ABSTRACT LANGUAGE LEARNINGS OF OVERSEAS- EXPERIENCED AMERICAN TEENAGERS By Mary Catherine Rainey The study describes the factors related to claims of learning foreign languages and self-reported proficiency ratings in reading and speaking those languages among a research population of American undergraduates who resided overseas for one or more years during secondary school. The intent of the research is to begin to construct a theory of socialization related to the learning of foreign lan- guages among minor dependents who are undergoing their primary socialization as members of the "third culture" while residing in overseas settings. A second purpose is to find out to what extent the American child raised over- seas might constitute a resource which if encouraged could provide his society with skilled cultural mediators. Language learnings were hypothesized to vary depending upon area of residence, sponsorship of parents, sex and length of stay. Language learnings were measured using self-reported claims of the subjects, gathered with related Mary Catherine Rainey data.iJ1 13m: questionnaires. The findings indicated that among the overseas dependents who comprised the research population: 1) 2) 3) Residence is strongly predictive of which lan- guages are learned; it is an important factor in predicting proficiency in speaking Spanish, and is suggestive of proficiency in speaking French and German. Sponsorship of parents suggests the languages learned and proficiency in speaking. Depart- ment of Defense dependents may be less profic- ient in speaking, while missionary and business children may claim higher ratings in speaking. Missionary dependents appear more likely to learn languages in addition to French, SpaniSh and German. Gender roles are strongly predictive of lan- guage learnings. Both among residents and non-residents, more females than males learn French; females have higher proficiency ratings. Among resident speakers of German, males are more proficient - a gender role pattern thought to be representative of Department of Defense dependents. Mary Catherine Rainey u) Among the residents in one country only, length of stay may be predictive of learn- ing local languages. Other factors suggestive of language learnings were sponsorship of overseas secondary school, overall grade point average in secondary school, intellectual self-con— cept, language of instruction, the writing of a language in the Latin alphabet and studying foreign languages in college. LANGUAGE LEARNINGS OF OVERSEAS-EXPERIENCED AMERICAN TEENAGERS By Mary Catherine Rainey A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Social and Philosophical Foundations of Education 1971 Copyright by MARY CATHERINE RAINEY 1971 To My Parents ii ACKNOWLEDGEMENTS I am indebted to faculty, family members and good friends for seeing me through the years it took to complete this re- search. Dr. Ruth Useem recruited me as her research assistant, introduced me to her academic family and conducted a constant dialogue out of which has come my general methodological orientation as well as the theoritical design of this study. I owe a deep personal and intellectual debt to Dr. Useem. Dr. Cole Brembeck acted as chairman and course work advisor through masters and doctoral degrees and is held in regard as a warm friend. Doctor Ted Ward shared his enthusiasm in building an information file on overseas schools and offerred a needed methodological challenge. Dr. Byron VanRoekel as committee member lent his precision of expression. My brother, James Rainey, spent long hours editing this manuscript. His continuous encouragement and that to my parents, Dr. and Mrs. Clarence Rainey are particularly appreciated. A close friend, Mrs. Rosemary Covert is thanked for the weekends and nights she spent working on tables and statistics. Dr. Ullery kindly allowed the use of his calculator after hours. A debt is acknowledged to Drs. Tom Gleason and Frank Krajewski Who mailed and collected the questionnaires for this iii study. Also thanked are Wilma Hahn, secretary to Dr. Useem, who made suggestions and assisted with regard to technical logistics, Dick Joyce, for the time he volunteered in advising on the analysis and Mrs. Masuma Downie who worked on tables. iv TABLE OF CONTENTS Page CHAPTER I - Introduction....... ........... . .............. 1 Nature of the Research........ ...................... 1 Description of the Population of Overseas ...... ..... 2 Dependent Children Identification of Census Data Related to ............ 3 Language Learnings Statistical Overview and Review of Related .......... 5 Literature Sponsorship of Parents ............ .. ........... 5 Area of Residence......... ..................... 10 Length of Stay................. ......... . ..... . 12 Birthplace of Parents.................. ....... . 1n Summary........................................ 16 Language Learning as Socialization in the.. ......... 18 Third Culture Socialization and Third Culture Theory ......... 18 Third Culture Gender Roles and Language. ....... 20 Learnings Academic Achievement and Language .............. 21 Learnings Methodology....................... . ................ 22 Limitations of the Researhh as Descriptive ..... 22 and Exploratory _ Statistical Treatment of the Data...... ........ 23 Research Instruments............. .............. 23 Two Questionnaires..................... ...... .. 23 In-depth Interviews.......... .................. 25 The Research Population................. ..... .. 26 Categories of Analysis................... ...... 27 Collection of Data............................. 28 Statistics on Questionnaires. . . ......... . 29 CHAPTER II - Characteristics of the Research Population. . 31 The Population...................................... 31 Sponsorship of Parents and Sex...................... 31 Type of Overseas School in Which Last Enrolled...... 32 Place of Residence.................................. 39 Age When Overseas, Length of Stay and ............ ... nu Number of Regions Where Resident CHAPTER III - Overview of Languages Learned......... ..... . ”9 Introduction.............. ..... ............... ..... .. ug Description of Languages Learned........... .......... U9 Comparison of Overseas Dependents and Foreign ........ 52 Language Students in the Public High Schools in the United States Classification of Research Population by... ...... .... 53 by Languages Known Discussion of Those in the Category "English Onlys".. 56 De rtment of Defense Sponsorship and ........... 56 verall Grade Point Average in Secondary School Missionary Sponsorship and Status of .......... .. 57 English Where Resident Overall Grade Point Average in Secondary ........ 59 School and Attendence at the American Community School of Beirut Summary of "English Onlys".. ................... . 60 CHAPTER IV - Spanish Learners. ..... ........ ............... 62 Introduction........................ ..... . ........... 62 Spanish Speakers..................... .......... . ..... 62 Definition of Spanish Speakers.................. 62 Area of Residence and Ability to.. .............. 63 Speak Spanish Area of Residence and Self-Reported...... ....... 71 Proficiency Ratings in Speaking Spanish Overall Grade Point Average in Secondary ...... .. 72 School and Self-Reported Proficiency Ratings in Speaking Spanish Gender Role Differences........... ...... ........ 72 Sponsorship of Parents and Ability to........... 75 Speak Spanish Sponsorship of Parents and Self—Reported.. ...... 76 Proficiency Ratings in Speaking Spanish among Resident-Spanish Speakers Sponsorship of Schools Attended and Self~....... 77 Reported Proficiency Ratings in Speaking Spanish Introduction............... ................ 77 Department of Defense Schools.. ....... ..... 77 Correspondence Courses and................. 80 Missionary Schools Community Schools...... ......... . ......... . 83 Summary of Spanish Speakers........ ...... . ...... 86 Spanish Readers...................................... 87 Definition of Spanish Readers................... 87 Area of Residence and Self-Reported Proficiency. 88 Ratings in Reading Spanish Language of Instruction in Secondary School..... 89 and Self-Reported Proficiency Ratings in Reading Spanish vi Gender Role Differences ......................... Overall Grade Point Average in Secondary ........ School and Self-Reported Proficiency Ratings in Reading Spanish Spanish as an Area of Study and Self- Reported Proficiency Ratings in Reading Spanish Summary of Spanish Readers and Comparison ....... with Spanish speakers CHAPTER V - German Learners ............................... Introduction.. German Speakers ...................................... Definition of German Speakers ................... Area of Residence and Ability to Speak German... Area of Residence and Self-Reported Pro—........ ficiency Ratings in Speaking German Sponsorship of Parents and Ability to Speak ..... German Sponsorship of Parents and Self-Reported ........ Proficiency Ratings in Speaking German Gender Role Differences. Length of Stay ......... . ........................ School Sponsorship .............................. Introduction ...... . ........................ Department of Defense Schools .............. Correspondence Courses ..................... Community and Company Schools in Asia... Proprietary and Non—United States Schools.. Summary of German Speakers. German Readers.... ... . Definition of German Readers ................. ... Area of Residence and Self- Reported Proficiency Ratings in Reading German Language of Instruction in Secondary ............ School and Self-Reported Proficiency Ratings in Reading German Gender Role Differences. ........................ Overall Grade Point Average in Secondary ........ School and Self-Reported Proficiency Ratings in Reading German German as an Area of Study in College and ....... Self-Reported Proficiency Ratings in Reading German Summary of German Readers and Comparison ........ with German Speakers Vii Page 89 92 9H 95 96 96 96 96 97 98 101 125 125 128 130 131 Page CHAPTER VI - French Learners.. ............................ 132 Introduction.................... ........... . ......... 132 French Speakers........... ....................... .... 132 Definition of French Speakers ................... 132 Area of Residence and Ability to Speak French... 133 Area of Residence and Self-Reported ............. 135 Proficiency Ratings in Speaking French Overall Grade Point Average in Secondary ........ 138 School and Self-Reported Proficiency Ratings in Speaking French Gender Role Differences ........................ 139 Sponsorship of Parents.. ........................ luu Length of Stay.......... ..... .... ............... 15” School Sponsorship... ........................... 156 Introduction ............................... 156 School Sponsorship Hypotheses .............. 156 School Sponsorship Findings ................ 156 Introduction..... ..................... 158 Department of Defense Schools ......... 160 Missionary Schools .................... 16” Correspondence Courses........ ...... .. 169 Community and Company Schools in Asia. 170 Community and Company Schools in Europe.... 17A and Latin America Proprietary and Non-United States Schools.. 176 Summary of French Speakers ....... . .............. 180 French Readers. ................................... 183 Definition of French Readers ............. . ...... 183 Area of Residence and Self- -Reported Pro- ........ 18H ficiency Ratings in Reading French ’ Language of Instruction in Secondary School ..... 185 and Self-Reported Proficiency Ratings in Reading French Gender Role Differences.................. ....... 185 Overall Grade Point Average in Secondary School. 187 and Self-Reported Proficiency Ratings in Reading French French as an Area of Study and Self-Reported.... 189 Proficiency Ratings in Reading French Summary of French Readers and Comparison ........ 190 with French Speakers CHAPTER VII - Learners of Additional Languages ............ 192 Introduction......................................... 192 Speakers of "Additional Languages"................... 19” Definition of Speakers of Additional Languages.. 19” Speakers of Portuguese.. ..... .... ..... .......... 19M Speakers of Italian ............................. 198 viii CHAPTER VIII - Summary and Implications.. Speakers of Additional European Languages ....... Speakers of Japanese ............................ Speakers of African, American and Asian.. Languages Speakers of Near Eastern Languages .............. Sponsorship of Parents ................ , .......... Sposnorship and Portuguese.. Sponsorship and Italian .......... . ......... Sponsorship and Additional European ........ Languages Sponsorship of Japanese .................... Sponsorship of African, American and ....... Asian Languages Sponsorship of Near Eastern Languages ...... Summary of Speakers of Additional Languages..... Readers of Additional Languages ...................... Definition of Readers of Additional Language... Additional Language Readers and School .......... Sponsorship Summary of Readers of Additional Languages ...... and Comparison with Speakers Introduction.. Summary of Factors Affecting Language Learnings...... Sponsorship of Parents.... Length of Stay........ Gender Role Differences.... Sponsorship of Schools...... Introduction ............................... Department of Defense Schools ...... . ....... Missionary Schools ......................... Correspondence Courses and No School....... Enrollment Community Schools in Asia. ................. Community Schools in Latin America And ..... Europe - Proprietary and Non-United Sponsored ....... Schools Language of Instruction ......................... Area of Residence. .......... Overall Grade Point Average in Secondary ........ School Study of Language in College .................... Alphabets Other than the Latin Alphabet ........ . Summary of Findings. ......... Implications of the Research... Conditions which Influence Findings............. Selection of POpulation.................... Use of Self-Reported Proficiency Ratings... Policy Implications of the Research............. Introduction.......... Recommendations.... ix Page 202 205 207 208 210 210 211 211 212 212 213 21” 216 216 217 222 INTRODUCTION Chapter I Nature of the Research This is an exploratory and descriptive study of the language learning achievements of American undergraduate students who grew up as teenage dependents outside the United States. Fishman has documented the situation of immigrants in America who continue to steadily lose their battle to retain their mother tongue against the pressure to assimilate to membership in their newly chosen monolingual homeland (Fishman 1966). Although we are currently in a time of increasing societal interdependence, when individuals in American society with non—English language skills are a rare and vital commodity, as a nation we have been unaware of the language talents of a new group of Americans who speak foreign languages, the overseas-experienced American teenager. We are ignorant of the cognitive and emotional processes he experiences when living as a member of one society in the physical setting of another. While childhood learnings lay foundations, the individual in later life may choose to forget or fight to maintain and develop non-English language skills. This study seeks to describe factors in the lives of 150 overseas-experienced American teenagers related to the learning of non-English language skills. Description of the Population of Overseas Dependent Children In the last two decades more Americans have lived abroad than during any previous period since this group has been recorded by the United States Census. Its figures indicate a sharper rise than ever before with over 350,000 more Americans overseas in 1950 than in 19uo. The increase reported during the following decade was even more dramatic, showing a rise of over 390,000 between 1950 and 1960. (See Table 1.) TABLE 1 United States Population Abroad 1900-1960. (1) (2) Year Number 1900 91,219 1910 55,608 1920 117,238 1930 89,H53 19u0 118,933 1950 H81,5u5 1960 1,372,066 Among all Americans abroad in 1960, the Census reports that H77,H97 were less than twenty-four years old. The entire population of overseas dependent children from birth to age twenty—four are classified by the Census along several dimensions which are related to language learning. The next section will describe the population in these categories; the significance of the three age categories with regard to learning languages is also discussed. Identification of Census Data Related to Language Learnings The focus of this research is on the language and related behavior of children who have lived as dependents for a minimum of one teen year overseas. Data on children prior to teen years are reported for two reasons. First, younger children may be part of the learning environment of the over- seas adolescent. Second, while the Census cannot provide longitudinal data on teenaged dependents, the characteristics of life overseas as experienced by younger children gives a rough index of the earlier experiences of some of the adolescent youth. The groupings chosen for reporting by the Census takers provide a division between those prior to school entrance, school-aged children prior to puberty, and dependents follow- ing puberty. The groupings are birth to under five years, five years to under fourteen and fourteen to 2A. Unfortunately, there is no universal division of the dependent population by an age grouping which separates pre— and post-high school- aged students. (The categories of dependents of the Armed Forces and the Federal Civilians are grouped by those aged fourteen to seventeen, but "Other Citizens" are grouped by those aged fourteen to 2”.) Thus the category of fourteen to 24 year olds includes dependent wives as well as dependent children who are fourteen years old and older. Unless other- wise noted this category must be considered an overestimation. Among other descriptive characteristics in the Census are organizational sponsorship of the parents, area of residence, and birthplace of parents. Minor dependents among the population abroad include children of Armed Forces per- sonnel, of Federal Civilian employees and of "Other Citizens." The Census indicates that, "The segment of the overseas population classified as 'Other Citizens' includes those citizens of the United States not identified as belonging to any of the other two groupings. Included in the group, 'Other Citizens', are such persons as private businessmen, contract workers on military installations, employees of foreign governments and international organizations, and religious workers, students and teachers. (3) The Census analyzers caution that the statistics for this group represent an undercount. They indicate that the Americans overseas in this group probably "never knew the Census was being conducted; some might have known but could not obtain a form; some may not have wished to cooperate as the Census for them was voluntary". (u) Geographical area of residence is classified under six sub-divisions: Africa; Asia; Canada and Mexico; Europe and the USSR; America, except Canada and Mexico; and "Other" (areas). Another descriptor utilized in this study is birthplace of parents. This characteristic may be viewed tentatively as an index of non-English-language—mother-tongue skills (ability to read, speak and/or understand first learned languages). Reports of this characteristic divide the population into those with both parents born in the United States and those with one or both parents born outside of the United States. Statistical Overview and Review of Related Literature Sponsorshipiof Parents The 1960 Census of Americans overseas lists approximately uu7,500 dependent children from birth through 2H as resident outside of the United States. As divided by the Census into sponsorship categories, 77 percent were children of Armed Forces personnel; six percent were dependents of Federal Civilians; and, sixteen percent were dependents of "Other Citizens." (See Table 2.) TABLE 2 Number and Percentage Distribution