it is a proactive move, unlike previous government language initiatives which have invariably been in reaction to major events like Sputnik and 9/11. “The establishment of the America’s Languages Caucus demonstrates visionary leadership by Representatives Price and Young, as they continue to champion congressional efforts to support the learning of all America’s languages,” said Rivers.

“It’s alarming that U.S. students are falling behind their international peers in language competency and international education,” said Congressman Price, co-chair of the newly formed America’s Languages Caucus. “Congressman Don Young and I joined together to start the bipartisan America’s Languages Caucus to bring attention to this issue and help foster change by expanding access to language education at all levels to help bolster national security, promote economic growth, and improve our nation’s cultural competency.”

“We should be doing all we can to ensure that America’s students are equipped with the language skills necessary to navigate civic and professional life,” said Congressman Young, co-chair of the caucus. “Preparedness in world languages is also an important component of our national security, and our nation must keep pace with the language programs being implemented by countries across the globe. Therefore, today I am proud to formally announce the creation of the Congressional Caucus on America’s Languages. This caucus will be critical to engaging educators, business leaders, and other stakeholders to help craft policy solutions that help expand world language preparation in our country. It is my great honor to serve as co-chair with Congressman David Price, and I look forward to the work ahead.”

The mission of the America’s Languages Caucus is to set forth a national strategy to raise awareness about the importance of world language learning and international education, particularly as it relates to the nation’s economic and national security; ensure adequate resources are directed toward the study of world language learning; and focus on improving access for students and educators who wish to participate in these fields of study, including world languages, Native American languages, and English for English learners.

“We are delighted that Congressmen Price and Young have taken this critical step for education,” said David Oxtoby, president of the American Academy of Arts and Sciences. “As our America’s Languages report makes clear, we need a national strategy for building our capacity in languages other than English, and the creation of this caucus is a very important start.”

"NABE applauds the launch of America's Languages Caucus as a way to promote pro-multilingual policies, programs, research, pedagogy and high-quality professional development opportunities,” commented Santiago Wood, executive director, National Association for Bilingual Education (NABE). “We need adequate funding for dual language programs serving Multilingual/Dual Language Learners, teachers, parents and communities, while also keeping the rights of English Learners clearly in focus as states and communities move forward with sustainable education reforms. As of Monday, November 25, the caucus counts among its ranks the following members:

David E. Price, D-North Carolina 04
Don Young , R-All Alaskans
Jimmy Panetta, D-California 20
Gilbert R. Cisneros, Jr., D-California 39
Ben Ray Luján, D-New Mexico 03
Donald S. Beyer, Jr., D-Virginia 08
Jim Cooper, D-Tennessee 05
Peter DeFazio, D-Oregon 04
Ben McAdams, D-Utah 04

The co-sponsors of the caucus, Congressmen Price and Young, have agreed to accept the proposal of JNCL-NCLIS to maintain the caucus website, https://www.languagepolicy.org/americaslanguages.

Having graduated from university with a joint honors degree in English and Spanish, I decided to continue my study of languages by doing a master’s in Translation in 2018. Motivated by the desire to become a professional translator, I started my MA course with relatively little understanding of the language industry.

For one thing, I was largely unaware of the many changes happening within the profession in terms of technology and job roles. What has become apparent to me over the past year is that technologies such as machine translation (MT) are having a major impact on the modern language industry. And, at the same time, they are changing the traditional role of the translator.

While, at first, I feared that these technologies (and particularly MT) could put my potential future career as a translator in jeopardy, it became clear to me throughout my MA that the increasing use of MT and other translation technologies in the language industry could actually present a great opportunity.

My MA course also allowed me to discover that becoming a professional translator is not the only route available to me. There are lots of new and exciting job opportunities in the language industry, which are not clearly signposted to language students pre-master’s.

Based on my recent experience, what follows is my personal assessment of the current state of master-level translation education as a training ground to prepare students for the present-day realities of the language industry.

With the rise of MT and translator marketplaces, the language industry is now more competitive than ever. Translators may often feel like they are no longer only competing with peers for work, but technology too. For a trainee linguist about to enter the profession, this can make the prospect of embarking on a career as a translator highly daunting.

To be able to thrive in this competitive landscape, language skills and knowledge of translation theory are no longer enough (if they ever were). If translators want to be successful, they must now have a much broader range of skills, including business awareness and proficiency in translation technologies. So, how do institutions that offer translator training help foster these skills? And what are they doing to ensure that their students are fully prepared to enter the translation marketplace?

Technology Training
In today’s language industry, as has long been the case, most language service providers (LSPs) work with translation productivity (a.k.a. CAT) tools, which help ensure consistency and produce higher volumes of content in a more time-efficient manner. And many translators also maintain their own translation memories (TMs) to gain further efficiencies. New entrants to the profession need to know how to make good use of productivity tools if they are to ensure a regular flow of work and maximize their earning potential.

In response to this, many universities offer optional modules on translation productivity tools to students on their translation courses. At some universities, these modules are now compulsory. In the UK, for example, all MA translation students at the University of Leeds are required to take a technology-based module where they receive practical training on the use of various translation productivity tools, including SDL Trados, memoQ and MateCat, as well as terminology management tools, such as SDL MultiTerm.

