Changing the world language requirement: A case study of challenges and impacts

Abstract As is well‐recognized, World Language General Education programs across US higher education face challenges that have led many institutions to question whether these programs can persist in their current state. In this study, we present the outcomes of a new model for World Languages General Education introduced at a large US public university and analyze how its implementation affected enrollment across language programs and different levels of language study. The new model allows students to select from among three distinct pathways to complete the World Language General Education requirement, each involving distinct combinations of language(s) and culture courses. After the first semester of implementation, data show shifts in enrollment trends across languages and levels in response to the new model, most notably a decline in students taking intermediate‐level language courses and instead opting for one of the two other pathways. We discuss the implications of our results and their relevance for faculty in other World Language General Education programs facing similar challenges.