of Overseas Dependent Children, from Birth to 2” by Sponsorship of Parents, April, 1960. (5) Sponsorship of Parents Number Percentage Total uu7,u97 100.0 Armed Forces Abroad 3H5,788 77.3 Federal Civilian Employees Abroad 26,760 6.0 "Other Citizens" Abroad (6) 7u,9u9 16.7 The sponsorship of the parents is defined for purposes of this study as the organization which employs the head of the household overseas. It is chosen as an indicator of languages learned for two reasons. First, earlier research on minor dependents overseas by Gleason (1969) and Krajewski (1969) found that dependents differed along this dimension in their academic and social adjustments and worldmindedness. Secondly, data from the Census show that languages learned by those under 2” differ among members of different sponsor- ship groups. (See Table 3.) TABLE 3 Number and Percentage Distribution of Reported Ability to Speak the Local Language Other than English of Fourteen to 2H Year Old American Dependents Overseas by Area of Residence and by Sponsorship of Parents, April 1, 1960. (7) Fourteen to 2H Year Old Dependents of Armed Forces and Federal Civilian Personnel and "Other Citizens" Area of Residence of Those Reporting Federal Ability to Speak All Armed Civilian "Other Local Language, if Citizens Forces Employees Citizens" Other than English Abroad Abroad Abroad Abroad ALL AREAS 31,976 1H,8HH 3,0H6 1H,086 Speaks Local Language 1H,990 3,296 1,592 10,102 Percent (H6) (22) (52) (72) ASIA 6,808 3,020 1,058 2,730 Speaks Local Language 2,212 306 382 1,52H Percent (32) (10) (36) (56) AFRICA 1,300 528 156 616 Speaks Local Language H98 7H 72 352 Percent (38) (1H) (H6) (57) EUROPE 8 USSR 16,860 10,176 1,1H8 5,536 Speaks Local Language 7,870 2,726 700 H,HHH Percent (H7) (27) (61) (80) CANADA 8 MEXICO 2,186 302 80 1,80H Speaks Local Language 1,5H2 52 H6 l,HHH Percent (70) (17) (58) (80) AMERICA (except CANADA 8 MEXICO) 3,280 210 H20 2,650 Speaks Local Language 2,67H 11H 362 2,198 Percent (82) (SH) (86) (83) OTHER 1,5H2 608 18H 750 Speaks Local Language 19H 2H 30 1H0 Percent (13) (H) (16) (19) Those in the "Other Citizen" category utilized by the Census include, among others, dependents of businessmen and missionaries. Business children are among those attending the American School in Mexico City. Patterson (1960) compared Mexican and American children attending that school on measures of academic ability, achievement, personal and social adjustment, and educational and vocational aspirations. Subjects were included only if both parents were United States citizens or both Mexican citizens. Patterson found that American students scored higher on measures of academic ability, and that this difference was related essentially to English language proficiency. American students were also better adjusted socially to the bi-cultural setting. The two groups did not differ in the area of personal adjustment, satisfaction with their school, participation in student activities and vocational choices. The study did not des- cribe the foreign language learnings of American students. While no articles or studies of missionary dependents have focused specifically on the learning of foreign languages, some do mention foreign language learnings and suggest hypotheses through anecdotal reports. Enns (l95H), writing about missionary children in an African setting, observes that most children learn a tribal language simultaneously with English. She writes that the cultural surroundings in the Belgian Congo allow dependents to grow up as tri—linguals, speaking Bantu, French and English. Enns based her findings on 59 responses to a questionnaire sent to missionary dependents who attended the Central School in the Congo. She reports that fifty per- cent claimed to have learned Bantu through their close relationship with native children who were their playmates. In 1957, two missionary parents stationed in Indonesia, writing an account about the raising of children overseas, stated that dependents learned the local language very quickly and broke-down barriers between missionaries and Indonesians (Stewart 1957). A researcher, Clara Orr, who through her work at the Missionary Research Library had an overview of the education of missionary children throughout the world, commented on factors related to the language learnings of missionary dependents in two articles written in 1959 and 1960. Pre- school children, she notes, who use the language of servants have had trouble in learning English when home on furlough. But most emerge, she continues, as bi- and tri-linguals (Orr 1959). In her second article, she describes a pattern of education among missionary dependents where 75 to 95 per- cent attend local schools during early elementary grades (Orr 1960). These schools most often teach in the local language and may account, in part, for the fluency in the local language of missionary dependents during their child- hood. 10 Another writer comments on the value of attending high school in the mission field. He reports that dependents who return from overseas high schools have a good grasp of the local language and culture, and are advanced in college by knowing two or three languages (Emery 1962). Area of Residence Mayer (1968) who wrote the book, Diploma, after visit- ing schools educating American children in Europe as well as several in Africa and Central and South America, reported that in some societies it is not necessary for the school to offer the local language - children pick it up anyway. (His study excludes schools sponsored by missionaries, proprietary schools and Department of Defense schools. He was primarily interested in the secondary school student.) His obser- vation supports the hypothesis that the language spoken where the dependent resides will be learned. However, the hypothesis may hold only for missionaries and business dependents outside of Europe and the Americas. In Europe and the Americas there are languages related to English; but in other parts of the world it is hypothesized that only the long term resident learns the non-European languages. The Census indicates, by showing the area of residence of minor dependents, which languages might be learned. It indicates that four percent of all overseas American children live in Africa; five percent are in America, excluding Canada 11 and Mexico; nineteen percent live in Asia; four percent are located in Canada and Mexico; 61 percent are in Europe and the USSR; and four percent reside in "other areas". (See Table H.) TABLE H Number and Percentage Distribution of Overseas Dependent Children from Birth to 2H by Area of Residence, April 1, 1960. (8) Area of Residence Number Percentage Total HH7,H97 99.9 Africa 18,28H H.1 America (excluding Canada 8 Mexico) 22,599 5.0 Asia 86,901 l9.H Canada and Mexico 21,75H H.9 Europe and USSR 277,3H6 61.9 Other 20,613 H.6 A second table adapted from the Census shows the dis— tribution of American dependents aged five through 2H in different sponsorship groups by the region in which they reside. If residence in an area indicates that the lan- guages spoken there is likely to be learned, then by obser- ving the modal distribution in Table 5, it is expected that the Department of Defense dependents will know languages spoken in Europe, dependents of Federal Civilians will learn those spoken in Asia and Europe, and dependents of "Other Citizens" will report learning the local languages of America, Asia and EurOpe. 12 TABLE 5 Percentage Distribution of Overseas Dependent Children, Aged 5-2H, by Area of Residence and by Sponsorship of Parents, April 1, 1960. (9) Dependent Children, Aged 5-2H, of Federal All Armed Civilian "Other Area of Americans Forces Employees Citizens" Residence Abroad Abroad Abroad Abroad ALL AREAS 100.1 100.0 100.0 100.0 (N: 207,809) (N: 1H8,198) (N: 17,177) (N: H2,H3H) AFRICA H.H 3.5 5.5 6.9 AMERICA 6.H 1.3 11.6 22.0 (exclude Canada 8 Mexico) ASIA 21.1 18.5 33.9 25.0 CANADA 8 5.6 2.9 2.7 16.1 MEXICO EUROPE 8 USSR 57.7 69.0 38.3 25.9 OTHER H.9 H.8 8.0 H.2 Length of Stay Ervin-Tripp (1967) suggests the length of stay as a predictor of the learning of languages. In a study of the second language learnings of Japanese women in the United States married to Americans, Ervin-Tripp found that her subjects learned as a function of time. Residence in the United States implies that, outside of the home only English is being heard and read. The longer these subjects had 13 resided in the United States, the greater their degree of proficiency in English. Although the Census does not include longitudinal data for all of the specific countries in which individuals resided while abroad, some indication of the languages that American dependents are exposed to during different age periods is provided. Table 6 shows that the largest per- centage of those in each age category reside in the region of Europe and the USSR, where they are exposed to the languages of Europe. Of the three age categories, a slightly lower percentage reside in that region during the age period of "five through thirteen." The second largest percentage of those in each age category are exposed to the languages of Asia while residing in that region. A slightly higher percentage live in Asia during the period "five through thirteen." The lowest percentages, approximately the same percent in each age category, are exposed to the languages spoken in Africa, America excluding Canada and Mexico, Canada and Mexico and "Other Areas." Of these areas, three have a slightly higher percentage of dependents in the "five through thirteen" age category. They are Africa, America excluding Canada and Mexico, and "Other Areas." (See Table 6.) 1n TABLE 6 Percentage Distribution of Overseas Dependent Children from Birth through 2H by Area of Residence and Age (10) Under Five Years Fourteen Area of All Five through Through Residence Ages Years Thirteen 2H All Areas 100.0 100.0 100.0 100.0 Africa H.1 H.1 H.H 3.3 America excluding Canada and Mexico 5.0 H.2 6.1 H.7 Asia l9.H 19.1 21.0 17.0 Canada and Mexico H.9 H.3 5.2 5.H Europe and USSR 62.0 6H.9 58.3 65.3 Other Areas H.6 H.H 5.0 H.3 Birthplace of Parents When Census data on the overseas child is conSidered with regard to the origin of his parents, an important factor emerges which may help explain language learning. Table 7 indicates that over one-fourth of all dependents aged "Birth to 2H," have one or both parents who were born outside of the United States. 15 TABLE 7 Number and Percentage Distribution of Overseas Dependent Children from Birth to 2H by Birthplace of Parents, April 1, 1960. (ll) ' . Birthplace of Parents Number Percentage Total HH7,H97 100.0 Both Parents Born in US 326,505 73.0 One or Both Parents Born Outside US 120,992 27.0 This factor is suggested as affecting language learn- ing by Useem (1971). Pointing out that the proportion of foreign born parents is higher among all Americans overseas than citizens residing in the United States, she indicates that some sponsorship groups have a higher proportion of children with one or both parents born overseas than others. More than one-fifth of the children of Armed Forces per- sonnel aged "Birth through Thirteen," had one or more foreign born parents; more than one—third of the minor dependents of Federal Civilians and "Other Citizens" fell in this category. Fifty percent of all Federal Civilian dependents have parents of foreign birth she reports, and they are mostly of European origin. (See Table 8.) 16 TABLE 8 Percentage Distribution of Overseas Dependent Children Aged Birth- thirteen by Birthplace of Parents and by Sponsorship of Parents. (12) Sponsorship of Parents of Overseas Dependent Children, Aged Birth to Thirteen Federal Birthplace Armed Civilian "Other of Parents Total Forces Emplpyees Citizens" (N=357,757)(N=277,HH2)(N=1H,232) (N=57,658) Total 100 100 100 100 Both Parents . 73 78 63 53 born in the U.S. (13) One or both 27 22 37 H7 parents born outside U.S. Summary In describing the entire population of dependent American children abroad between the ages of birth and 2H, the Census counts more than H75,000. Language learnings are thought to differ by sponsorship of the parents, the area of residence, the length of stay and the birthplace of the parents. Of all minor dependents abroad the clear majority, 77 percent, were children of Department of Defense employees; six percent were dependents of Federal Civilians; and, six- teen percent were in the "Other Citizen" category. Sponsorship groups were compared by self-reported ability to speak the local language if other than English. 17 Those in the "Other Citizen" category are highest (72 percent); Federal Civilians rank second (52 percent); and, children of Armed Forces personnel are third (H6 percent). 1 The Census shows that the largest number of dependents are exposed to languages spoken in Europe where over sixty percent of all dependent children live; the second largest percentage are in Asia (nineteen). Five percent reside in America excluding Canada and Mexico. Nearly five percent (H.9) live in Canada and Mexico and in "Other" areas (H.6); four percent (H.1) are in Africa. Research suggests that individuals may differ in self-reported proficiency ratings depending upon the length of stay. The Census indicates where children of different ages live. The largest percentage of children of all age groups reside in Europe; a slightly lower percentage of those in the five to thirteen age group are in Europe. The second largest percentage of those in every age category reside in Asia; a slightly greater percentage of those in the five to thirteen category are in this region. The lowest percentage, approximately the same percent in each age category, are exposed to the languages spoken in Africa, America excluding Canada and Mexico, Canada and Mexico and "Other" areas. 18 Three of these regions have a slightly higher percentage of dependents in the five through thirteen age category. A higher proportion of overseas dependents have foreign-born parents than do children in the United States. Research indicates that one—fifth of all children of Armed Forces personnel aged birth through thirteen have one or both foreign-born parents; more than one-third of the minor dependents of Federal Civilians and "Other Citizens" are in this category. Fifty percent of all Federal Civilians have parents of foreign birth. Having described the total population of minor dependents abroad using characteristics enumerated in the Census, a theoretical framework for the present study will be developed. LANGUAGE LEARNING AS SOCIALIZATION IN THE THIRD CULTURE Socialization and Third Culture Theory The growing child is faced with new learning tasks not only because of his biological develOpment but also because society makes him face new demands and expectations. Sociologist Brim describes this process as socialization, defining it as "...the process by which persons acquire the knowledge, skills and dispositions that make them more or less able members of their society." (Brim 1966.) He points out 19 that socialization during childhood does not prepare the individual for all the roles he will be expected to fill in later years. People move through different positions in society, in accord with different stages of the life cycle. Changes in the demands made upon them arise from their mobility, both geographic and social, and from the customs of the society which may vary during their lifetime. The learning of foreign languages in the overseas sett- ing can be considered a part of the process of learning the culture of that setting. Sociologists John and Ruth Useem suggest the term "third culture" to describe patterns of behavior found among members of overseas communities. Using it as descriptive of unique patterns of behavior emerging from the interactions of members of two or more societies, they define the third culture as "...the behavior patterns created, shared and learned by men of different societies who are in the process of relating their societies or sections thereof to each other." (Useem, Donoghue and Useem 1963.) This study has as its focus language patterns and related behavior in the third culture. The descriptions of these patterns are based in part on a hypothesis suggested by third culture theory, that there is great similarity between international communities and cultures wherever they are found; that it is possible, 20 for example, to move from a military or diplomatic position in the Philippines to a comparable one in Turkey without leav- ing the modern third culture. With regard to the study of language patterns, this hypothesis is qualified. For some sponsorship groups, for whom interaction with host nationals and therefore the learning of the local language is more important, a transfer to another language area is more costly. Among members of those sponsorship groups for whom interaction with host nationals is not required in day—to-day work, the learning of languages which may not be spoken locally or only by a local elite may be emphasized; transfer between positions is not as difficult for this group. Third Culture Gender Roles and Language Learnings The female teenager who grows up overseas learns certain behavior patterns seen as appropriate ways of act- ing for females, while the male youth learns ways of be- having deemed appropriate for males. These patterns of behavior, not based on biological differences but assigned by the culture as properly performed by males or females, are defined as gender roles. Brief mention is made of a difference in behavior between boys and girls during the period when they grow into their teens which may affect language learning. Parker (1936) studied the environmental factors in the 21 personality deveIOpment of missionary children. His con- clusions were based upon 96 responses to a questionnaire sent to the alumni of a mission school in India. He found that the children were restricted in their freedom of movement outside of the home. He noted that girls, in particular, were conspicuous in the host national society where females were not allowed out of the home. It may be that in cultural areas where females are restricted in their public movements, males would have greater access to the local lan- guage resulting in the opportunity to achieve greater fluency. Academic Achievement and Langpage Learnings Research reported by Lambert, Gardner, Ollon and Tunstall (1961) examined the role of attitudes and motiva- tion in second language learning among students of French and Hebrew in high schools in the United States and Canada. Among the students with lower proficiency scores were those who had no access to a sub—community which spoke the language. Students who were exceptions and did achieve in communities where no speakers were present had high intelligence scores, shared a determination to learn and valued achievement. These attributes characterize students who are successful in most school work, including the study of foreign languages in a monolingual setting. This exception may also be true among American children 22 abroad. Overseas dependents typically come from families where the parents have graduate degrees; school curricula overseas are almost exclusively college preparatory. It is likely that the better students in the overseas schools will report higher proficiency ratings in foreign languages which are not local languages than those who have lower grades, having achieved this proficiency as part of their overall success in school. METHODOLOGY Limitations of the Research as Descriptive and Exploratory The methodology used in this study was determined by the descriptive and exploratory nature of the research. Because the population of American children overseas had never been studied before in relation to the foreign languages learned, it was not certain along which dimensions these learnings would vary. Some factors were suggested from the literature and from personal reports on the learning of languages and the process of growing up overseas. Other factors were "teased—out" inductively from responses ob- tained on questionnaires. This method was chosen as most appropriate for an exploratory study in which