French for Professional Purposes in US Undergraduate Education: An Analysis of Course Offerings and Student Demand

Loading...
Thumbnail Image

Date

2021

Journal Title

Journal ISSN

Volume Title

Repository Usage Stats

43
views
37
downloads

Citation Stats

Abstract

<jats:p>In the past decade, there has been a significant decline in French language enrollments in US higher education institutions, despite a growing demand for French proficiency in the North American job market. These trends illustrate the need to offer French for Professional Purposes (FPP) courses, which allow students to develop language skills adapted to the professional environment. Our research aims to analyze the supply and demand for FPP courses. In this current study, we assessed the proportion of four-year colleges and universities that offer FPP courses, and we compiled the variety of their course offerings. We then conducted a survey of students enrolled in the FPP courses. Among the 545 institutions reviewed, a majority offered at least one FPP course, usually Business French. Institutions offering more than one course and a wider diversity of course topics were less common. Based on questionnaire responses, we found a significant mismatch between the supply of courses and students’ demand for FPP course offerings. We also found that, if given the possibility, most undergraduate students in the first through third years would like to enroll in another FPP course in the following academic year. These results call for further developments of FPP courses nationwide and greater diversification of course offerings.</jats:p>

Department

Description

Provenance

Subjects

Citation

Published Version (Please cite this version)

10.4079/gbl.v21.4

Publication Info

Bouche, Hélène, and Deborah S Reisinger (2021). French for Professional Purposes in US Undergraduate Education: An Analysis of Course Offerings and Student Demand. Global Business Languages, 21. 10.4079/gbl.v21.4 Retrieved from https://hdl.handle.net/10161/23969.

This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.


Unless otherwise indicated, scholarly articles published by Duke faculty members are made available here with a CC-BY-NC (Creative Commons Attribution Non-Commercial) license, as enabled by the Duke Open Access Policy. If you wish to use the materials in ways not already permitted under CC-BY-NC, please consult the copyright owner. Other materials are made available here through the author’s grant of a non-exclusive license to make their work openly accessible.