With productivity tools being a long-accepted industry standard, some institutions are turning their attention to training students on the newer and increasingly widespread language technology of MT. A good number now incorporate classes on MT into their translation technology modules, reflecting the growing demand for MT specialists and MT post-editors within the language industry.

For example, at the University of Surrey (UK), MA translation students are given both theoretical and practical classes on MT, in which they learn the basic principles of MT technology, practise MT error analysis, and are introduced to the processes of pre- and post-editing.

For translation students, being able to effectively interact with MT technology will indeed serve them well when they enter the translation marketplace. For one thing, an aptitude for MT affords translators greater flexibility in terms of the services they are able to provide. For example, in addition to offering traditional human translation services, MT-proficient translators are able to provide a range of MT-related services, such as post-editing, adding another potential revenue stream to their business. Make no mistake, a successful freelance translator is also a successful business owner.

Translators as Business People
Many factors have conspired to make the language industry a challenging environment for aspiring translators to compete in. Take the fact that the language industry is unregulated; this means that anyone who speaks two or more languages can, in theory, start marketing themselves as a translator, even without formal training. And, as translation marketplaces gain more popularity, the barrier to entry is now lower for people to access potential clients. This, in turn, creates a market that is more crowded, and one where knowing and advertising your USPs as a translator is key to standing out.

To prepare linguists for the realities of the working world, some universities are encouraging translation students to take business modules designed to develop their entrepreneurial skills and help them understand how to differentiate themselves as professionals. At the University of Surrey, for example, all students in the MA Translation program receive compulsory business classes taught by bonafide business leaders and entrepreneurs. These classes focus on market research, client acquisition, client retention, networking skills, and techniques for marketing.

Student translators are also encouraged to think about their online presence. For instance, is presenting themselves as “freelance translators” on LinkedIn really the best strategy? Is using titles such as “language consultant,” “cultural mediator,” or “linguistic data specialist” a more accurate way to convey the true nature and value of what they do? 

Staying in Touch With Industry
Many universities have made the effort to ensure that their students are equipped with the right skills to enter the modern-day translation marketplace. However, the language industry is constantly evolving. If universities intend to continue teaching relevant content that has practical, real-world applications, they must keep abreast of industry trends and challenges and adapt their courses accordingly.

To achieve this, collaboration and partnerships are crucial. Building relationships with LSPs, technology providers, and translation buyers can help create a channel for universities to stay in tune with industry demands and better understand the skills the market requires. These relationships also benefit LSPs as they gain access to the next generation of language talent.

WASHINGTON, DC (November 12, 2019) – Today, Congressman David Price (D-NC) and Congressman Don Young (R-AK) announced the creation of the Congressional Caucus on American Languages, a bipartisan effort to support and enhance foreign language competency and international education among students and professionals across the United States.

The decision to launch a new America’s Language Caucus resulted from a 2017 American Academy of Arts and Sciences, Commission on Language Learning report: America’s Languages: Investing in Language Education for the 21st Century that makes clear that the United States needs significantly more bilingual and biliterate citizens to help ensure national security, promote economic and job growth, and develop the potential of every American student.

“It’s alarming that United States students are falling behind their international peers in language competency and international education,” said Congressman Price, Co-Chair of the newly formed America’s Language Caucus. “Congressman Don Young and I joined together to start the bipartisan America’s Language Caucus to bring attention to this issue and help foster change by expanding access to language education at all levels to help bolster national security, promote economic growth, and improve our nation’s cultural competency.”

“We should be doing all we can to ensure that America’s students are equipped with the language skills necessary to navigate civic and professional life,” said Congressman Young, Co-Chair of the newly formed America’s Languages Caucus. “Preparedness in world languages is also an important component of our national security, and our nation must keep pace with the language programs being implemented by countries across the globe. Therefore, today I am proud to formally announce the creation of the Congressional Caucus on America’s Languages. This Caucus will be critical to engaging educators, business leaders, and other stakeholders to help craft policy solutions that help expand world language preparation in our country. It is my great honor to serve as Co-Chair with Congressman David Price, and I look forward to the work ahead.”

America’s Languages Caucus Mission:

The mission of the America’s Languages Caucus is to set forth a national strategy to raise awareness about the importance of world language learning and international education, particularly as it relates to our nation’s economic and national security; ensure adequate resources are directed towards the study of world language learning; and focus on improving access for students and educators who wish to participate in these fields of study, including world languages, Native American languages, and English for English learners.

Statements of Support:

“We are delighted that Congressmen Price and Young have taken this critical step for education,” said David Oxtoby, President of the American Academy of Arts and Sciences. “As our America’s Languages report makes clear, we need a national strategy for building our capacity in languages other than English, and the creation of this Caucus is a very important start.”

“The establishment of the America’s Languages Caucus demonstrates visionary leadership by Representatives Price and Young, as they continue to champion congressional efforts to support the learning of all America’s languages,” said Dr. Bill Rivers, Executive Director, Joint National Committee for Languages (JNCL-NCLIS). “The membership of the Joint National Committee on Languages, representing more than 300,000 language teachers, translators and interpreters of every language used in the United States, welcomes this transformational Caucus and thanks Representatives Price and Young for their thoughtful work.”