the objective of the research is to propose hypotheses which can later be tested for the total population of children overseas. Generalizations stated in the study are limited pp_the 23 research population only. Statistical Treatment of the Data Groups within the research population are compared by using simple frequency and percentage distributions. The chi-square test is used in those cases where the expected frequency in each cell of the table is equal to or exceeds five. Research Instruments This study is the third in a series of dissertations focusing on different aspects of the socialization process of the American child who grows up overseas. All three dissertations utilize common research instruments, a screening questionnaire and a more lengthy inventory. While some items eliciting demographic material are shared in the three dissertations, the major portion of this study is based on questions not analyzed in earlier research (Gleason 1969; Krajewski 1969). Two Questionnaires The first questionnaire (see Appendix A) consisting of seven pages was distributed to more than 325 individuals. .It'was utilized in three ways: it elicited basic demographic (data; it provided a basis for screening the respondents vfldo did not qualify for the second questionnaire; and, it 2H obtained self-reports of proficiency ratings on language skills. Information crucial to screening and analysis was gathered through the survey instrument. The citizenship and dependency status of the resident, the number of school years spent abroad, and the sponsorship of the parent was obtained. These responses, as well as others listed later, provided the criteria for the inclusion of subjects in the study. An important element in selecting subjects for further participation was obtaining an indication of their willingness to take part. Only one student refused to give written consent to cooperate in the long—range study; the second questionnaire was not mailed to him. In studying language learning as part of the process of socialization interrelated with other self-perceptions, a wholistic measure of proficiency was desired. Such a technique was discussed and recommended by Fishman and Terry (1969). The authors describe measures of bilingualism used in a study of Puerto Ricans in New York. Bilingual Census 'takers asked for self-assessments of proficiency in various language skills in English and Spanish. They also obtained 19erformance measures of bilingualism. Fishman and Terry fibund that while some conversational and linguistic items snare significantly related to Census claims, "...census Iv 25 claiming is more akin to a respondent's substantially accurate overall self-perception as a bilingual than they are to his minute by minute sociolinguistic performance." (Fishman and Terry, 1969:6H8) In their conclusions the authors state that language Census scores, rather than direct measures of proficiency, may serve to differentiate more accurately between and within bilingual populations and to locate sub-populations with particular experiental, attitudinal orSOCiO-liDEUiStiC characteristics. They recommend this method as valuable in studies of sociological phenomena - acculturation, modern- ization or national integration - that have language usage patterns as one of their central features. A second questionnaire (see Appendix B) was con- structed. Thirty-one pages in length, this questionnaire asked for information ranging from academic achievements and friendship preferences to state of health. Two items from this questionnaire were selected for the purpose of exploring the relationship between language learnings, overall grade point average in secondary school and intellectual self- concept. In-depth Interviews An interview schedule (see Appendix C) was developed consisting of questions related to the language environment 26 of the school, family and community as well as self-per— ceptions of the value of developing language skills. The schedule was designed to provide an understanding of the dynamics of the facts established earlier by the statistical analysis of responses from the questionnaires. Interviewees were selected to provide as accurate as possible a cross- section of the total research population in terms of sponsorship and sex. Interviewee availability became one of the vital concerns in selecting respondents for the in-depth interviews. Three subjects who were not part of the original research population but met the criteria for inclusion in the study were interviewed. This made possible a better representation of the cross-section of the research popula- tion. They were asked to fill out both questionnaires prior to the interview. Interviews ranged from one to three hours. Data were gathered during the Spring of 1970; answers exploring the significance of overseas experiences and the knowing of foreign languages reflected the thinking of the respondents as they worked out their lives during the turmoil of a nationwide student strike. The Research Population Five criteria were utilized in determining eligibility for inclusion in the research population. An individual who 27 failed to meet all five of the requirements was disqualified. The criteria are: 1. Current enrollment in an accredited college or university in the United States; 2. Undergraduate status; 3. Residency for a minimum of one teen year overseas; H. Status as a teenage dependent of an overseas American. Subjects were considered dependents when their parent(s) were resident overseas, whether or not the child was in the same country; and, 5. Holding United States citizenship either by birth or by naturalization while residing for one teen year overseas. Dual citizens were included where one country of citizenship is the United States. Categories of Analysis Several dimensions were selected as probable character- istics along which the experience of language learning over- seas would vary. These are the sponsorship of the parent, the region of residency, and the sex of the child. An attempt was made to fill quotas in each of these categories. Five sponsorship groups were utilized. These are: 1) Department of Defense; 2) Federal Civilians (This category combines both civilians working for the Department of Defense 28 overseas and those employed by such agencies as the Depart- ment of State and the Agency for International DevelOpment. Employees in this group have the same PX—type privileges; they have and continue to seek employment abroad on their own initiative.); 3) Missionaries; H) Business; and 5) Others. Individuals in the last category are most frequently university personnel who are working abroad on research grants (two persons), in university programs (three), on university contracts with the Agency for International Development (five), as employees of universities abroad (two) or self-employed (one). Also included are persons who worked in overseas schools (three); for the United Nations (two); or who are self—employed professionals (one). Individuals were also selected to provide representa- tion for different regions in the world and to obtain a rough balance between males and females. Characteristics of the research population are dis- cussed in Chapter II. Collection of Data Three methods were utilized to identify a large pro- portion of the subjects for this study. A large state university gave all entering students an inventory which contained an item asking if the individual had lived over- seas for six months or longer. Persons answering "yes" were contacted to determine whether they fit the criteria 29 for inclusion in the study. A church-affiliated college pro- vided a listing of students who had resided overseas. Inter- viewees were asked to refer persons they knew that met the criteria for inclusion in the study. In addition, a few individuals were identified through advertisements in news- papers, referrals from interested professors, and a search of a campus telephone directory for persons with "American sounding" family names but foreign home addresses. Statistics on Questionnaires Statistics summarizing the accumulation of data are given in Tables 9 and 10. Each table refers to a separate questionnaire. The questionnaires are recorded only if they were actually received by the subject. Those that were returned by the post office and marked "undeliverable," "moved - no forwarding address," and the like, were not counted as reaching the student. All of the questionnaires were mailed in envelopes with return postage paid and a return address clearly marked. TABLE 9 Statistics for Questionnaire I Number Percent Number Percent Mailed 32H (100) Returned 233 (100) Returned 233 ( 72) Qualified 178 ( 76) (15) Unreturned 91 ( 28) (1H) Unqualified 55 ( 2H) (16) 30 TABLE 10 Statistics for Questionnaire II Number Percent Number Percent Mailed 165 (100) Returned 157 (95) Qualified 150 (91) (18) Unreturned 8 ( 5) (17) Additional 7 ( H) Unqualified Following the final data collection all of the sub— jects were reexamined. Those who did not clearly fit previous sponsorship categories were regrouped (See the earlier dis- cussion in this chapter for new classifications). For pur- poses of this study those that did not fit the new groupings were excluded from the research population. These seven are noted in Table 10 in the column marked "Additional Unqualified." Non-delivery of a questionnaire to some of the sub- jects resulted from a variety of reasons. One university was on term break and the questionnaires were returned when students did not leave home addresses. Personal exper- iences with this group of students suggests that they are highly mobile; while attending one school, they will move frequently. Others drop out of college; some return over- seas. 31 CHARACTERISTICS OF THE RESEARCH POPULATION Chapter II The Population One hundred and fifty students met the criteria for inclusion in the study. In this section this population is described using the characteristics discussed earlier along which language learnings are thought to vary. Language learnings for purposes of this study are defined as those languages claimed as known and the proficiency ratings of "excellent," "good," or "fair" are reported in item 28, page five, Appendix A. The characteristics by which the research population is described are sponsorship of parents, sex, region of residence abroad, timing of overseas experience, school type in which the subject was enrolled during teen years overseas, and kind of college where presently enrolled. Sponsorship of Parents and Sex Inspection of Table 11, the distribution of subjects in the research population by sponsorship of parents, shows that three categories contain thirty or more dependents. These categories are Department of Defense, Missionaries and 32 Business. Twenty-eight Federal Civilians qualified as sub- jects. The remaining category of "Other" dependents con— tains nineteen subjects. When the subjects in each sponsorship group are divided by sex, inspection of Table 11 indicates that there are ten fewer males than females in the Federal Civilian category and nine fewer among business dependents. It is thought that these male students may have been attending colleges and universities in the Eastern United States which are not well represented in this study. It may also be that some of the males were in the service. TABLE 11 Distribution of 150 College Undergraduates with a Minimum of One Year Overseas Experience as a Teenage Dependent of Americans Abroad by Sponsorship of Parents and by Sex Sponsorship of Parents Department Federal Mission— Sex of Defense Civilians aries Business Other Total Males 18 9 21 13 7 68 Females 12 19 17 22 12 82 Totals 30 28 38 35 19 150 Type of Overseas School in Which Last Enrolled Certain overseas schools stress the learning of local languages while others do not. Department of Defense schools, 33 which are attended only by American citizens, teach the local language as an elective during secondary school. Foreign languages are taught by both host national and United States teachers. Mannino (1970) reports that 55.7 percent of all students in 128 Communipy schools which are assisted by the Office of Overseas Schools of the Department of State are United States citizens. The remaining are third country and host national citizens whose parents want their children to receive an English language education or for whom there are not alternative schools. Host nationals are present when the local laws allow and when they can meet tuition costs. The local language is usually taken as an elective and is a required subject for those who come under the local laws. Mayer (l968)reports that in Latin America the law requires that all persons regardless of nationality take the local language. (19) In some other areas only host nationals are required to take the national language. Missionary- sponsored schools have student bodies which are primarily American. These secondary schools often teach the local language as an elective. However, many students enroll in advanced classes of the local language since fluency among many of this group is attained at an early age. Proprietary schools and schools where the majority of students are not 3n United States citizens often stress the learning of foreign languages or teach in a non—English language of instruction. A high degree of fluency is attained when students learn in a foreign language. A few who live in remote areas take correspondence courses during high school. Their knowledge of foreign languages is not obtained in the classroom but through interaction with speakers of the language. These dependents often attain high proficiency in speaking. Table 12 shows the distribution of the 150 college undergraduates in the research population by the type of sponsorship of the school they last attended overseas. See Appendix D for a listing of these schools. 35 TABLE 12 Distribution of 150 Overseas Experienced Undergraduates by Type of School Last Attended Overseas and by Sponsorship of Parents (Item 15, Page 3, Appendix A and Item 20, Page 3, Appendix A) Sponsorship of Parents Type of School Last Depart- Attended ment of Federal Mission- Busi- Overseas Defense Civilian ary ness Other Total Depart- ment of Defense 25 10 0 2 0 37 Missionary l 0 23 1 1 26 Community 3 17 7 26 13 66 Proprietary or Non—U.S.* l l 3 6 H 15 Correspon- dence or None 0 0 H 0 1 5 Unknown 0 0 1 0 0 1 Totals 30 28 38 35 19 150 *Schools in the category "non-US" are those schools which have a student body which is not composed of a majority of United States citizens. Inspection of Table 12 shows that among subjects in this study the largest number, 66, or HH percent, were last enrolled in community schools. These schools were most 36 frequently attended by those in the Federal Civilian, Busi- ness and "Other" categories. The second largest number of subjects, 37, or 25 percent, were enrolled in the Department of Defense schools. All but two were Department of Defense dependents (25), or dependents of civilians who worked for the Department of Defense. Two business dependents whose parents did not work for the Department of Defense also attended. American citizens in this category are admitted on a space-available basis. Twenty—six persons, or seventeen percent of all of the subjects attended schools sponsored by missionary agencies for American children. All but three were mission- ary dependents. One individual in the Department of Defense, business and "other" categories also attended. In some areas where an educational facility for American children has previously been established, the Department of Defense arranges for its dependents to attend rather than to estab- lish a separate school. When community schools or schools with boarding facilities are not available, children who are not missionary dependents will also be admitted to a missionary-sponsored school on a space-available basis. Proprietary schools and schools where the majority of the students are not United States citizens,were last 37 attended by fifteen subjects or ten percent of the research population. This group is comprised of dependents from every sponsorship category. Five of the six business depen- dents attended proprietary schools. One Federal Civilian who was a Department of Defense Civilian and one Department of Defense dependent also enrolled last in a proprietary school. When exposure to a greater variety of nationalities or to a curriculum which places greater emphasis on the learning of languages is desired, those who have access to Department of Defense schools will forego subsidized educa- tion and enroll in non-Department of Defense sponsored schools. In each of these two cases, the dependents enrolled in secondary schools which stressed the learning of French. Some missionary dependents, in areas where mission-sponsored schools are not available, enroll in local secondary schools where the local language is English or another widely used foreign language. One missionary dependent attended a French lycee. A second enrolled in a local high school in South Africa where English was the language of instruction. The third, the only missionary dependent to last attend a school in Europe, enrolled in a Bible school in Switzerland. Among those in the "Other" category one attended a public school in Sweden; one enrolled in a school serving the international community surrounding a 38 university. Two in the "Other" category and one Business dependent attended schools run for host national elites by Roman Catholic religious orders. In these Cases, English was the medium of instruction. The missionary group was the only category in the study which contained students taking correspondence courses in high school. One dependent in the "Other" category, whose parent was a university professor, did not enroll in school. The sponsorship of one school attended by a missionary dependent in Guatamala was not known. The school may be of a proPrietary type conducted in English primarily for host nationals. Three high schools were last attended by more than ten subjects in this study. The American Community School of Beirut was claimed by the largest number, 28. The second most frequently attended school was Frankfurt American High School with 26. Eleven attended the American School of Rio de Janiero. Together the subjects last attending these three schools comprise over forty percent of the research population. The findings on language learnings will be interpreted where appropriate as representative of the socialization patterns in the communities served by these schools. 39 Place of Residence Subjects in the research population, when compared by regions in which they resided sometime during grades one through thirteen and by sponsorship of parents with the Census enumeration of all dependents overseas of school age (five through 2H), are over representative of those in the category "Other Citizens" in three out of five regions and underrepresentative of those in the category, Armed Forces dependents. The contrast between the regional distribution of those in the research population and those in the Census as described in this section is exaggerated. Census data include a large number of minor dependents who resided abroad prior to grade eight only. Residence abroad prior to grade eight only is a pattern particularly characteristic of those in the category Department of Defense. The research popula- tion, however, contains only individuals who lived abroad at sometime following grade seven. Some in the research population lived overseas prior to grade eight; others did not. Table 13 shows that the largest percentage of depen- dents in the research population live in Africa, seventeen of 2H, or 81 percent, are in the category "Other Citizens". H0 TABLE 13 Number and Percentage of 150 Overseas Experienced Under- graduates by Overseas Areas Where Resident Sometime During Grades One through Thirteen and by Sponsorship of Parents* Overseas Areas of Residence During Grades One Through Thirteen America Except Canada Europe Sponsorship Canada and and of Parents * Africa 8 Mexico Asia Mexico USSR All Dependents 21(100) 31(100) 73(100) 3(100) 57(100) Armed Forces 0( 0) 2( 7) 9(12) 1(33.3) 28(H9) Federal Civilians H(l9) 5(16) 18(25) 1(33.3) 12(21) "Other Citizens" 17(81) 2H(77) H6(63) 1(33.3) 17(30) *Sponsorship categories are those used in the United States Census. (See Appendix E for the distribution of the research population by the areas of residence and sponsorship categories utilized in this study.) Among all overseas dependents aged five through 2H, however, Census figures state that "Other Citizens" con- stitute less than one third of all those in Africa. military dependents in the research population reside in Africa; more than fifty percent (57.7 percent) of those in Africa enumerated in the Census are dependents of the Armed Forces. Figures for Federal Civilian dependents in Africa ‘v .