In 2006, there was a 3.2 percent increase in foreign students in the U.S., according to a Chronicle of Higher Education article last month. American colleges and universities have adapted by developing a higher study abroad exchange rate and heavily integrating foreign languages into their curriculum to advance cross-cultural learning.

Ithaca College has been implementing international education across campus, including the introduction of Arabic and Chinese language classes in 2005.

While enrollment in these classes is low this semester, there was an increase in foreign language majors and minors graduating last year. The concentration suggests a more engaged international curiosity among students and a successful effort by institutions to make students more “marketable” in their future careers.

Drake University, a private university comparable to Ithaca College, has been praised by the Associated New American Colleges (ANAC), for its Unique Language Study Program. The university’s Language Acquisition Program is recognized for providing a small class size of no more than four students — each working with a native speaker and language mentor — and for integrating multimedia into their language-learning resources to better understand “cross-cultural differences”.

Ithaca College’s Arabic and Chinese courses have not yet been implemented as majors or minors. As these languages are becoming more present in the global world, the college will need to better integrate them into the modern language department. In an effort to address low participation, they should consider some of the elements that have made Drake University’s program so successful.

The need for foreign language to play a larger role in students’ education is becoming more prevelant. By responding to this and effectively integrating an understanding of other cultures into their daily lives, students will be able to appropriately react to international issues and actively participate in a growing global society.