“We welcome the establishment of the America’s Language’s Caucus in Congress as a significant means by which lawmakers can seek to raise awareness about the importance of world language education in our country,” said Howie Berman, Executive Director, American Council on the Teaching of Foreign Languages (ACTFL). “We thank Representatives Price and Young for their leadership and for recognizing that America’s language capacity directly impacts our national security, our economic standing in the world, and the ability of our students to compete in a 21st century global society.”

"NABE applauds the launch of America's Languages Caucus as a way to promote pro-multilingual policies, programs, research, pedagogy and high-quality professional development opportunities,” said Santiago Wood, Executive Director, National Association for Bilingual Education (NABE). “We need adequate funding for dual language programs serving Multilingual/Dual Language Learners, teachers, parents and communities, while also keeping the rights of English Learners clearly in focus as states and communities move forward with sustainable education reforms. NABE believes that investing in our children's education is an investment in our nation's future leadership, global standing and well-being. By using native and second languages in everyday life, we not only develop intercultural understanding, but we also show by example that we respect and can effectively cross over cultural and linguistic borders on a global scale."

"The languages used in Native American language schools and programs are the heritage and legacy not only of the indigenous peoples of this country, but are the heritage and legacy of all Americans, unique only to this country,” said Leslie Harper, President of the National Coalition of Native American Language Schools and Programs.  “We believe languages are the key aspect of all cultures of the world. We are excited to see the support for language learning and increased access to opportunities to learn languages as a way forward to build strong futures." 

As immigrant communities grow so does the need for court interpreters. A new Nebraska program trains interpreters to get certified and help non-English speakers testify in court.

MARY LOUISE KELLY, HOST:

In Nebraska, court officials are trying a new way to reduce a backlog of cases. It's about hiring and training more interpreters. People with limited English proficiency often have to wait longer for trials, and Nebraska wants to change that. Allison Mollenkamp of member station NET reports.

ALLISON MOLLENKAMP, BYLINE: This is what county court in Saline County, Neb., sounds like every other Friday.

UNIDENTIFIED PERSON #1: Record will reflect the appearance of county attorney...

ALEX PEREZ: (Speaking Spanish).

MOLLENKAMP: The judge and attorneys speak in English, and certified court interpreter Alex Perez translates for defendants or witnesses in Spanish. If that person has a question, he translates it back into English for the rest of the court to hear.

PEREZ: It's a God-given ability to be able to hear, in this case, the judge and to be able to process that in milliseconds to translate that to the defendant.

MOLLENKAMP: Simultaneous interpretation in court also requires an interpreter to not make any changes at all to what's being said, even if they feel a defendant won't understand the language of the court. Jennifer Verhein runs Nebraska's state interpreter program. She says interpreters need to have an exceptional vocabulary.

JENNIFER VERHEIN: Our court interpreters need to speak not only the kind of language that you and I are speaking right now, the kind of midrange register language; they also need to speak street slang and much more casual, informal language.

MOLLENKAMP: And the interpreter must have nativelike proficiency in both languages. That kind of fluency requires special training, and that's what a lot of potential interpreters lack. Rob Cruz heads the National Association of Judiciary Interpreters and Translators. He says there's a real need for more programs to train interpreters at no cost to them. Training typically cost upwards of $2,000.

ROB CRUZ: The interpreter profession is one of those where, typically, the cost of the training falls on the practitioner, and yet the society as a whole is the one that benefits.

MOLLENKAMP: Cruz says the need for interpreters is growing, especially in the Midwest.

CRUZ: It's like the need is being created at the same time that the supply can't be created fast enough. And I think part of that is because of training and the lack of training.

MOLLENKAMP: In the Midwest, Minnesota is rated as the best state for language access in the courts; that's in part because of the funding it provides. Nebraska is rated second and has the fastest-growing population that's labeled as limited English proficiency in the Midwest.

UNIDENTIFIED PERSON #2: Let's look at section in Part 1.

MOLLENKAMP: Here at Northeast Community College in Norfolk, Neb., interpreter training classes are offered a few times a week. Many students, like Abraham Moreno, grew up bilingual. He quit his full-time job to study for the interpreter certification exam.

ABRAHAM MORENO: Growing up, always interpreting either for family members or just within the community, even everywhere I've worked - construction, customer service, things like that.

MOLLENKAMP: Other kinds of interpreting offer much lower pay. Students who interpret in hospitals, schools and law offices make $15 to $35 an hour. Once they're certified to work in court, they'll make $50 an hour. But for Moreno, it's not just about the money; he sees interpreting in court as something of a mission.

MORENO: You're just able to provide a service where you get to be their voice and give them a chance of a fair trial.

MOLLENKAMP: Having more interpreters will allow Nebraska to be more flexible in scheduling trials. The program will also help recruit interpreters for less-common languages. Nebraska doesn't have any certified interpreters for Somali. So as of now, when one is needed for a trial, the state has to fly in an interpreter from Minnesota. This program hopes to change that.