\. H1 in the research population (19 percent) more closely approx- imate those of the Census (10.3 percent) than do the figures in the other two sponsorship categories. (See Table 13.) Of those dependents in the research population residing in America excluding Canada and Mexico, the figures more closely approach the percentage distribution in the Census than the figures for any other region. Among the research population residing in that region, seven percent are dependents of Armed Forces personnel, sixteen percent are Federal Civilian dependents and 77 per- cent are dependents of "Other Citizens." The Census shows 1H.5 percent as children of Department of Defense personnel, fifteen percent as children of Federal Civilians, and 70.5 percent as children of "Other Citizens." In Asia, however, the contrast between the groups is greater. In the research population, twelve percent of all Asian residents are military dependents, the Census shows 62.5 percent in this category. Twenty-five percent of those residing in Asia in the research population are dependents of Federal Civilians, while the Census indicates that 13.3 percent are in this group. Of those in the study living in Asia, 63 percent are children of "Other Citizens;" the Census places 2H.2 percent in this category. The region of Canada and Mexico is claimed by only H2 three dependents in the research population, too few to offer a comparison with Census data. Among the 57 dependents claiming residence in Europe and the USSR in this study, H9 percent are in the Armed Forces category, 21 percent are Federal Civilians and thirty percent are "Other Citizens". In contrast, the Census shows 85.3 percent of those residing in Europe are Armed Forces dependents, l3.H percent are dependents of Federal Civilians, and 17.3 percent are dependents of "Other Citizens." The distribution of the research population described here which over represents those in the "Other Citizen" category and under represents Department of Defense depen- dents, was arrived at purposefully. H3 m.sfi N.m H.mm «.3N m.oe o.mm ous.fl mmm.oa mmm.m mmm.oa m:m.m mmm.m :.mfi m.m 0.: m.mH o.mH m.OH Hmm.fi mem.m mm: me.m mmm.H «rm m.mm m.mm m.om m.mm m.:H b.5m mOH.s omN.NOH mmm.: mem,sm mam.fi mom.m o.ooa 0.00H c.00H o.ooH o.ooH o.oofi :mm.oa www.mfifi m:m.HH Nme.m: :3N.mfi mmfl.m amnpo emm: coaxmz mflm< OOmez w moflpm< paw paw momcmo moossm momcmo Pamoxm MOflhmE< mocmofimom mo mma< ssH.xH m.He mma.m:H o.oofi mom.som mmh< HH< Amav PCmOme omopom :mCmNHPHU PHwSFO: #cmohmm UMOLQ< mmmzoaaam cmwafl>fio HMmemm quonom pmoanm moosom UmEQ< Pcmopmm pmopnm 6H0 meow: :N-m HH< mvcomwm mo QflQmQOmcomm .omma .H pra< .wocmcflmmm mo mwh< hp cam mpcmhmm mo awnwLOmcomm 5n .:~Im mm< amspafiao vampcmmwm mmmmpm>o mo cowpdnfiavmwm mmmvcmohmm paw pmAEsz :H mamwo mmcmmmm mo pcmoflmmm ICOflmmHz awhmcmm vcmavhmmmm msmnz mCOflmmm mo mmnfisz mpcmwmm mo QfiQmQOmCOQm A< xflucmam< .m mmmm .om ampH can < xwecmma< .m mmmm .HN paw mHImH mEmHHV mpcmhmm mo awnmmomcomm zn paw pcmcwmmm nowzz ca wQOflwmm mo hmnfidz an mmymspmamhmpcz poocmwhmmxm mmmmpm>o omH mo soapsnflnvmflm mmmvcoosmm cam zocwsvmpm ma mqmo omd Mo deflpsnflhpwwa hocmddmwm ma mqmeejfense 16 (53) 1H (H7) 30 (100) Federal Civilians ll (39) 17 (61) 28 (100) Missionary 8 (21) 30 (79) 38 (100) Business 9 (26) 26 (7H) 35 (100) other H (21) 15 (79) .19 (100) TFotals H8 (32) 102 (68) 150 (100) Chi Square: 10.732H Significant at the .05 level. An explanation for the higher percentage of German spea.ll§7 Residence in a German Speaking Area Residence in German-Speaking Areas ESI><>nsorship of Resident Where Not Totals pEir‘ents German Spoken Resident IDEBIDartment of IDeaifense 2H (80) 6 (20) 30 (100) Federal Civilian 8 (29) 20 (71) 28 (100) Missionary 1 (03) 37 (97) 38 (100) Business 6 (17) 29 (83) 35 (100) Others 2 (10) 17 (90) 19 (100) Totals H1 (27) 109 (73) 150 (100) Chi Square: 58.1228 Significant at the .001 level. 10H Sponsorship of Parents and Self—Reported Proficiency Ratings in Speaking German The sponsorship of parents is less predictive of self— reaported proficiency ratings of "excellent" or "good" among ‘tliose dependents resident in German-speaking areas. Although Iaeasident in German speaking areas, five of fourteen Department c>f’ Defense dependents report speaking ratings of "excellent" ()1? "good," while eight of thirteen of the non-Department <>:E‘ Defense dependents claimed similar ratings. (See Table £3£3 -) This finding is in keeping with the observation that I)eelpartment of Defense dependents have less daily contact with tirlee host culture that demands utilization of speaking skills (JLl‘tSide of the classroom. IUfixEBLE 38 I?1reequency Distribution of 27 German Speakers ReSident ‘VJF1e3re German is Spoken by Sponsorship of Parents and t3}? Self-Reported Proficiency Ratings. ESelf-Reported Proficiency Ratings in Speaking German SPOnsorship of Ratings of PaPents ”excellent" Ratings of or "good" "fair" Totals Department of Defense 5 9 11+ Not Department of Defense 8 5 13 Totals 13 1L1 27 Chi Square: 1.8005 Significant at the .25 level. 105 Inspection of Table 39 which shows proficiency rat- irigs for all of the sponsorship groups indicates that mtissionary dependents in the present study rarely resided iI1 areas where German is spoken. For dependents in the Feederal Civilian, Missionary and Business categories who I‘easided where German is spoken, one—half or more claimed rasitings of "excellent" or "good." Although only one H1j_ssionary dependent resided where German is spoken, the sstlloject is illustrative of the pattern of dependents in 'tlfixat sponsorship category who speak the local language with rwsaftings of "excellent" or "good." TDOxEBLE 39 E¥r~eequency Distribution of 27 German Speakers Resident Vfrleere German is Spoken by Sponsorship of Parents and Self-Reported Proficiency Ratings in Speaking German by ESelf—Reported Proficiency Ratings in Speaking German ESEDCDDSOPShip of Ratings of E’siznents "excellent" Ratings of or "good" "fair" Totals Department of Defense 5 9 1H Fecleral Civilians 5 2 7 Missionary l 0 1 Business 2 2 H ot17€31rs 0 1 1 Totals 13 1L: 27 106 Gender Role Difference Ability to speak German is not a gender—related Ipeattern among the subjects in this study. There is no sig— 11:ificant difference between the percentage of males and the p>earcentage of females claiming to know German. L+().) ITEXBLE HO (See Table E’Iaequency and Percentage Distribution of 150 Overseas El>tperienced Undergraduates by Sex and by Ability to S p eak German . Ability to Speak German Speaks Doesn't ESeezx German Speak biéajles 2H (35) HH (65) F’eernales 2H (29) 58 (71) ffotals H8 (32) 102 (68) Chi Square: .620 Not Significant Totals 68 (100) 82 (100) 150 (100) When residence in a German—speaking area is taken into 'afilcxount, the relationship of no statistically significant Ciidfiference between the percentage of men and that of women ‘VkKD claim to speak German remains. (See Table H1.) 107 TABLE H1 Fkrequency and Percentage Distribution of H1 Overseas IE)€3ak German that were not resident in German speaking areas. 108 TABLE H2 Frequency and Percentage Distribution of 109 Overseas Experienced Undergraduates who were Not Resident Where German is Spoken by Sex and by Ability to Speak German (Item 1 , Page 2 , Appendix A and Item 28, Page 5 , Appendix A ) Ability to Speak German Speaks Doesn't Sex German Speak Totals Males ll (2H) 35 (76) H6 (100) Females 10 (16) 53 (8H) 63 (100) Totals 21 (19) 88 (81) 109 (100) Chi Square: 1.105 Not Significant. Self-reported proficiency ratings in speaking German also show no significant difference between males and females who claim ratings of "excellent" or "good." Although a slightly higher number of males than indicated by the expected value and a slightly lower number of females claim ratings of "excellent" or "good," the difference is not statistically significant. (See Table H3.) 109 TABLE H3 Frequency and Percentage Distribution of H8 German Speakers by Sex and by Self-Reported Proficiency Ratings in Speaking German (Item 1 , Page 2 , Appendix A and Item 28, Page 5 , Appendix A ) Self-Reported Proficiency Ratings in Speaking German Ratings of "excellent" Rating of Sex or "good "fair" Totals Males 11 (H6) 13 (5H) 2H (100) Females 8 (33) 16 (67) 2H (100) Totals 19 (H0) 29 (60) H8 (100) Chi Square: .78H Not Significant. When residency in a German-speaking area is taken into account, four of sixteen males who resided where German is spoken claimed ratings of "good" or "excellent." Four of eleven females resident where German is spoken claimed these ratings. The differences, however, are not statis— tically significant. (See Table HH.) 110 TABLE HH Frequency and Percentage Distribution of 27 German Speakers Resident in German Speaking Areas by Sex and by Self—Reported Proficiency Ratings in Speaking German ‘(Item 1 , Page 2 , Appendix A and Item 28, Page 5 , Appendix A ) Self-Reported Proficiency Ratings in Speaking German Ratings of "good" or Ratings of Sex "excellent" "fair" Totals Males 9 (56) 7 (HH) 16 (100) Females H (36) 7 (6H) 11 (100) Totals 13 (H8) 1H (52) 27 (100) Chi Square: 1.032 Not Significant. The responses of the sexes are reversed among German speakers not resident where German is spoken. Four of ten females who speak German but were not resident where German is spoken claimed ratings of ”excellent" or "good." Three of eleven males claimed these ratings. While these findings are not statistically significant the trends in Tables HH and H5 tend to support the observation that males are allowed greater contact with the host culture than females in German speaking areas. 111 TABLE H5 Frequency and Percentage Distribution of 21 German Speakers Not Resident in German Speaking Areas by Sex and by Self-Reported Proficiency Ratings in Speaking German Self—Reported Proficiency Ratings in Speaking German Ratings of "excellent" Ratings of Sex or "good "fair" Totals Males 3 (27) 8 (73) 11 (100) Females H (H0) 6 (60) 10 (100) Totals 7 (33) 1H (66) 21 (100) Length of Stay Although data are not available for all of the sub- jects, those who lived in German—speaking areas only can be grouped by the number of years they were resident and by ability to speak. The data do not support any statistically significant conclusions; however, they do suggest a hypothesis. Among subjects resident where only German is spoken, length of stay may be predictive of the ability to speak German. None of the four subjects resident in German speak~ ing areas only who do not speak German resided abroad for rmore than three years. Eight of the sixteen who learned German were residents in German—speaking areas for more than three years. (See Table H6.) 112 TABLE H6 Frequency Distribution of Those Resident in German~ Speaking Areas only by Length of Stay and by Ability to Speak German ' Ability to Speak German Total Number of Years Resident where German Speaks Doesn't is Spoken German Speak Total Resident Three Years or Less 8 H 12 More than Three Years 8 0 8 Totals 16 H 20 School Sponsorship Introduction - In what kinds of schools do German speakers enroll? In what way does the school setting affect the ability to speak German and the proficiency level claimed? Answers to these and other questions are obtained from data received in the screening questionnaire and the in-depth interviews. Department of Defensg_§chools - Although German speakers enrolled in overseas schools of all sponsorship types during grades eight through thirteen, a higher per- centage of enrollments occurred in Department of Defense schools than in any other type of school. (See Table H7.) This concentration is due to the fact that the research population includes a large number of Department of Defense dependents from Germany. 113 TABLE H7 Frequency and Percentage Distribution of Enrollments of 150 Overseas Experienced Undergraduates in Secondary Schools Sometime During Grades Eight through Thirteen by Sponsorship of School in Which Enrolled and by Ability of Enrollee to Speak German Ability to Speak German Enrollments by Sponsorship of Speaks Doesn't Secondary School German Speak Totals Department of Defense 26 (65) 1H (35) H0 (100) Missionary 6 (20) 2H (80) 30 (100) Correspondence of None 2 (20) 6 (75) 8 (100) Community or Company Asia 11 (23) 36 (77) H7 (100) Community or Company Europe/Latin America H (15) 22 (57) 26 (100) Proprietary or Non- , United States 9 (H3) 12 (57) 21 (100) Totals 58 (3H) 11H (66) 172 (100)(19) When enrollments of the 150 subjects are grouped by those attending Department of Defense schools and by those ufluo are or are not German speakers, enrollment in Department of Defense schools is a powerful factor in predicting the ability to speak German. (See Table H8.) However, this may ibe a spurious prediction because as noted previously, the Imesearch population includes a large number of Department 11H of Defense dependents from Germany. TABLE H8 Frequency and Percentage Distribution of Enrollments of 150 Overseas Experienced Undergraduates in Secondary Schools Sometime during Grades Eight through Thirteen by Enrollments in Department of Defense Schools and by Ability to Speak German Ability to Speak German Schools with Department of Speaks Doesn't Defense Sponsorship German Speak Totals Enrolled in Department of Defense School 26(65) lH(35) H0(100) Not Enrolled 22(20) 88(80) 110(100) Totals H8(32) 102(68) 150(100) Chi Square: 27.2978 Significant at the .001 level. While H2 percent (eleven of 26) of those enrolled in Department of Defense schools claim ratings of "excellent" of "good," a higher percentage of those enrolled in the following three categories claimed ratings of "excellent" or "good": 1) those enrolled in correspondence courses, or not attending any school; 2) those attending community and company-sponsored schools in Asia; and, 115 3) those who were students in proprietary schools or schools where the majority of the members of the student body were not United States citizens. TABLE H9 Frequency and Percentage Distribution of Enrollments of H8 German Speakers by Sponsorship of Secondary School in which Enrolled and by Self-Reported Proficiency Ratings in Speaking German (Items 15-19, Page 3, Appendix A and Item 28, Page 5, Appendix A) Enrollees' Self-Reported Proficiency Ratings in Speaking German Sponsorship of Rating of School in Which "excellent" Rating of Enrolled or "good" "fair" Totals Department of Defense 11 (H2) 15 (58) 26 (100) Missionary 1 (l7) 5 (83) 6 (100) Correspondence or None 1 (50) l (50) 2 (100) Community and Company Asia 5 (H5) 6 (55) 11 (100) Community and Company Europe and Latin America 1 (25) 3 (75) H (100) Proprietary and Non- United States 5 (56) H (HH) 9 (100) Totals 2H (H1) 3H (59) 58 (100) Correspondence Courses - Only one person who enrolled 1n a correspondence course claimed to speak German with a 116 rating of "excellent" or "good." He was not resident in a German-speaking area and is the only subject enrolled in a missionary—sponsored school who claimed a rating of "excellent" or "good" in speaking German. It is not known from the information available why he has this rating. (See Table H9.) Community and Company Schools in Asia ~ A slightly higher percentage of those in the category of enrollees in community or company schools in Asia than those in Department of Defense schools claimed ratings of "excellent" or "good" (five of eleven or H5 percent). (See Table H9.) Two of the five subjects lived at sometime in German- speaking areas. A third attended a school where German was the language of instruction. A fourth, the daughter of a German-born parent, may have had the opportunity to speak German through her family. There is no indication from the information available why the fifth individual speaks with a rating of "excellent" or "good." Proprietary and Non—United States Schools - Among enrollees in prOprietary schools and schools not primarily for United States students, five of nine (56 percent) claimed ratings of "excellent" or "good." (See Table H9.) Three enrollments were in schools in German-speaking areas; one was in a German Embassy school where the language of 117 instruction was German; one enrollment was in a public school in Sweden. It is not known what language curriculum was emphasized in the third case; German might have been learned in school, or it could have been learned after the subject returned to the United States. One German speaker, who attended a company school in Asia and a community secondary school in Asia as a boarder, was interviewed. His school experience included a number of years of French and during the elementary grades, lessons in Arabic. He had traveled in Europe. His interview indicates an appreciation for the value of knowing a local language for travel. Business,4Male, Iran, Saudi Arabia I started German when I got here (in college). I will have to take more German and probably Russian too. I need both for scientific purposes and the German for traVel in Europe. I have some aptitude for languages but it seems to me that it is progressively harder to learn as I get older. I did well in German here when I put the time in on it. A Federal Civilian dependent, who attended a private school in Sweden and then enrolled for two years as a board— er in a Department of Defense school in Germany, was inter— viewed. Both parents were raised overseas; her mother is a naturalized United States citizen. Because she was accustomed to hearing foreign languages from an earlier stay in Sweden and had the skills 118 needed to be a cautious shopper in the local economy she felt at ease, compared to her boarding school classmates, in moving about off the post. However, these activities were restricted by the dormitory rules. Her main oppor- tunity to learn to speak German came from an excellent teacher who provided a native accent which the subject recognized and attempted to learn. ngeral Civilian, Female, Sweden, Germany Mother was born in Sweden and is a naturalized United States citizen. Her German is better than mine. Father knows German very well. My father said it was absurd when I expressed an interest in learning German. 'No one uses it in the United States,‘ he said. 'It has no practical value.‘ My learning French was OK. At the beginning of my junior year I (left Sweden and) went to Germany for two school years. I attended an Army school where I was admitted as a civilian on a tuition paying basis. I took German and had no difficulty at all because of having Norwegian as a background. Because I had been immersed in a foreign cultural setting before, it was not strange for me to hear foreign sounds. I could (understand) billboards. I was used to making purchases on the local economy and knew how size was designated. I had an easier time than those who came from the States. I boarded in a dorm run by the Army. It was highly regimented. You had to sign in and out, stating your destination. You had to be in at 5:30 p.m. which meant no boozing. There was room inspection daily. Study hall hours were rigorously enforced. Infractions resulted in suspension. The dorm students used English exclusively when they were together. We didn't get around at all. There were no excursions planned. The only legitimate social life was the teen club where you could get hamburgers, French fries 119 and dance. No one went to the dances. They favored beer halls, the local color. On occasions when I went into the beer halls, I'd strike up conversations with Germans — guys my~own age or older or married couples. Mainly I spent time with Americans. Most of my friends had no desire to communicate with Germans. They had always lived on the Post. My first-year German teacher was excellent. She was a superb teacher with a stimulating personality. She made every effort to use as little English as possible. She was my guiding light in German. Her enthusiasm for teach- ing students German influenced me. A lot of kids scoffed at her. I was particularly grateful to have a native teacher who could speak with a respectable accent. Two Department of Defense dependents who attended Department of Defense schools as day students, were inter— viewed. The first, a male, was not particularly interested in learning German but did so because it was the local language and therefore a more useful choice. Because he was self-conscious as a German speaker, the subject used it primarily with others who were also learning the lan- guage or with a brother in the company of those who they thought did not know any German. Department of Defense, Male, Japan, Germany I took German in high school because I was in Germany. My first year teacher was a German refugee. I wasn't inter- ested in learning German and she didn't make me. The second year teacher was also German. He was formal and in- formal at the same time. You were Herr or Frau or Fraulein, yet he joked a lot. My brother and I speak German at a very elementary level to each other when we are with people we don't want to under— stand what we are saying. When we moved back to the States 120 if I didn't know if he wanted to leave I'd ask in German. I'd ask what he thought of the people we were with. I used German when we went camping in Boy Scouts out by a castle. We would try talking to other campers, like with the girls. In downtown Frankfurt I would try most of the time unsuccessfully, I was too self—conscious about it. The only time I didn't feel self—conscious using it was talking to other people who were learning it too. I got some good out of my German in reading Faust but I'm not sure I wouldn't have gotten more out of it if I had read it in English. The second Department of Defense dependent is a female who, because of the distance to school, was required to use local transportation instead of a military bus. She and her brother enjoyed developing contacts with the German host nationals. An American girl friend, who was a long— term resident in Germany and knew German well, provided company and security for her ventures into the host culture. She found most Germans wanted to spend their time learning English from her. Dgpartment of Defense, Female, Turkey, Germany I like being with people who speak German. I learned it traveling on the train a lot, talking to people about their country, comparing differences. I fell short on learning the culture; I was hindered by being with Germans who knew or wanted to learn English. I picked up more German than French from my French teacher. He talked to me in German while riding on the bus. The trip took one hour. At first my parents were afraid to let me go out after dark. They were concerned about kids getting involved in drinking as there were no drinking laws. They started letting me have more freedom after we moved from the city to a rural 121 town. I met a lot of people, went to movies with German friends, to the Gasthaus (restaurant) and the soccer games. We would meet a group of German kids and go downtown to the discotheques and in the summer time to cafes and concerts with folk singers. . On weekends I stayed with a girl friend who had lived in Germany since she was two. Their home was like a German home. It had German nicknacks, flowerboxes in every window, a huge basement and winecellar and a sink in every bedroom. There was a German lady who lived across the street who was married to an Air Force Colonel. She introduced me to a German guy. When we went out he talked about cars, clothes and the places we went to. He thought Americans were im- pressed by these things but I wasn't. He would degrade his language, saying it sounded crude and harsh and that he wanted to learn English. I thought he didn't mean it, that he wasn't sincere. My brother did a lot more alone than I did. He was more independent. He was allowed to be by my parents. He would do things and tell afterwards. I would ask first. Once he and a friend wanted to hitchhike to Strassburg. They were afraid to ask because mother would be afraid for their safety. He left a note saying when he would be back and left. Dad was angry at first because he was worried. He asked, "Did you have a good time? What did you do?" They had a couple of laughs. After that Dad let him go. He figured there wasn't anything he could do to stop him. They were worried because he would fall asleep. Once he went to the French border on the train before he woke up. It was after a soccer game. He had to come back alone. Once they didn't want me to go to Stuttgart for a weekend to my girl friend's house. I took a suitcase with me when I went to school. They were really angry. Mother said, "You're just a damn independent kid." They were upset because they didn't think they had any control over me. I didn't think they should. After that they got less restrictive with us. 122 Summary of German Speakers In reviewing the discussion of German speakers, resi- dence in a German-speaking area is clearly a powerful factor in predicting ability to speak German. Although not statis- tically significant, the data suggest the hypothesis that residence in a German—speaking area may also be predictive of the self—reported proficiency ratings in speaking German. Data from subjects in this study show that sponsor— ship of parents is a statistically significant factor in pre- dicting who learns German, with a high percentage of Department of Defense and Federal Civilian dependents in this category. This finding may result from the selection of a research population which contains large number of military and military—civilian dependents who reside in Germany. The data suggest that sponsorship may be pre— dictive of the level of proficiency for those subjects resident in German-speaking areas. When compared by spon- sorship groupings, the findings indicate that fewer Department of Defense dependents may claim higher profic- iency ratings. The data do not support any statistically significant differences between males and females who learned German. However, two trends can be observed: one suggests that males who are resident where German is spoken claim higher 123 proficiency ratings than females, and the other that among non—resident German speakers, females claim higher pro— ficiency ratings. Another hypothesis suggested in this section of the chapter was that length of stay is predictive of ability to speak German. When sponsorship of school was considered, enrollment in Department of Defense schools was found to be statistic- ally significant as a predictor of learning German. This result may be due to the fact that the research population includes a large number of Department of Defense and Defense civilians who resided in Germany. Trends suggest that Department of Defense students may claim lower proficiency ratings in speaking German than students enrolled in schools of other sponsorship, partic- ularly when the school is located in a German-speaking area or where the language of instruction is German. Having explored the factors which relate to the speaking of German, the dynamics thought to affect reading will now be studied. German Readers Definition of German Readers Of the 150 students, H8 persons or 32 percent of the research population reported that they read German. Those 12H H8 who claimed to read German with ratings of "excellent," "good," or "fair" are classified as German Readers. All German speakers in the present study also claimed to read German. Area of Residence and Self-Reported Proficiency Ratings in Reading German Residence in German—speaking areas does not seem to be correlated to proficiency in reading. No statistically significant number of German readers, who resided where German is spoken, claimed proficiency ratings of "excellent" or "good." (See Table 50.) TABLE 50 Frequency and Percentage Distribution of German Readers by Area of Residence and by Self—Reported Proficiency Ratings in Reading German. . Self-Reported Proficiency Ratings in Reading German Residence in Ratings of Ratings German-Speaking Excellent of Area or Good Fair Totals Those who Resided In German-Speaking Areas lH(5H) 12(H6) 26(100) Those who Did Not Reside 12(55) 10(H5) 22(100) Totals 26(5H) 22(H6) H8(100) 125 Language of Instruction in Secondary School and Self—Reported Proficiency Ratings in Reading German Inspection of the data reveals trends which although not statistically significant suggest hypotheses for possible future study. Three subjects in the present study attended secondary schools where German is a language of instruction. All three claimed ratings of "excellent" or "good" in speaking German. (See Table 51.) TABLE 51 Frequency Distribution of German Readers by Language of Instruction in Secondary School and by Self-Reported Pro- ficiency Ratings in Reading German. Self-Reported Proficiency Ratings in Reading German Attendence at Secondary Schools Ratings of Ratings Where German is a Excellent or of Language of Good Fair Totals Instruction Those Who Attended Secondary Schools Where German is a Language of Instruction 3 0 3 Those that Did Not 23 22 H5 Totals 26 22 H8 Gender Role Differences When German readers who resided in German—speaking areas and those that did not are compared, gender roles emerge 126 as an important factor in predicting proficiency. Among resident German readers, nine of fourteen who claimed proficiency ratings of "excellent" or "good" are males; the remainder are females. (See Table 52.) However, the trend reverses among non—resident German readers. Three of nine non—resident German readers who claimed ratings of "excellent" or "good" are males; the remainder are females. The hypothesis that among non—resident German readers, females are more proficient at reading is statistically significant at the .05 level. (See Table 52.) 127 TABLE 52 Frequency and Percentage Distribution of German Readers who Resided in German Speaking Areas and Those that Did Not by Sex and by Self Reported Proficiency Ratings in Reading German (Item 1, Page 2, Appendix A and Item 28, Page 5, Appendix A) GERMAN READERS WHO RESIDED IN GERMAN-SPEAKING AREAS Self-Reported Proficiency Ratings in Reading German Ratings of Ratings Excellent or of Sex Good Fair Totals Males 9 (6H) 7 (58) 16 (62) Females 5 (36) 5 (H2) 10 (38) Totals 1H (100) 12 (100) 26 (100) Chi Square Not Significant GERMAN READERS WHO DID NOT RESIDE, IN GERMAN-SPEAKING AREAS Self-Reported Proficiency Ratings in Reading German Ratings of Ratings Excellent or of Sex Good Fair Totals Males 3 (25) 8 (80) 11 (50) Females 9 (75) 2 (20) ll (50) Totals 12 (100) 10 (100) 22 (100) Chi Square: 6.6 Significant at .05 level. One explanation may be that reading proficiency is higher among resident males because of their greater contact 128 with the host culture. The reversal of this trend among non-resident German readers supports the commonly-held notion for females in the United States, that is, that females are more successful as classroom students of foreign languages. Overall Grade Point in Secondary School and Self- Reported Proficiency Ratings in Reading German When German readers who resided where German is spoken and German readers who did not are compared by over- all grade point average in secondary school and by self- reported proficiency ratings, no trend is revealed which would support the hypothesis that non-resident German readers with higher grade point averages claim higher proficiency ratings in reading German. Although four percent more non- resident German readers than resident German readers, who report reading with ratings of "excellent" or "good" have grade point averages of B plus or higher, a higher per- centage of the non-resident German readers who claim ratings of "fair" are also found in this group of high achievers. (See Table 53.) 129 TABLE 53 Frequency and Percentage Distribution of German Readers who Reside in German Speaking Areas and Those who Do Not by Overall Grade Point Average in Secondary School and by Self-Reported Proficiency Ratings in Reading German (Item 12, Page 3 , Appendix B and Item 28, Page 5 , Appendix A ) GERMAN READERS WHO RESIDED IN GERMAN SPEAKING AREAS Self—Reported Proficiency Ratings in Reading German Overall Grade Point Ratings of Ratings Totals Average in Secondary Excellent or of School Good Fair Those with B Plus or Higher Averages 10 (71) 7 (58) 17 (65) Those with B or Lower Averages H (29) 5 (H2) 9 (35) Totals 1H (100) 12 (100) 26 (100) GERMAN READERS WHO DID NOT RESIDE, IN GERMAN SPEAKING AREAS Self-Reported Proficiency Ratings in Reading German Overall Grade Point Ratings of Ratings Totals Average in Secondary Excellent or of School Good Fair Those with B Plus or Higher Averages 9 (75) 7 (70) 16 (73) Those with B or Lower Averages 3 (25) 3 (30) 6 (27) Totals 12 (100) 10 (100) 22 (100) 130 German as an Area of Study in College and Self—Reported Proficiency Ratings in Reading German The data also show that higher proficiency ratings in the reading of German are reported by those subjects who chose German as an area of concentration in their under- graduate programs. In this research population seven indiv- iduals (fourteen percent of those who claimed to know German) are studying German as their undergraduate major, minor or cognate area. All seven reported that they read German with a rating of "excellent" or "good." (See Table 5H.) TABLE 5H Frequency Distribution of German Speakers by Those who are Studying German as Undergraduates and by Self-Reported Pro- ficiency Ratings in Reading German. Self-Reported Proficiency Ratings in Reading German Ratings of Ratings Students of Excellent of German or Good Fair Totals Those Who Have German As Their Major, Minor or Cognate Area 7 0 7 Those Who Do Not 19 22 H1 Totals 26 22 H8 131 Summary of German Readers and Comparison with German Speakers All of the subjects in the present study who read German also claimed to speak that language. In contrast to speaking, residence in a German-speaking area is not suggestive of proficiency in reading. Inspection indicates that proficiency in reading may be related to attendance at schools where the language of instruction is German, and to the selection of German as an area of study in college. A trend observed among German speakers which suggests gender role differences in proficiency is stronger among German readers. The hypothesis that among non-resident German readers females claim higher proficiency ratings was found to be statistically significant. The stronger rela- tionship among readers, when compared with speakers, supports the contention that reading is a skill acquired primarily in the classroom while speaking may be learned outside of the classroom. 132 FRENCH LEARNERS Chapter VI Introduction Chapter VI is the third of four chapters dealing with factors related to the learning of specific languages. This chapter analyzes the subjects who learned French - the largest group of language learners in the present study. Factors related to the learning of French are discussed under two headings: "French Speakers" and "French Readers." French Speakers Definition of French Speakers In the research population of 150 subjects, eighty or 53 percent claimed to speak French. Fifty percent re- ported speaking that language with a rating of "excellent" or "good." The remainder claimed ratings of "fair." Persons that claim to spgak French with a rating of "excellent," "good" or "fair" are referred to as French speakers. Why was French learned by over one-half of the research population? Why did one-half of these French speakers claim ratings of "fair?" Do more females than males learn French overseas? Are members of one sponsorship group, such as the 133 dependents of Federal Civilians, more likely to learn French since they resided in diplomatic communities where the ability to speak French is highly valued? To explore these and other questions, the ability to speak and pro- ficiency ratings will be discussed in terms of area of residence, timing of exposure, sex, and formal school setting. Area of Residence and Ability to Speak French Residency in areas where French is spoken in a very important factor in learning to speak French. Seventy- six percent of the subjects who resided in areas where French is spoken claimed the ability to speak French. In contrast, Hl percent of those not resident in French speaking areas reported the ability to speak French. (See Table 55.) TABLE 55 Frequency and Percentage Distribution of 150 Overseas-Exper- ienced Undergraduates by Ability to Speak French and by Residence in French-Speaking Areas. Residence in French-Speaking Areas Ability to Resident Where Not Totals Speak French French Spoken Resident Speaks French 39 (7H) H1 (H1) 80 (53) Doesn't Speak 12 (26) 58 (59) 70 (H7) Totals 51 (100) 99 (100) 150 (100) Chi Square: 16.62051 Significant at .001 level 13H An hypothesis explaining why twelve persons who resided in French—speaking areas did not learn French is that they were in regions where French was not a compre— hensive language. Inspection shows that all of the sub- jects who resided in countries where French is spoken by the entire population reported the ability to speak French. Residence in a French-speaking country evidently has similar effects on language learning as does residency in a Spanish— speaking country. However, the same cannot be said for residency in German-speaking nations. This fact is seen as affected by sponsorship. The research population contains a large number of Department of Defense dependents who were resident in Germany. Findings support the hypothesis that among those in the Department of Defense category there is less daily contact with host nationals, making the learning of the local language less important. The twelve subjects who do not know French resided either where French was the language of a limited elite, as in Vietnam, or where French was a regional language, as in Switzerland and Canada. (See Table 56.) 135 TABLE 56 Frequency and Percentage Distribution of 150 Overseas- Experienced Undergraduates by Residency in French-Speaking Areas of Different Types and by Ability to Speak French. ABILITY TO SPEAK FRENCH Residency in Types of French Speaking Speaks Doesn't Areas French Speak Totals Resident Where French is a Comprehensive Language 8 (10) 0 (00) 8 (05) Where French is the Language of the Local Elite 25 (31) 10 (1H) 35 (23) Where French is a Regional Language 6 (08) 2 (03) 8 (05) Never Resident Where French Spoken H1 (51) 58 (83) 99 (67) Totals 80 (100) 70 (100)’ 150 (100) Area of Residence and Self-Reported Proficiency Ratings in Speaking French Residence in a French-speaking area is an important factor in predicting proficiency in speaking. Twenty—five of 39 French speakers, 6H percent of those resident where French is spoken, claimed to speak French with a rating of "excellent" or "good." In comparison, fifteen of H1 French speakers, 37 percent of those not resident where French is spoken, reported a rating of "excellent" or "good" in speaking French. Ability to speak French with a rating of 136 "good" or "excellent" is predicted by residence in an area where French is spoken and is significant at the .025 level. (See Table 57.) TABLE 57 Frequency and Percentage Distribution of Eighty French Speakers by Self-reported Proficiency Ratings and by Residence in Areas Where French is Spoken. Residence in French Speaking Areas Self-Reported Resident Not Proficiency Ratings in French Resident in Speaking French Speaking Area Totals Speaks French with Rating of "Excellent" or "Good" 25 (6H) 15 (37) H0 (50) Rating of "Fair" 1H (36) 26 (63) H0 (50) Totals 39 (100) H1 (100) 80 (100) Chi Square: 6.05378 Significant at the .025 level. Among those French speakers who resided in French- speaking areas, some lived where French was a comprehensive language, others where French was spoken in one of several regions, and still others where French was the language of a local elite. Inspection shows that where French was spoken by an elite, a higher percentage (but not significantly so) reported speaking with a rating of "good" or "excellent," than in areas where French was a comprehensive or local regional language. (See Table 58.) 