For NPR News, I'm Allison Mollenkamp.

A new study has found that being multilingual is on the rise, with more people adopting a second language in a bid to get ahead in their career.

Online language recruitment specialists, Top Language Jobs, have released their survey findings to highlight how Brits are using languages to benefit their careers. Over half of the population who speak more than one language say they use it actively in their job. With, 68% of people saying it directly benefits their career, through opportunities or even, better pay.

Globalisation is at an all-time high, the job market faces political and economic uncertainty, Brexit, and more. Languages are becoming increasingly important as the job market continues to heat up.

Older generations are in danger of being left behind as younger generations are adapting quickly to this market. 18-24-year olds are the most likely to know more than one language (66%) compared. This compared to only a quarter of the 55-64s. They believe it positively impacts their career potential, with 74% of 18-34s saying they actively use other languages in their careers (vs only 24% of 55-64s). Whilst a whopping 89% of 18-34s say that knowing more than one language benefits them in their career, double that of their older counterparts.

Managing Director of Top Language Jobs, Alex Fourlis, encourages the trend. Fourlis comments, ‘In our careers, we are engaging with people from all around the world, from different cultures and markets. Learning a new language is a great way of expanding your appeal to employers. Our survey shows us that Brits are finding that it directly impacts their career benefits like opportunities and extra pay.’

The trend doesn’t seem to have a short shelf life either. 69% of respondents think it is more important to know multiple languages now, than it was 10 years ago. Brits expect this need to grow, with 70% saying they would encourage their children to learn another language as it could benefit their job opportunities when they were older.

The government agrees. Since 2018, the British government has reconfirmed its ambition to have 90% of British pupils sitting a GCSE in a language by 2025. It has allocated funding to set up a national languages centre, and the creation of nine school hubs to raise standards of language teaching in secondary schools. The University of York has received government funding to build England’s first modern foreign languages (MFL) centre for excellence, worth £2.17m.

So how does the standard monolingual British worker keep up?
Fourlis answers, ‘there are so many resources available to learn new languages, download an app and dedicate your commute to work everyday to learning a new language of your choice. 62% of our respondents said they would consider learning a new language if they knew it would increase their earning potential – and it can! Not only can it benefit your career in England, but you never know where it could take you globally.’

Major teaches cultural differences and diversity, language skills and an understanding of how to do business in global markets

Look out, world: Montclair State University is preparing students with vision to live, work and succeed in global markets.

They’re students like Janica Pierre, a junior who speaks French, enjoys culture and is studying accounting. Beginning this fall, she has added a second major, the new BA in Language, Business and Culture. “I’ll see where this leads me,” she says, “maybe in five years, living and translating documents in France.”

Language, Business and Culture combines intensive language and culture study (a choice of Arabic, French, German, Italian or Spanish) with fundamental business skills to prepare students for careers here and abroad.

“This degree prepares a future generation of managers for a new Renaissance where language, sense of belonging and social support will lead the business,” says Alberto Milani, president of the Italy America Chamber of Commerce, who attended a launch of the program last spring.

Gladys Riccardi, Janica Pierre and Adriana Morsella, among the first students in the new BA in Language, Business and Culture, meet with the program’s director, Enza Antenos.
Gladys Riccardi, Janica Pierre and Adriana Morsella, among the first students in the new BA in Language, Business and Culture, meet with the program’s director, Enza Antenos.
Gladys Riccardi, who speaks Spanish, and Adriana Morsella, who studies Italian, are among the students in the first cohort, both drawn to the program after exploring options in business and world language last year as University College pre-major/undecided students. “This is a good combination of everything I’m seeking,” Morsella says.

Montclair State is one of just two public universities in the Northeast offering the program, and the only one in New Jersey. It formalizes into a degree program the ways Montclair State has blended business practices with socio-cultural knowledge and strong language skills, says Enza Antenos, professor of Italian with Modern Languages and Literatures, and program director of Language, Business and Culture.

“In class, the use of real-life examples, the amazing opportunity to learn about international business abroad, and the emphasis on acceptance, immersion and learning drove home the essence of global marketing,” says Talia Antonacci ’19, who graduated with a major in Italian and minor in Business.

Sights Set High
Recent Montclair State graduates like Antonacci who speak a second language and also understand cultural differences and diversity have landed dream jobs, Antenos says.

Bobby Nelson ’15 credits his degrees in Business Administration and a world language for helping him launch his career. Nelson studied German and works with the online mattress startup Casper, where his fluency and business skills assisted in the company’s expansion.

“It’s not just how to translate words,” Nelson says. “Language is a whole different way to see life; it’s a whole different way to live.” 

Natalie Yavorski ’19 draws on her BFA in Fine Arts/Studio and a minor in Italian while working in product creation for Safilo, an Italian eyewear creator and distributor in Secaucus. “When you learn how to speak a different language, you’re also learning about the culture of that language because they go hand in hand,” she says.

During a recent visit to her workplace, Yavorski was sorting eye frames by color and design in the acetate library she created for the company. “I’m not entirely sure if I imagined that my minor would lead to a career path,” she says. “I definitely hoped that I would be able to keep Italian a big part of my life because I’m so passionate about it.”