137 TABLE 58 Frequency and Percentage Distribution of Forty French Speakers Resident Where French is Spoken by Self- Reported Proficiency Ratings and by Residence in Type of French Speaking Area. Type of French Speaking Area of Residence Resident in Area Self-Reported where French is a Language of Proficiency Rating Comprehensive or Local in Speaking French Regional Language Elite Totals Speaks French with Rating of "Excellent" or "Good" 9 (60) 17 (68) 26 (65) Ratings of "Fair" 6 (H0) 8 (32) 1H (35) Totals 15 (100) 25 (100) H0 (100) Chi Square: .2637H Not Significant. An hypothesis explaining why there is a higher per- centage of ratings of "excellent" or "good" in speaking French among those resident where French is the language of an elite is that a large number of this group come from the American Community School in Beirut where proficiency in speaking, as well as reading, French is emphasized. (See Table 59.) 138 TABLE 59 Frequency Distribution of French Speakers Resident Where French is the Language of a Local Elite by Self-Reported Proficiency Ratings in Speaking French and by Enrollment in the American Community School of Beirut. Enrollment in the American Community School, Beirut American Not Self-Reported Pro— Community American ficiency Ratings in School Community Speaking French Students School Totals Speaks with Ratings of 1H 3 17 "Excellent" or "Good" Ratings of "Fair" 7 l 8 Totals 21 H 25 Overall Grade Point Average in Secondary School and Self-Reported Proficiency Ratings in Reading French Although not statistically significant, proficiency ratings in speaking French may be related to success in school. A higher percentage of those subjects with grade point averages of B plus or higher reported ratings of "excellent" or "good" in speaking French (twelve of 28, or H3 percent). (See Table 60.) 139 TABLE 60 Frequency and Percentage Distribution of Forty French Speakers who are not Resident where French is Spoken by Self-Reported Proficiency Ratings in Speaking French and by Grade Point Average in Secondary School Grade Point Average in Secondary School Self-Reported Pro- ficiency Ratings in B Plus or B or Speaking French Higher Lower Totals Speaks French with Ratings of "Excellent" or "Good" 13 (H3) 2 (18) 15 (37) Ratings of "Fair" 17 (57) 9 (82) 26 (63) Totals 30 (100) 11 (100) H1 (100) Chi Square: 2.19H7 Not Significant. Gender Role Differences Among overseas dependents in the present study, 2H or thirty percent of all French speakers are males; 56 or 70 percent of all French speakers are females. Females are more likely to speak French than males; ability to speak French is significantly correlated with sex. (See Table 61.) 1H0 TABLE 61 Frequency and Percentage Distribution of 150 Overseas Experienced Undergraduates by Sex and by Ability to Speak French 3 Ability to Speak French Sex Speaks French Doesn't Speak Totals Males 2H (30) HH (63) 68 (H5) Females 56 (70) 26 (37) 82 (55) Totals 80 (100) 70 (100) 150 (100) Chi Square: 16.2635 Significant at .001 level. Findings of differences in ability to speak French between the sexes for those who do not reside in areas where French is spoken is significant at the .001 level. Among 99 subjects not resident in French speaking areas, a larger proportion of French speakers are females (31 of H1, or 76 percent of all non—resident French speakers). In comparison, a larger proportion of those who did not learn to speak French and who were not living in French-speaking areas are males (36 of 58, or 62 percent). (See Table 62.) 1H1 TABLE 62 Frequency and Percentage Distribution of 99 Overseas Experienced Undergraduates who were not Resident Where French is Spoken by Sex and by Ability to Speak French Ability to Speak French Sex Speaks French Doesn't Speak Totals Males 10 (2H) 36 (62) H6 (H6) Females 31 (76) 22 (38) 53 (SH) Totals H1 (100) 58 (100) 99 (100) Chi Square: 13.70916 Significant at the .001 level. Differences between the sexes in ability to speak French among those subjects who did reside in countries where French is spoken is significant at the .05 level. Of the 51 individuals in the present study who resided in French-speaking nations, a larger proportion of French speakers, 25 of 39 or 6H percent, are females. Eight of twelve individuals, or 67 percent of those who lived in French speaking areas but did not learn French, are males. (See Table 63.) 1H2 TABLE 63 Frequency and Percentage Distribution of 51 Overseas Experienced Undergraduates who Resided In French Speaking Areas by Sex and by Ability to Speak French Ability to Speak French Sex Speaks French Doesn't Speak Totals Males 1H (36) 8 (67) 22 (H3) Females 25 (6H) H (33) 29 (57) Totals 39 (100) 12 (100) 51 (100) Chi Square: 3.87270 Significant at the .05 level. These findings support a hypothesis that among the dependents in this study there is a norm which parallels that commonly held to be true for language students in the United States: or that it is more appropriate for females to learn French than males. However, there is no significant difference between males and females in this study in the self-reported pro- ficiency ratings in speaking French among those French speakers who were dependents in French—speaking nations. (See Table 6H.) 1H3 TABLE 6H Frequency and Percentage Distribution of 39 French Speakers who Resided in an Area Where French was Spoken by Sex and by Self-Reported Proficiency Ratings in Speaking French. Self-Reported Proficiency Rating in Speaking French Ratings of "Excellent" Rating of Sex or "Good" "Fair" Totals Males 10 (HO) H (29) 1H (36) Females 15 (60) 10 (71) 25 (6H) Totals 25 (100) IH (100) 39 (100) Chi Square: .50939 Not Significant. Likewise, inspection shows that there are no differen- ces between males and females in this study in the self- reported proficiency ratings in speaking French among those French speakers who did not reside where French is spoken. (See Table 65.) lHH TABLE 65 Frequency and Percentage Distribution of Non— resident French Speakers by Sex and by Self- -Reported Proficiency Ratings in Speaking French Self—Reported Proficiency Ratings in Speaking French Sex "Excellent" or "Good" "Fair" Totals Males H (27) 6 (23) 10 (2H) Females 11 (73) 2O (77) 31 (76) Totals 15 (100) 26 (100) H1 (100) Sponsorship of Parents The sponsorship of the parents has an affect on those dependents who claim to Speak French (significant at the .05 level). The sponsorship group with the highest percen- tage of French speakers is the "other" category where 7H percent claimed to speak French. Business dependents rank second with 66 percent, and Federal Civilian dependents third with 57 percent. Two groups have observed values below expected values. (See Table 66.) Missionary dependents reported that H2 percent are French speakers. Defense dependents have the lowest percentage of French speakers, 37 percent of whom claim to speak French. (See Table 66.) When French speakers are divided by self-reported proficiency ratings, business sponsorship indicates at the .01 level those individuals who speak with ratings of 1H5 "excellent" or "good" are business dependents. Forty—two per— cent of all French speakers who claim to speak with ratings of "excellent" or "good" are business dependents. (See Table 67.) The group with the second largest percentage who claim to speak with ratings of "excellent" or "good" is the Federal Civilians with twenty percent. (See Table 68.) Missionary dependents are third with fifteen percent. Dependents in the "other" category, who ranked first in the percent claiming to speak French, rank fourth in percentage of those who speak with proficiency rat- ings of "excellent" or "good" (twelve percent). Defense depen- dents are lowest in terms of percentage who claimed to speak with ratings of "excellent" or "good." (See Table 68.) TABLE 66 Frequency and Percentage Distribution of 150 Overseas Experienced Undergraduates by Sponsorship of Parents and by Ability to Speak French Ability to Speak French Sponsorship of Speaks Doesn't Parents French Speak Totals Department of Defense 11 (37) 19 (63) 30 (100) Federal Civilians 16 (57) 12 (H3) 28 (100) Missionaries 16 (H2) 22 (58) 38 (100) Business 23 (68) 12 (3H) 35 (100) Other 1H (7H) 5 (26) 19 (100) Totals 80 (53) 70 (H7) 150 (100) Chi Square: 10.7597 Significant at .05 level. 1H6 TABLE 67 Frequency and Percentage Distribution of Eighty French Speakers by Business Sponsorship of Parents and by Self— Reported Proficiency Ratings in Speaking French Self-Reported Proficiency Ratings in Speaking French Sponsorship of Excellent Fair Totals Parents or Good Business 17 (H3) 6 (15) 23 (29) Non-business 23 (58) 3H (85) 57 (72) Totals H0 (100) H0 (100) 80 (100) Chi Square: 7.38368 Significant at the .01 level. TABLE 68 Frequency and Percentage Distribution of Eighty French Speakers by Sponsorship of Parents and by Self—Reported Proficiency Ratings in Speaking French Self—Reported Proficiency Ratings in Speaking French Sponsorship of Parents "Excellent" or "Good" Fair Totals Department of Defense H (10) 7 (18) 11 (1H) Federal Civilians 8 (20) 8 (20) 16 (20) Missionary 6 (15) 10 (25) 16 (30) Business 17 (H3) 6 (15) 23 (29) Other 5 (12) 9 (22) 1H (18) Totals H0 (100) H0 (100) 80 (101) 1H7 Several reasons can be offered to explain why spon— sorship groups in this study differ in ability and pro- ficiency in the speaking of French. Earlier findings indi— cate that among subjects in this study those resident where French is spoken most often learn to speak French, and speak with ratings of "excellent" or "good." Sponsorship of parents indicates at the .005 level those who are resident where French is spoken. (See Table 69.) More than one-half (5H percent) of all business child- ren resided where French is spoken. Those in the category, "Other," were second with H7 percent living where French is spoken; Federal Civilian dependents were third with 39 per— cent. Both Missionary and Department of Defense dependents had a lower percentage of residents in French-speaking areas in their sponsorship groups than the percentage of the total number of residents in French-speaking areas in the research population (3H percent). Twenty-one per- cent of all Missionary dependents lived where French was spoken. Department of Defense dependents had the lowest percentage in any sponsorship group; thirteen percent of all Department of Defense dependents lived where French was spoken. (See Table 69.) 1H8 TABLE 69 Frequency and Percentage Distribution of 150 Overseas Experienced Undergraduates by Sponsorship of Parents and by Residence in French Speaking Areas. Residence in French Speaking Areas Resident in Sponsorship of French Speaking Not Parents Area Resident Totals Department of Defense H (13) 26 (87) 30 (100) Federal Civilians 11 (39) 17 (61) 28 (100) Missionary 8 (21) 30 (79) 38 (100) Business 19 (SH) 16 (H6) 35 (100) Other 9 (H7) 10 (53) 19 (100) Totals 51 (3H) 99 (66) 150 (100) Chi Square: 16.82895 Significant at the .005 level. A comparison of the ranking of sponsorship groups by the percentage resident where French is spoken, and the per- centage who claimed to speak French, supports the hypothesis that residence is related to the ability to speak French exéept for those dependents in the category, "Other". That group ranks first in the percentage who reported that they speak French, but second in the percentage who resided where French is spoken. 1H9 TABLE 70 Comparison of the Ranking of Sponsorship Groups by Per— centage who Reside where French is Spoken and by Per- centage who Claim to Speak French. Rank and Percentage Rank and Percentage Sponsorship of Resident Where Who Claim to Speak Parents French is Spoken French Business 1 (5H) 2 (66) Other 2 (H7) 1 (7H) Federal Civilians 3 (3H) 3 (57) Missionary H (21) H (H2) Department of Defense 5 (13) 5 (37) A possible explanation for this difference is that the "Other" category contains those dependents in the re- search population whose parents have university—related occupations. Of the nineteen individuals in this category, thirteen have parents who are employed in university—re- lated roles. Of the nineteen, three were employed on university programs overseas, five were on university con- tracts with the Agency for International Development; two were on research grants, and three were self—employed or employed by an overseas university. Table 71 shows by inspection that a higher proportion of dependents in the "Other" category were overseas only during the time of their schooling (grades eight through 150 thirteen - H7 percent) than in any other sponsorship category. An hypothesis is that many of these students began foreign language lessons before going overseas and continued the language while abroad. They resided in university communities where French is valued and is frequently offered in the schools. TABLE 71 Frequency and Percentage Distribution of 150 Overseas Experienced Undergraduates by Sponsorship of Parents and by Those Resident Overseas Sometime During Elementary Grades One through Seven Overseas Resident Overseas Sometime During Grades One through Seven Sponsorship of Not Resident Parents Overseas During Grades One Resident Through Seven Sometime Totals Department of Defense 11 (37) 19 (63) 30 (100) Federal Civilians 10 (36) 18 (6H) 28 (100) Missionary 2 (05) 36 (95) 38 (100) Business 15 (H3) 20 (57) 15 (100) Other 9 (H7) 10 (53) 19 (100) Totals H7 (31) 103 (69) 150 (100) Chi Square: 17.2798 Significant at the .005 level. Business and Federal Civilian dependents rank one and three respectively in percentage resident where French is 151 spoken, and two and three respectively in percentage who learned French. These rankings may be explained by the large percentage of dependents in the research population in these groups who attended the American Community School in Beirut where French is stressed. While those dependents in the Missionary and Department of Defense categories have five percent or less enrolled, more than thirty percent of those dependents in the Business and Federal Civilian categories in this study attended the American Community School. More than one of four in the category "Other" were enrolled. (See Table 72.) TABLE 72 Frequency and Percentage Distribution of 150 Overseas Experienced Undergraduates by Sponsorship Groups and by Those Enrolled in The American Community School Enrollment in the American Community School Sponsorship of Not Parents Enrollees Enrolled Totals Department of Defense 1 (03) 29 (97) 30 (100) Federal Civilians 9 (32) 19 (68) 28 (100) Missionaries 2 (05) 36 (95) 38 (100) Business 13 (37) 22 (63) 35 (100) Other 5 (26) 1H (7H) 19 (100) Totals 30 (25) 120 (75) 150 (100) 152 Earlier findings indicate that residence in French- speaking areas predict at the .025 level those subjects in this research population who speak French with ratings of "good" and "excellent." When sponsorship groups are ranked by the percentage of those who speak French with ratings of "excellent" or "good," and by percentage who are resident where French is spoken, the order is the same. (See Table 73.) TABLE 73 Comparison of Rank of Sponsorship Groups by Percentage Residing where French is Spoken and by Percentage Claiming to Speak with Ratings of "Excellent" or "Good." Rank Order of Rank Order of Highest Percentage those Speaking Residing in French French with Ratings Sponsorship Speaking Areas of "good" or of Parents "excellent" Business 1 (5H percent of all 1 (H9) business depend- ents) Other 2 (H7) 2 (26) Federal Civilian 3 (39) 3 (29) Missionary H (21) H (16) Department of Defense 5 (l3) 5 (13) However, when rankings of sponsorship groups are com— pared by those who have the highest percentage of French speakers among residents in French-speaking areas and by 153 those who have the highest percentage of ratings of "good" and "excellent" among French speakers resident in French~ speaking areas, the order is not the same. (See Table 7H and Table 75.) TABLE 7H Frequency and Percentage Distribution of 150 Overseas Experienced Undergraduates by Sponsorship of Parents and by Resident in French Speaking Areas. Residence in French Speaking Areas Sponsorship Resident in French Not of Parents Speaking Area Resident Department of Defense H (13) 26 (87) Federal Civilians ll (39) 17 (61) Missionary 8 (21) 30 (79) Business 19 (SH) 16 (us) Other 9 (H7) 10 (53) Totals 51 (3H) 99 (66) Totals 30 (100) 28 (100) 38 (100) 35 (100) 19 (100) 150 (100) Chi Square: 16.82895 Significant at the .005 level. 15H TABLE 75 Comparison of Rank of Sponsorship Groups by Highest Percentage of French Speakers Residing where French is Spoken and by Highest Percentages of those Residing where French is Spoken who Claim to Speak French with Ratings of "Excellent" or "Good" Rank Order of Highest Ranking by Resident Percentage of French French Speakers with Sponsorship Speakers Residing Where Ratings of "excel- of Parents French is Spoken lent" or "good" Business 1 (8H) 16 of 19 1.5 (63) 12 of 19 Missionary 2.5 (75) 6 of 8 1.5 (63) 5 of 8 Department of Defense 2.5 (75) 3 of H 5 (0) 0 of H Federal Civilians H (73) 5 of 11 3 (H6) 5 of 11 Others 5 (63) H of 9 H (HH) H of 9 Department of Defense dependents, although second in number of subjects who resided where French is spoken, rank last with no dependents who lived in French—speaking areas who claimed to speak French with ratings of "excellent" or "good." This change in rank supports the hypothesis that Department of Defense dependents place less emphasis on pro- ficiency in speaking the local language since they have little contact with the host nationals that demands utiliza- tion of speaking skills. Length of Stay Although data is not available for all resident—French speakers, the total number of years resident in a French— speaking area is known for sixteen individuals who lived only 155 in areas where French is spoken. Inspection of Table 76 suggests that length of stay may be predictive of proficiency. Six of nine persons who lived only in French-speaking areas and claimed ratings of "good" or "excellent" lived abroad for five years or more. Four of the five persons who resided only where French is spoken but do not speak French lived overseas for less than five years. TABLE 76 Frequency Distribution of Residents in French—Speaking Areas Only by Number of Years Resident and by Self-Reported Pro- ficiency Ratings in Speaking French Self-Reported Proficiency Ratings in Speaking French Number of Years Resident Ratings of Rating _ in French-Speaking "Excellent" of Doesn't Area or "Good "Fair" Speak Totals One Year 1 0 2 3 Two Years 2 l l H Three Years 0 1 0 1 Four Years 0 0 l 1 Five Years 2 l l H Six Years 2 0 0 2 Seven Years or More 2 0 0 2 156 School Sponsorship Introduction — Slightly more than one—half of all French speakers in the present study who learned to speak French were not resident in French—speaking countries. It is hypothesized that some subjects attended school where French was emphasized, while others learned French in school only when it was a local language. The follow- ing sections predict findings for those dependents attend— ing each type of overseas school; the schools are typed by their sponsoring group. A second section compares hypothesized results with actual findings. School Sponsorship Hypotheses - Department of Defense schools teach French where it is the local language, but a high proficiency rating in speaking is not expected. It is hypothesized that those who attended Department of Defense schools in areas where French is spoken will have a lower percentage who claim to speak French with ratings of "ex- cellent" or "good," as observed earlier, dependents of military personnel are seen as less likely to have daily contact with host nationals that would require use of the local language. Schools sponsored by missionary agencies emphasize proficiency in the speaking of the local languages. Those dependents who attended missionary schools where French is 157 a local language are predicted to have a higher percentage who claim to speak with ratings of "excellent" or "good." It is hypothesized that where English, not French, is a local language, French will be taught as part of the college preparatory curriculum required of all American students enrolled. Those who take correspondence courses, or who are not enrolled in school may have a greater opportunity to interact with host nationals outside of school who cannot speak English. It is hypothesized that those in this category will have a high percentage who claim to speak French with ratings of "excellent" or "good," if they resided in French-speaking areas. Where the subjects in this category also attended school at a later period, the particular emphasis placed on the learning of French by the school will be predictive of speaking ability and proficiency. Community and company schools in Asia and Africa teach French where it is a local language. French is part of the college preparatory course offerings, particularly in those areas where Spanish is not a local language. It is hypothesized that students attending community or company schools in Asia and Africa will claim to know French. Where French is a local language, a larger percentage will report that they speak with ratings of "excellent" or "good." 158 Where French is not a local language a larger percentage will claim ratings of "fair." Those in the community schools and company schools in Europe and Latin America are predicted to report knowing French where it is a local language, and to have a larger percentage who claim ratings of "excellent" and "good." Where French is not a local language, fewer will claim to speak than not speak, and fewer of those that claim to speak will report ratings of "excellent" or "good." Those enrolled in proprietary schools and schools attended by a majority of students who are not United States citizens are hypothesized to be the most fluent speakers of foreign languages. Where French is a local language, students in this group are predicted to have the highest percentage who claim to know how to speak that language and who have ratings of "good" and "excellent" in speaking French. School Sponsorship Findings Introduction - Findings related to the hypothesis set out above are presented in Table 77 and Table 78. The tables are followed by a presentation of findings and material from interviews of dependents who attended the various types of schools. 159 TABLE 77 Frequency and Percentage Distribution of French Speakers Enrolled in Schools in French-Speaking Areas by types of Schools in Which Enrolled and by Self-Reported Proficiency Ratings in Speaking French Self-Reported Proficiency Ratings in Speaking French Types of Schools Ratings of Rating "Excellent" of or "Good" "Fair" Totals Department of Defense Schools 0 (0) 3 (100) 3 (100) Missionary Schools 3 (75) 1 (25) H (100) Correspondence or None 1 (100) 0 (0) 1 (100) Community or Company Schools in Asia or Africa 1H (67) 7 (33) 21 (100) Community or Company Schools in Europe or Latin America 6 (86) 1 (1H) 7 (100) Proprietary or Non- United States Schools H (57) 3 (H3) 7 (100) 160 TABLE 78 Frequency and Percentage Distribution of French Speakers Enrolled in Schools in Areas Where French is Not Spoken by Type of School Attended and by Self-Reported Profic- iency Ratings in Speaking French Self-Reported Proficiency Rating in Speaking French Ratings of Rating "Excellent" of Type of Schools or "Good" "Fair" Totals Department of Defense Schools 8 (53) 7 (H7) 15 (100) Missionary Schools 1 (10) 9 (90) 10 (100) Correspondence or None 1 (50) 1 (50) 2 (100) Community or Company Schools in Asia or Africa 3 (30) 7 (70) 10 (100) Community or Company Schools in Latin . America or Europe 2 (50) 2 (50) H (100) Proprietary Schools or Non-United States Schools 5 (H5) 6 (55) 11 (100) Totals 20 (38) 32 (62) 52 (100) Department of Defense Schools - An inspection of Table 77 shows that the three French speakers who attended Department of Defense schools in areas where French was spoken reported ratings of "fair." These results appear to support the hypothesis that proficiency ratings of 161 "excellent" or "good" in speaking French do not result alone from attendance at a Department of Defense school in a French—speaking area. The elective status of lan- guage courses reflects the fact that membership in the military community abroad does not necessitate or provide opportunities for speaking with host nationals in the local language. Eight of fifteen, or 53 percent of all French speak- ers who attended Department of Defense schools in areas where French is not spoken, claimed to speak with ratings of "excellent" or "good." Interviews with two French- speakers who were enrolled in Defense Department schools not in French—speaking areas give some understanding of how French is learned. The first French speaker claims a rating of "fair". She began language lessons in the United States. Her remarks point out that when the language is not a local language students will learn when the language lessons are well taught. Department of Defense, Female, Turkey and Germany (23) In Santa Barbara I took French. It was one of my favorite classes. I got A's in it. I had French in seventh and eighth grades. In seventh grade conversation was emphasized. In eighth grade it was better structured; it moved faster. I liked it better. I have bad memories now of French. In high school in Germany my French teacher was Polish. He spoke French 162 with an accent and wasn't interested in it. He gave us 100 vocabulary words to learn and tested us on fifty. I picked up more German from him than French; he talked to me in German riding the bus. I'd like to learn French but not as much as German. I learned German once and I don't think it would be difficult to relearn. Not all dependents attending Department of Defense schools are children of Department of Defense employees. A small percentage of other United States citizens are admitted on a space available basis. The next subject inter- viewed attended a Department of Defense school but is not a Department of Defense dependent. Both parents were raised abroad; her mother is a naturalized United States citizen. Both parents speak a language other than English. This case illustrates that although fluency in a foreign language may not be highly valued in a given social setting, as the person becomes older, her own values become more predictive of whether the language will be learned well. In this case, the school environment did not emphasize high pro- ficiency in speaking French. However, it became an impor- tant life goal to the subject during high school, and she successfully sought out opportunities to learn. Federal Civilian, Female, England, Norway, Germany I first took French in seventh grade through tenth grade in White Plains, New York. Spanish was also offered but I chose French because it is more of an international lan- guage. Mother grew up in Norway and England and spent a year in France when she was eighteen. My choosing French was probably also due to parental guidance. 163 At the beginning of my junior year I boarded at an Army boarding school in Germany. I studied French at the third and fourth year levels. My French teacher was an American woman who was elderly -- in her sixties. She had an MA from the University of Chicago and was very competant in French literature. She spoke French with a terrible American accent. Her family background was French but she was unable to help us develOp our accents. Languages are probably the only thing I have an aptitude for. I don't know if it's culturally conditioned. I didn't have any good French teaching. I remember deciding in tenth grade in White Plains to major in it. I am interested in it now as linguistics (in terms of speaking it) rather than literature. It is a tool to understand culture. I was always interested in speaking French. I asked my parents in seventh grade if I would be able to speak it fluently soon. During my junior year I was entered in an essay contest given by the Alliance Fransaise, a French organization to promote French culture for students in many European countries. I won the consolation prize, some books. I got a ten day trip as an alternate when there was a cancellation. Most of the kids were more proficient. My topic was how to improve relations between French people and tourists. I wrote about manners and courtesy. This summer I am going to go Youth Hosteling, bum around and meet French students. I don't want to be a governess and get stuck in a house learning how to say cobweb and spoon. Learning languages has been a source of enjoyment. It is something I thrive on. It's possible to engage people in conversations. It brings international understanding. There are things that can be captured only in one language. It's fun to be able to remember these and not to resort to other languages. (For example) the expression - joie de vivre - the joy of living. It typifies a French spirit. It can't be equated with anything American. It's closest to what hippies call getting turned on to digging living for life. I've had my fill of learning new languages. I want to per- fect my French. Maybe I'll go back to German or start anew 16H with it. I am content to pursue French for (my own) self- fulfillment. It is a beautiful language. I'm not inter- ested in teaching English in France but maybe English in a French African country, so I can be exposed to a culture that is radically different. ‘ My aspirations are not to live overseas. Progressive things are going on here. I have a French professor here who is a liberal. He doesn't like French culture. He thinks they are chauvinistic, that they don't have much feeling for human~ ism, that they change positions at the drop of a hat for the sake of argumentation. In ten years I'll be involved in the family scene and pur- suing a career in French or be involved politically. My French is not as good as it was two years ago. Since (then) I have just been studying literature instead of con— versation. There is a waning of my own interest. I hope to respark it. My fellow French majors have no appeal. They are mostly elementary education majors who are going to teach it. The girls are more conservative. The boys are liberal. Missionary Schools - Three of the four subjects who enrolled in missionary schools in French—speaking areas speak French with ratings of "excellent" or "good." When French is not a local language, proficiency ratings of "excellent" or "good" in speaking French are claimed by one of ten. These findings reflect the expectation that missionary dependents, who comprise 27 of the thirty sub- jects in the present study who attended missionary schools, will speak the local language well. Conversely, when a language is not spoken in the area, a high percentage claim a proficiency rating of "fair." 165 Self-reported ratings of "fair" in speaking French are claimed more often by those with B or lower grade point averages in secondary school not in FrenCh—speaking areas and not sponsored by missionary agencies (eight of seven- teen, or H7 percent). However, among those enrolled in missionary schools not in French-speaking areas, proficiency ratings of "excellent" or "good" in speaking French are not related to a success in school; eight of nine, or 89 per- cent of those claiming ratings of "fair," had B plus or higher grade point averages. (See Table 79.) TABLE 79 Frequency and Percentage Distribution of Seventeen French Speakers Enrolled in Schools in Areas Where French is not Spoken who Claim Ratings of "Fair" by Sponsorship of School in Which Enrolled and by Grade Point Average in Secondary School Grade Point Average in Secondary School Sponsorship of B Plus or B or School Higher Lower Totals Those Enrolled in Missionary Schools 8 (89) l (11) 9 (100) Never Enrolled 9 (53) 8 (H7) 17 (100) Intellectual self-confidence is more predictive of "fair" proficiency ratings than the measure of actual academic achievement among French speakers attending missionary schools 166 not in French—speaking areas. Three of nine, or 33 percent of those who attended missionary schools in areas where Firench is not spoken, have intellectual Self-confidence suzores of "above average" or "highest ten percent." Nine of seventeen, or 53 percent of those in non-missionary schools (the same percentage as have grade point averages of B plus or higher), have intellectual self-confidence ratings of "above average" or "highest ten percent." (See Appendix B, item 3H, page eight.) (See Table 80.) TABLE 80 Frequency and Percentage Distribution of 26 French Speakers not Resident in Areas where French is Spoken with Ratings of "Fair" by Sponsorship of Schools in which Enrolled and by Intellectual Self-Confidence Scores. Intellectual Self-Confidence Scores Highest Ten Average Sponsorship of Percent of or Below Schools Above Average Average Totals Those Enrolled in Missionary Schools 3 (33) 6 (67) 9 (100) Those Not Enrolled 9 (53) 8 (H7) 17 (100) Those results tend to support the hypothesis that those who attended missionary schools find proficiency in speaking French when it is not a local language indicative 167 of their intellectual ability rather than their grade point average. One reason may be that the Protestant Ethic is interpreted to say that the average student who works hard will earn high grades. Grade point average reflects hard work not real intellectual ability as measured by a sub- ject's intellectual self-confidence score. (2H) Three persons who attended schools sponsored by missionary agencies were interviewed. Two learned French in schools in areas where it was not spoken; the third learned the language where it is spoken by an educated elite. Conversational skills were not readily practiced out of school. French teachers were not native speakers and did not emphasize correct pronunciation. The useful- ness of knowing French was seen in terms of meeting college requirements and facilitating out—of-the-country travel. One interviewee was embarrassed by the fact that after four years of study she did not know French as well as the children in a French family she visited knew English. Missionary, Female, Vietnam, Thailand, Malaysia I first took French in New York. I guess I was always interested in France. Some missionaries I knew learned French. They had studied it in France. It was the thing to do. I took it for two years and had a real hard time. They taught us to speak it first. I had to see it (to learn). Overseas you had to have two years of a language to graduate. They offered French, Spanish and one year of Malaysian. I was a little familiar with French and thought I could use it 168 in Vietnam on vacations. I had no desire to take Spanish. So I took French; "Try Again". I got it a little better the second time. My teacher was a Missionary who taught elementary grades and My French in the upper division. She was a very kind teacher but there were no tapes. We didn't know how French was spoken by Frenchmen. We had trouble getting French validated in college. My parents were pleased with my learning' French. They wanted me to do well. When we traveled through France and EurOpe I got to use it a little bit. The Europeans speak so many lan- guages. It's funny, embarrassing. I can't even master one foreign language. But they have more contact with foreigners. In France I was embarrassed I didn't know more French. We were with a family that knew English perfectly. I was embar- rassed to let them know that I had studied four years of French. In high school overseas I got A's in French but it was a surface knowledge. There were small classes and not much competition. "Other", Male, Brazil At the first school I went to (for six months) I took French and Portuguese. My father didn't like it because I didn't work at learning Portuguese. But it was not a world language. If you were an American down there you didn't need to know another lan- guage. They were after your money. It was rare to find someone who wanted to be friends and learn your culture. In Brasilia you only need Portuguese for a taxi or to take a girl out or buy something. The Embassy had a pool, tennis courts, volley- ball. We spent most of the time there. At the second school (missionary sponsored) there were no in between classes in Portuguese. There was only the very hard or very easy. So I chose French. Department of Defense, Germany, Taiwan We were in Germany for four years when I was in elementary school and went to Taiwan my senior year in high school. In ninth grade I thought I might want to go into the foreign service so I took French. The first year I was motivated. I had a good teacher. The second year we reviewed the first year. It was not a good teacher. In Taiwan I went to a school run by American Missionaries for their children and any Army dependents stationed there. The government paid for me to go. I wanted to take Chinese and French but I thought I wouldn't do well in 169 Guinese. Chinese wasn't mandatory but everyone took it in the: lower grades. Some of the Missionaries had been there all. their lives and spoke it. If I had learned Chinese I Mmllld have gotten to know more people. Either got me a job last year — they needed someone in the lib- rary'that had background in French to type and to go through French magazines. I can read something in French in a book. I think I could pick up a play in French and read it without U30 much trouble. Correspondence Courses - Eight persons in the study eulrolled in correspondence courses overseas, or did not attend any school. One took the course in an area where French was spoken. He claimed to know French with a rating of "excell- ent," supporting the hypothesis that French speakers enrolled in correspondence courses in areas where French is spoken will have proficiency ratings of "excellent" or "good." Two correspondence students in areas where French is not spoken learned to speak French. A later school experience in Switzerland provided the opportunity for one to learn French as a local language. This individual claimed a rating of "good." The other individual, who enrolled only in correspondence courses while overseas in an area where French was not spoken, claimed to speak with a rating of "fair." In the following interview, proficiency in speaking Portuguese learned out of school overseas is contrasted to learning to speak French in school in the United States. Missionary, Female, Brazil I took French in college. Twelve hours of language was re- quired. I chose French instead of Spanish because Spanish is close enough to Portuguese that I would confuse it. French is still a Romance language but far enough away. Also a friend's mother spoke French and I thought I could talk to her. I don't have a classroom aptitude for languages. I didn't learn French. I didn't feel I was learning how to speak the languages. Therefore I was never satisfied. 