International Experience
Language, Business and Culture combines international business skills in accounting, economics, finance, technology and cross-cultural business communications with intensive language and culture study.

It will unify a student’s preexisting knowledge of the products of a culture and their presence in the global marketplace, to the language and cultural background that is communicated by these products, bridging the preexisting tangible goods of a nation to the cultural know-how and excellence that creates them, Antenos says. International experience will provide students direct contact with the professional world before graduating.

The program has secured nearly $30,000 in scholarships, and a number of government agencies are prepared to work with the students through internship opportunities.

Those connections propelled Antonacci into a position as marketing coordinator for Choose New Jersey, an economic development organization.

“Thanks to my Italian culture and business courses, taken both at Montclair State and in Italy,” Antonacci says, “I’ve learned about the global market, its significance, and how to identify and utilize cultural differences to your advantage in order to market practically, and provide the consumer with the best product.”

As a student, Antonacci held internships supported by a $5,000 Lawrence R. Inserra Jr. Scholarship administered by the Inserra Chair, Teresa Fiore, and the Montclair State University Foundation. Opportunities included working with teams at the Italian Trade Agency, the commercial branch of the Italian Consulate in New York, as well as Choose New Jersey.

“The Inserra paid internship program in Italian Business rests on the generosity of the Italian program’s main donor, solid partnerships with Italian and New Jersey agencies, and an interdisciplinary vision that combines Italian and business as part of the internationalization of the student experience,” says Fiore.

“When I proposed the program to Mr. Inserra, my dream was to see an internship turn into a permanent job for our students, but I never thought it would happen only two years into the program,” Fiore says. “It is a pleasure for me to design, arrange and implement these internships for our students and I look forward to more successful stories like Talia’s.”

Job interviews can be stressful, especially when you know that there could be just one little detail separating you from another applicant with a similar resume. Maybe the interviewer is having a bad day. Maybe the previous candidate made a much better first impression. Maybe you need to be better prepared for the interview questions. 

But, presenting certain skills, such as knowing a foreign language, gives you a huge upper hand over the other candidates. By being multilingual, you’ll have a significantly better chance, not only to be hired but also to negotiate a better salary and position.

You should know, though, that not all languages rank the same in terms of contributing to one’s career. In this article, we’ll go through several different foreign languages that could make your CV more appealing for employers and give your career a boost.

Chinese (Mandarin)
Mandarin Chinese is the most spoken language in the world, in terms of native speakers alone, as China is the most populated country. It is also a common language in Hong Kong, Taiwan, the Philippines, Mongolia, and Thailand. All of these countries have vast business potential. China, particularly, has a thriving market and a lot of manufacturing units. It is the world’s largest exporter, and at the very top of the list when it comes to importing. It also has a thriving service sector and a very competitive agriculture industry. 


Unfortunately, Chinese is one of the most complicated languages to learn because it has a whole new alphabet to master before you move on to vocabulary and grammar. But it’s well worth the effort if you’re eager to tap into the lucrative market or work in China.

Spanish
Spanish covers Spain in Europe, entire Latin America (except for Brasil), and a large part of the USA. Furthermore, it is estimated that the Hispanic population will grow by 50% in the States by 2050. Currently, there is a large number of small and medium businesses operating in Spanish in the US. 


As for the other 20 countries where Spanish is the native language, the opportunities for employment and partnerships are colorful. Spain, for instance, is famous for its pharmaceuticals, automobiles, and agriculture. Costa Rica has a thriving tourism industry, but it is also at the very top when it comes to electronics. Argentina is a leader in beverages and food processing. Petroleum, mining, and tobacco are just some of Mexico’s biggest industries, and so on. 

One of the biggest advantages of this foreign language is that it’s simple to master, especially if you use the opportunity to learn in a Spanish-speaking country.

Russian
Russian is considered to be a good language to learn if you are in the fields of diplomacy, but it is also useful in the fields of chemicals and petrochemicals, fuel and energy, agriculture, and machine construction. Another really important incentive for mastering the Russian language is that Russians, regardless of how great they are in business, rarely speak English or any other second language. This can give you a big advantage over competing candidates for a job position in companies exporting to Russia or having business partners in this country. 


However, this is a complicated language to learn. If you decide to do it, you need to be committed and hardworking.

Japanese
Japan is the high-tech leader of the world, famous for innovations in the fields of robotics and electronics. If you’re interested in these fields, it would be a good idea to learn Japanese to get the benefits of their industry and connect with the innovators. The Japanese language is bound to open many doors for partnerships in these areas, and it will give your potential employers an additional reason to hire you.


Many Japanese business people operate internationally, so they do speak English, but usually not very fluently. You should know that this is the second most difficult language to learn, after Chinese.

German
Germany boasts the most successful economy in Europe, and it stands as one of the largest exporters in the world. Germans are famous for engineering, especially when it comes to cars and machines. They’re also not too far behind in the fields of biology, chemistry, finance, and pharmacy. 


More than 130 million people speak this language, and if you get the opportunity to do business with Germans, you will notice they are professional and disciplined business partners. An additional perk is that this language is easy to learn, especially for English speakers, because they are similar in terms of grammar and vocabulary. 

Conclusion

Depending on your field of work and your interests, you can also choose other prospective languages such as Portuguese, Arabic, French, or Hindi. English, of course, is a must because it is the most commonly spoken language in the world, and the opportunities it offers are immense.

SPRINGFIELD – Foreign language teachers in Illinois are being asked to update the way they teach those courses starting in the upcoming school year by putting more emphasis on world cultures and how to use languages across different academic disciplines.

The Illinois State Board of Education on Wednesday released its newly-updated educational standards for world languages, replacing ones that were adopted in 1997.

“The Illinois State Board of Education supports biliteracy, not only to prepare students to thrive in an increasingly global society and economy, but also to build stronger and more connected communities here at home,” State Superintendent of Education Dr. Carmen Ayala said in a news release. “Exploring and interacting with different cultures and perspectives strengthens students’ critical thinking and problem solving skills.”

In addition to guiding teachers on how to structure their lessons, the world language standards are also used to determine whether graduating high school students have met the qualifications for a State Seal of Biliteracy, an award that recognizes students for achieving a high level of proficiency in two or more languages.

Illinois first authorized public schools to participate in that program in 2013. During the 2017-2018 academic year, 107 public school districts participated in the program. And earlier this year, the Illinois General Assembly passed a bill authorizing nonpublic school systems to partake as well.

Traditionally, foreign language classes have focused on memorizing vocabulary lists and rules of grammar so students gain a functional understanding of the printed and spoken word of another culture.

But Kim Johnson, a consultant with ISBE’s Curriculum and Instruction section, said the new standards go beyond that by focusing on the people and the culture behind the language in order to give students studying that language — whether it be Spanish, French, Mandarin Chinese or Russian — a broader, more multicultural view of the world.


“It’s going back to that concept of we’re much more global citizens than we ever were in the past, so we’re trying to gain an appreciation of their cultures,” Johnson said in an interview.

The standards outline five different levels of foreign language mastery: novice, intermediate, advanced, superior and distinguished.

A student who is considered a “novice” at a new language, for example, would be able to “communicate with others from the target culture in familiar everyday situations, using memorized language and showing basic cultural awareness.” He or she also would be able to “use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations.”


A student at the superior level, by contrast, would be able, in both their own and other cultures, to “analyze how products of personal and public interest are related to perspectives” and to “analyze how practices within informal and formal situations are related to perspectives.”

Students who meet the “distinguished” standards are able to “evaluate a wide range of concrete and abstract products from different viewpoints” and “evaluate a wide range of concrete and abstract practices from different viewpoints,” both in their own culture and other cultures.

The Illinois State Board of Education is a nine-member panel appointed by the governor. Its duties include establishing educational policies and guidelines for public and private schools, preschool through grade 12, as well as vocational education. The board maintains learning standards in 13 subject areas.


Those standards generally spell out what students are expected to know and be able to do at each grade level in order to graduate and be ready for college and a career.

The new standards on world languages were approved by the General Assembly’s Joint Committee on Administrative Rules in February, but a board spokeswoman said the agency just published the final documents on its website Wednesday. Teachers can use them to adapt their curricula and lesson plans for the 2019-2020 academic year.

Have you ever wondered whether being multilingual (speaking more than one language) would give you an advantage over other job seekers? The answer is that it does. Being able to speak a foreign language is becoming one of the most sought-after skills by employers.

Review some of the ways in which knowing a foreign language can boost your career. Also take a look at examples of jobs actively seeking those with foreign language skills, along with tips for showing employers that you have the skills they seek.

Foreign Language Skills Improve Your Employability
Speaking one or more foreign languages can make you more employable. United States-based and international companies need bilingual customer service representatives, account managers, marketing coordinators, and more. The reason for this demand for bilingual employees is simple: businesses want more customers. One of the fastest ways to increase business is to open the doors to consumers who speak other languages.

 Additionally, the demand works both ways. It’s not just American companies wanting to do business in China who need bilingual English-Chinese speakers; Chinese companies wishing to do business in America need the same thing. 

Multilingual Careers in Companies That Serve Customers
Here are some examples of jobs where language skills are an asset:

Communications/Marketing/Public Relations Specialist
Finance Director or Analyst
Brand Specialist
Product Localization Specialist
Customer Service Representative
International Banking Associate
Flight Attendant
Sales Representative
Translator/Interpreter
Business Liaison Officer
Recruiter
Foreign Language Skills Are a Valuable Asset 
In 2011, Newcastle University published research demonstrating that those speaking multiple languages have a greater capacity to understand people from a wider variety of backgrounds, and also have a better understanding of themselves. A year later, the University of Chicago noted that learning a foreign language reduces decision bias. In an effort to communicate in a foreign language, your brain begins to appreciate what is different rather treating different as a threat and locking itself into only what feels “normal.”

Those learning to speak a new language appreciate the unique differences that exist between different kinds of people. Additionally, those who can communicate in a foreign language feel less defensive about the idiosyncrasies of their own language and culture. The result is a greater understanding, greater self-awareness, more solutions, and, consequently, greater consensus (greater number of people working in harmony).

In the United States, a wide variety of cultures have been learning how to work together for centuries. Industries requiring more emotional intelligence to understand others—such as marketing, education, and law enforcement—are intentionally looking for those who speak more than one language. It helps their organization become more diverse and more effective at serving a greater number of people from different walks of life.

Multilingual Careers in Organizations That Effect Positive Change
For these jobs, speaking a foreign language is a valuable attribute:

Journalist/Writer
Translator/Interpreter
Law Enforcement Officer
ESL Teacher/Tutor
Diplomacy
Consular Fellow
Embassy Intern
Foreign Service Specialist (FSS)
Foreign Service Officer (FSO)
Social Worker
Foreign Languages Boosts Your Other Skills
Returning to the University of Chicago’s study above, scientists noticed that those who had learned foreign languages were more open to more options in problem-solving.  Similar studies have shown that knowing multiple languages helps your brain remain calm and better able to function optimally in chaotic situations.

In 2014, Northwestern University corroborated this evidence with a study of its own. Bilingual subjects were less frazzled by mental noise and were able to solve a wider variety of problems. Since the brain can technically only focus on one task at a time, bilinguals could do in practice what their brain does with language. They could turn the brain off to one language and work in another. Similarly, as more information came into their awareness, they could identify relevant information in an ocean of irrelevant information and remain focused on the task at hand. 

Additionally, switching from one frame of mind to another is simpler with bilinguals since they frequently do this with language. They can do this at will throughout the day with more ease than those subjects who only speak one language. In the Northwestern study, results showed that bilinguals were better at multitasking and mental endurance.

Employers are often tracking these realities, whether or not they’ve read the studies in detail. They are generally more interested in potential hires who speak multiple languages, knowing that those job seekers have conditioned their brains to process more information from a variety of viewpoints, thereby allowing them to make decisions with greater creativity and confidence.

Multilingual Careers in the Service Industry
Here are some career options where language skills are beneficial in the service industry:

Healthcare 
Nurse
Paramedic
Physician’s Assistant
Home Care/Hospice Caregiver
Hospitality
Hotel Clerk
Concierge
Bartender
Server
Restaurant/Hotel/Resort Manager
Tour Guide
Customer Service Representative
Translator/Interpreter
How to Incorporate a Foreign Language into Your Job Search
Include Your Foreign Language Skills on Your Resume

Fluency in foreign languages is such a desirable hard skill that it needs to be highlighted on your resume, ideally at the top of your first page in the resume profile. Here’s one way to do this in an opening statement:

“Seasoned and dedicated Teacher with 9 years’ experience teaching K-6 ESL learners within multicultural, socioeconomically-diverse urban school systems. Expert fluency in written and oral Spanish, with growing knowledge of American Sign Language.”

An alternative presentation would be to showcase your foreign language fluency in a bulleted skills list within your resume summary. Careful use of boldface font will help this information to “pop” on the page and grab a hiring manager’s attention:

Foreign Languages: Bilingual command of Spanish and English, with proven effectiveness communicating with native Spanish speakers both orally and in writing.
If fluency in a foreign language will be a necessary skillset in your new job, you should also provide examples of how you have communicated in the language in the “Professional Experience” section of your resume. The best way to do this is to allude to your skill in a bulleted “key achievement” statement placed immediately after your brief synopsis of your work responsibilities:

Recruited by supervisor to serve as translator during meetings with German-speaking clients.
Don’t forget to mention your command of a foreign language in your cover letter as well as in your resume. It’s one of the qualifications that will spark a hiring manager’s interest and inspire him or her to give serious consideration to your candidacy.

Target Jobs That Require the Languages You Speak

Search for open positions in which being bilingual is preferred or required. For example, when searching for the kind of position you seek, used advanced search options to add “bilingual” or the foreign language to your search (e.g., “Spanish Bilingual Customer Service Representative”).

Think back to your time learning a second language. What is the first memory that comes to mind? How did it make you feel? Your experience is most likely very different than that of your colleagues, acquaintances, or family members.

We asked world languages textbook authors and faculty to answer the same questions in this video and their answers were just as varied:

“My first memory of learning another language was growing up in Florida.” —  Susan Bacon, Author & Professor Emerita, University of Connecticut

“I learned Latin when I was in sixth grade, and we got to wear togas and have parties. And, it was a really, really fun class to take.” — Rebecca Cottrell, Spanish Instructor, Metropolitan State University Denver

“My experience as an exchange student in Bolivia changed my life because I learned that language was situational, that language was real, that language was initially, for me, survival. Little by little, I learned to not just operate but thrive in a setting that was totally foreign to me. And, language and culture were the root of that survival.” — Glynis Cowell, Author & Director Spanish Language Instruction, University of North Carolina Chapel Hill

Demand for language skills on the rise
It’s not just authors and faculty who recognize the importance of learning a second language. Whether it’s in the boardroom, on a computer screen, in a conference call, or across the field of their work, U.S. employees are more likely than ever to be interacting in a language other than English.

A survey conducted by Ipsos Public Affairs for the American Council on the Teaching of Foreign Languages (ACTFL), found that nine out of 10 U.S. employers report a reliance on U.S.-based employees with language skills other than English, and a third of those state they have a high dependency on bilingual employees. Moreover, demand is on a sustained rise, with a majority of employers reporting their need for foreign languages has increased over the past five years and projecting it will continue to grow.  

A 2018 national survey of small businesses found hiring for bilinguals to be a leading trend.  That there is a strong and growing demand for language skills in the U.S. marketplace shouldn’t come as a surprise. Yet, many Americans hold on to outdated and misguided notions that languages are “nice to have,” essential only to a few select careers, or diminished in importance where English is perceived as the lingua franca of business that everyone speaks.   

Need for language skills will continue
The assertion that English is the most widely used global language of business may be true, but American employers cannot assume that they can rely on the English abilities of their customers, suppliers, and partners. Almost one in four employers surveyed acknowledge losing or being unable to pursue a business opportunity over the singular lack of language skills.¹ That figure increases to 51% for those who say they have a language skills gap.

With the outlook pointing to a strong and continued demand for language skills that cuts across industries and functions, U.S. employers must be proactive in articulating the need for equipping the pipeline of future workers appropriately. To secure their bottom line, they should also work collaboratively with education and government stakeholders to ensure more is done to prepare today’s students with the linguistic and cultural skills required to compete in the global economy.

Support for change
Pearson is pleased to support the work that ACTFL is doing to quantify the demand for multilingual employees in the United States and raise awareness of the importance of foreign language education, which ultimately helps learners actualize on their goal of acquiring a second language, whether it be for business or pleasure. Students are increasingly focused on how their studies relate to employability, and the results of this survey unequivocally demonstrate the value of language education to the U.S. economy. To learn more, read the press release.

A new survey, released today, calls attention to the serious foreign language skills gap in the U.S. workforce. The report, “Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers,” shows the critical demand in the U.S. economy for multilingual employees, providing the most comprehensive look at the value of foreign language to date.

Demand for language skills in the U.S. workforce is greater than ever before. In boardrooms and in the field, with customers and partners and on social media, U.S. employers today are increasingly conducting business in a language other than English. Accordingly, the ability to effectively communicate in more than one language is a critical asset for U.S. students and employees—not only in boosting their marketability in the workplace, but in helping them thrive in a global economy.

This groundbreaking industry report, based on a survey conducted by Ipsos Public Affairs for The American Council on the Teaching of Foreign Languages (ACTFL) as part of its Lead with Languages campaign, and with support from Pearson and Language Testing International, includes new data emphasizing the vital need for language skills in the U.S. workplace and their impact on the U.S. economy.

“There is no denying the dominant position STEM subjects have enjoyed in today’s curriculum. Foreign language, unfortunately, is often treated as a competing discipline. Our survey findings highlight the need for world language skills to be recognized as a complementary and interdependent capability. We already know that language learning deepens our connections to other cultures, boosts confidence, strengthens decision-making, and contributes greatly to national security; we also know language skills are necessary to produce the globally-competent employees U.S. businesses are seeking,” said Howie Berman, ACTFL’s executive director. “This reality requires an education system that prepares graduates to be proficient in the languages they need to successfully compete in a 21st century global economy.”

According to the report, a vast majority of U.S. employers say they rely on employees with language skills other than English to advance their business goals. Those unable to fill this need may find themselves falling behind in the global market.

Key findings of the report include:

U.S. employers have a growing demand for multilingual employees.

Nine out of 10 U.S. employers report a reliance on U.S.-based employees with language skills other than English.
One-third (32%) of employers report a high dependency on language skills other than English.
A majority of employers report that their need for foreign languages has increased over the past five years and project that it will continue to grow.
High-demand languages also have the greatest shortages.

Spanish, Chinese and Japanese see the highest demand among U.S. employers. Additionally, employers are most likely to report shortages in these languages.
A third (34%) of U.S. employers reliant on foreign languages say their foreign language needs are not currently being met by their employees.
Foreign language skills impact employers’ bottom line.

Nearly one in four U.S. employers surveyed acknowledged losing or being unable to pursue a business opportunity over the singular lack of foreign language skills.
The report also proposes seven concrete recommendations U.S. employers can implement to better recruit and sustain a multilingual workforce, as well as understand the implications of early language instruction on creating a more robust pipeline of future workers with language skills.

"We are pleased to support the work that ACTFL is doing to quantify the demand for multilingual employees in the United States and raise awareness of the importance of foreign language education,” said Andrew Gilfillan, Pearson's VP of Product Management for the Humanities, Social Sciences, World Languages, and Business. “At Pearson, it is our mission to be a true partner in language learning for instructors and students by creating proficiency-oriented educational solutions for the 21st century classroom. Students are increasingly focused on how their studies relate to employability, and the results of this survey unequivocally demonstrate the value of language education to the U.S. economy.”

ACTFL’s report details the findings of a national survey among 1,200 upper-level managers and human resources professionals with knowledge of their organization’s foreign language needs.Public administration and government employers were excluded from this survey as were employers with fewer than 10 employees.