170 Community and Company Schools in Asia - For those in the present study who attended community and company schools in areas in Asia where French is spoken, the findings show a high percentage (fourteen of 21, or 6H percent) claim ratings of "excellent" or "good." (See Table 77.) This finding is consistent with an earlier finding that residence in an area where French is spoken predicts at the .025 level those who claim to speak French with ratings of "excellent" or "good." This conclusion is particularly representative of the alumni of the American Community School of Beirut where all 21 subjects were enrolled. Three French speakers from the school in Lebanon were interviewed. Their remarks indicate that the high school emphasized learning languages, and that the entire curriculum of the school was pointed towards college entrance. Those who attended a company junior high school before moving to Lebanon, indicated that it was the mark of a bright and tough student to last through French class in the junior high school. The third subject who resided in Beirut tells of using French in her home and in the capitol. Business, Male, Saudi Arabia, Lebanon I first took French in seventh grade; it was the first time you could. In ninth grade six were in the third year French class. I was the only boy. We had a terrifying French teacher. She did her best to weed out. I took French through senior year in high school. Compared to the United States where kids can't speak it, our test 171 senior year was to speak for fifteen minutes extempor- aneously. My French teacher in junior high was an American who had lived in France all her life. She didn't allow English to be spoken at all. It worked. I've never had a French class where we were allowed to speak English. My parents were all for my taking French. Generally the more intelligent kids took it. French was the only language offered in Arabia. My French accent is distinctly American. My brother who went to Villa St. Jean in Freiburg, Switzerland, has a nice French accent. We were doubling with a couple of boring girls and started speaking in French...cut them out. At high school there were some day students, mostly diplo- matic, a lot of oil and then 35 from Aramco. We ran the school because of our numbers and because we stuck together. We were very socially oriented. There were strong hierarchies and cliques. We were very intelligent. Our parents were all professional people. We had high genetic backgrounds and a better environment. I had to speak French for six hours at a stretch in Europe as I knew French better than anyone spoke English. For example when I was on a tour in Vienna, I laughed at a joke that was being told by the tour guide ahead of us in French. He turned around and asked me to join. I have spoken French to a German and after twenty minutes he discovered I was an English speaker. Business, Male, Iran, Saudi Arabia, Lebanon Mother and Father knew a few words of Eastern European lan- guages but neither was fluent. The only time I was exposed to these languages was in visiting my grandparents. We went to Arabia the summer after fourth grade. I took French from seventh to ninth grades. The teacher was a bach— elorette. She was quite strict and used to terrorize our class. I picked up my basic language then, seventh through ninth. She was a very good French teacher from what I could tell. 172 The first day we started out speaking nothing but French in the classroom - the pluperfect was emphasized the first couple of years. In the ninth grade it was vocabulary and French readings. My parents were completely in favor of my taking French. It was their idea in the first place. I wanted to drop it a couple of times the first year. They said no. Most people took one year of it in junior high school. Besides being helpful in world travel it would help for college admissions. It would be harder to do it later. I guess I have some aptitude for languages. It seems to me that it is progressively harder to learn as I get older. I did well in German here when I put the time in on it. Basically you have to know a little bit of the local language so you can get things done. When someone speaks French and English I will try to get them to use English. Even if they speak poor English it's usually better than my French. We spent a lot of time on material use for college boards. The school wanted 100 percent to go to college. The head- master and staff knew many deans personally. Business, Female, Lebanon (In Cleveland) everyone took French. I hated it. I re— acted wrong to the teacher. The class was unruly and she didn't know how to handle them. We had no text. It was the audio-lingual system. There were no stated objectives. We didn't know where we were going. We labled things, did diddly things. She couldn't keep our attention. We had spelling bees but it seemed like we were just fooling around. I took French starting my Sophmore year in Lebanon. It was the most useful language - the second most frequently spoken there. Everyone had to have two years of a language to graduate. My father resented the fact that I wouldn't speak French with him. I was shy. He would want me to talk to his business friends who knew French only. I could understand conversations between Dad and his guests but it wouldn't be addressed to me so I didn't have to say anything. 173 Political science was my first major. I didn't do well in it. I couldn't see myself as a dedicated career person in it. Then (I changed to) history. I didn't have many credits in it nor that much of a leaning. Father said, "What can you do with a humanities major." So I went into French. I want to be a bilingual secretary. One French speaker was interviewed who attended a community school in Asia where she learned French. She is the only Black person among the 150 persons in the research pop— ulation. Her French while overseas was primarily learned in the classroom but was used in travel. In college she sought out ways of increasing her fluency in speaking. Supplementing her pre- sent life goals to help oppressed racial minorities, she sees French as a means of studying the writings of Third World authors. Other, Female, Puerto Rico and Afghanistan In Afghanistan I took French all the way through high school. You had to take a language. Father didn't mind; he didn't care. My teacher was French. She was really good. She invited us to her house and played games with us in French. She was strict but nice about it. French and Spanish have been an advantage to know in travel- ing, going back and forth stopping in Europe. You meet some- one on the train. I would like to brush up on French and Spanish. There is a lot of literature I'd like to read, especially in French... African Black Nationalists have written in French. I've forgotten French. I took it in Justin Morrill, an intensive course for two years. The summer of my Freshman year I went to Quebec. I stayed with a French family that didn't speak any English and worked on a French playground. The purpose that Americans have in learning foreign languages is more important than whether they learn or not. If it is to more effectively get resources out of the country rather than learn the culture, its bad. 1714 Community aBdTCompany Schools in Europe and Latin America - A higher percentage of French speakers who enrolled in schools in areas in EurOpe and Latin America where French is spoken have proficiency ratings of "good" or "excellent" than those in any other school sponsorship category (86 percent, or six of seven). (See Table 77.) This statistic, while not significant, suggests a greater interaction of Americans with French speakers in these regions; Americans whose children attend the community schools use local transportation, markets, housing and entertainment facilities. Those who attended schools in regions where French is not spoken are evenly divided be- tween those that speak French with ratings of "excellent" or "good" (two), and those that speak with a rating of "fair" (two). One French speaker who attended a community school where French was spoken was interviewed. The daughter of two naturalized United States citizens, she learned to speak French while resident in French-speaking areas during pre- school and elementary grades. She relearned her French after returning from the United States to Europe for four high school grades in Belgium. Business, Female, Switzerland, France, Belgium When I was two we went to France. Then when I was six we moved to Switzerland for three and a half years. I 175 remember going to school in France. Mothers could send their children to school if they were working and if the children were toilet trained. I learned French and was forgetting my English. We learned reading, writing, arithmetic and sewing. It was a Catholic school and we wore blue uniforms. The teachers were women not nuns. We had some very good friends there - French peOple. They took us in as foreigners. They worked for the same company as my father and lived in the same district. I used to go play in the farm at the end of their street. I collected eggs, watched them milk the cows and buy their cheese. I'd come dressed up in high heels and stockings and they would laugh. When I first went back to Belgium to high school I was lost academically and I had forgotten all my French. I understood TV but was hesitant to speak it. I went to classes and did my homework and got good enough grades. French, Spanish and German were offered depending on the demand and what the teachers could do. I took French because I was so far along in it. When I was with Dutch peOple and they spoke French I just kept a straight face. On the street cars in Belgium they make comments about Americans. When I got up to leave I'd say in perfect French, "Please refrain from your comments in public." Once in a restaurant they were going on about how Americans chew gum and don't drink milk. I turned and told them not all chew gum and they do drink milk and please get the facts straight - in perfect French. In the beer halls they often have had American kids getting drunk. The manager would say to me, I think the police are coming. Tell the American boy to get some fresh air. I was served if I spoke French and showed no signs of being an American. I earned A's and B's in French class. The courses were better than the French courses here. They treated literature in greater depth. My major is French and microbiology. I always wanted to do medical research. The French is a sideline. Four more courses and I will have a degree in it...if I stay in school. 176 Proprietary and Non—United States Schools - Those attending proprietary schools or schools where the majority of students were not United States citizens, when found in areas where French is spoken, are predicted to have the highest percentage of French speakers with proficiency ratings of "excellent" or "good;" this hypothesis is suggest- ed by the observation that the student body and teaching staff is composed of a large number of French speakers and that will be a specially-emphasized subject. When the language of instruction is French it is hypothesized that all persons attending will claim to speak with ratings of "excellent." In the three cases where the language of instruction is thought to be French, the three subjects claimed ratings of "excellent" in speaking French. In contrast, no other category of school has more than one French speaker who claimed to speak with a rating of "excellent." (All but the Department of Defense schools have students who reported speaking French with a rating of "excellent.") When French is spoken in the area where the proprietary and non-United States schools are located, it is hypothesized that a higher percentage of students will speak French with ratings of "excellent" or "good" than in the other school sponsorship categories. However, several other groups have a higher percentage of persons with higher proficiency 177 ratings in speaking. It may be that while the school insists that French be studied, the student must also value speaking French enough to maintain a high level of proficiency after leaving the school. The emphasis on learning French in the proprietary and non—United States schools is indicated by the fact that ninety percent (nineteen of 21) of those enrolled Claimed to speak French, in any category. TABLE 81 (See Table 81.); this is the highest percentage Frequency and Percentage Distribution of the Enrollments of 150 Overseas-Experienced Undergraduates by Ability to Speak French and by Sponsorship of Schools in which Enrolled. Sponsorship Speaks Doesn't of Schools French Speak Totals Department of Defense 18 (H5) 22 (55) H0 (100) Missionary 1H (H7) 16 (53) 30 (100) Correspondence or none 3 (38) 5 (62) 8 (100) Community, Company Asia 32 (68) 15 (32) H7 (100) Community, Company Europe, Latin America 11 (HH) 1H (56) 25 (100) Proprietary, non- United States 19 (90) 2 (10) 21 (100) Totals 97 (57) 7H (H3) 171 (100) 178 Two French speakers were interviewed who had en- rolled in a school where the majority of the students were not United States citizens. One French Speaker lived in an African country where English was spoken by a limited elite; he learned French in order to fulfill a language requirement at the school. The second French speaker went to schools where the language of instruction was French for her first ten years of schooling. Her first day at the "French school" was traumatic, but she claimed a higher proficiency in speaking French than her parents whom she helped in their Missionary work. Her present work and plans after college are based upon her bilingual skills. French served as a means of gaining employment overseas. Other, Male, Nigeria I attended a Nigerian boarding school run by the Irish missions. There were five American expatriots who came everyday in an international van supplied by AID. For graduation you had to get passing marks in Latin or French and English literature. I chose French as I had a basis in it. I have forgotten French now; I haven't read or spoken it for three years. Missionary, Female, Morocco I'm going to be a writer, go into journalism. My major is French and Spanish. I love to travel...I love Europe and Africa. I worked on a school paper in high school, the yearbook and school paper here (in college). If I am fresh in languages I can be a foreign correspondent. Until I was in sixth grade we lived in cities where there were no other American kids. I went to a French school 179 for French Moroccans. I played with my brothers and sisters and had a few friends in the neighborhood. I remember when I went into the first grade, I had to go to the bathroom really bad. I went up to the teacher with big tears in my eyes. I took the teacher by the hand, went out the door, down three flights of stairs and pointed. She told me the name of the bathroom in French. I was the pet all the way through school, the little American girl who wouldn't speak French. At home we'd sit at the table and speak Bouillabaisse (word for fish stew). For example we'd say pass les' legumes or donnez moi the peas. We'd do it on purpose to make the guests uncomfortable. My brother was very naughty. He would balance a pea on a fork. It went into the tea pot once when a stately British lady was at dinner. She poured the tea and out went the pea into her cup. She was very upset. Mother had the little Moroccan girls in for Bible studies. I'd take the younger ones for Bible lessons and arts and crafts. On Sunday our family went to church together. First us kids went to French Sunday school. Then we walked to a French church services where parents went. Then we came home and there would be an African church services held in our house. The Arabs were very unfriendly with Moroccan Christians (Africans). Then at night we went to the American church service. In eighth grade I started Spanish. I had Spanish in eighth and ninth grades in Tangier. I had to take two foreign languages. This was also a French school. If you took the Classic stream you had to do Greek and Hebrew. The courses were more science, math, languages. The other was the modern stream for those who wanted to go into business, typing, etc. They had to take two languages but not nec- essarily Classical. I was in Classical. We looked down on Modern. I went to the French School because it was the only school around except for the American school which was on an American base and I could not attend. The French school was only three blocks away. 180 I was closest to Mary Clare, the only daughter of a broken family. She lived with her mother who owned a very risque night club. I used to pick her up on the way to school. There would be a man there in his pajamas. She loved her mother and would do anything for her. If my mother did anything like that I wouldn't live with her. We've written faithfully for four years. Last summer I went back to see her. We just really hugged - practically like old times. She very much was like me — a Tom Boy too. We spoke in French together. We were on teams together. She ran the relay and won the Moroccan relay medal - like the Olympics. I taught her how to swim. We came back to the States in eleventh grade. It took me a long time to get used to the ABC's. If I am not sure, I go back and think it in French...Like how to spell relevant. Thinking in English is a problem. I knew an answer, put up my hand and when I get called on, I would freeze because I could not think of the English words. It occurred more often in areas like math. I know the multiplication tables in French. Five times eight doesn't mean anything but cink fois huit quarante. You just say it like Mary, Mary quite con— trary. I would associate English words that are similar to French words with the French meaning. Once when mother made a joke that flopped I said, "Ha, Ha, mother thinks she is spiritual." Spiritual means funny in French. Everyone looked at me. I'd always stick out my hand when introduced to someone when I was first back. Then I'd put it back. Then they'd bring theirs out and put it down. I pretended I didn't know French on the Metro in Paris. Lee and I were sitting, chewing gum. Across from us sat a girl with a short skirt and a top that was really low. They were talking, whispering sweet things and he was reaching down her back and then down the front of her dress. Lee and I were talking in English about he is taking it a bit far reaching down the front of her dress. The girl looked at us and said to her boy friend, "Look at those tourists chewing gum." Summary of French Speakers In the discussion of French speakers a number of statis- tically significant factors, as well as non-statistically sig- nificant trends, were identified as affecting the learning 181 of French and the proficiency levels attained. Residency :hlean area where French is spoken was found to be a powerful Inmxiictor of learning to speak French. The data suggest that an eaxception may be residents in a French-speaking area wherwe French is not a comprehensive language. Residence in a French-speaking area is an important factnor in predicting proficiency. However, the concentration cflfssubjects in the research population who attended the Amerrican Community School of Beirut where French is stressed may have biased the findings which suggest that higher pro- ficiency in speaking is related to residence in areas where French is spoken by a local elite. Although not statistically significant, the data suggest that overall grade point average in secondary school anmnng non-residents may be predictive of proficiency. Statistically significant findings show that the .learning of French is strongly affected by gender roles. FdJuiings for the overseas research population closely parallel a norm commonly held to be true for language students in the United States, that it is more apprOpriate for females to learn French than males. Females learn French Imore often, both among resident and non-resident groups. 131 contrast, no difference between males and females in pro— ficiency ratings was observed either among resident-French speakers or non-resident French speakers. 182 Sponsorship of parents has an affect on the learning of French; Department of Defense and Missionary dependents claimed to speak French least frequently. Business spon- sorship was found to be indicative of proficiency in speak- ing. However, the statistically significant predictions of both the ability to speak and proficiency in speaking are again seen as influenced by the large number of students from the American Community School of Beirut in the research population. Data suggest that Department of Defense dependents resident where French is spoken may have lower proficiency ratings, supporting the hypothesis that inter- action with host nationals in the local language is not preceived as an essential skill among those in the military community. Findings also suggest that length of stay may be pre- dictive of proficiency. School sponsorship is suggestive of a number of hypotheses: 1) Lower proficiency ratings may be claimed by resident—French speakers in Department of Defense schools; 2) Students attending missionary-sponsored schools may claim higher proficiency ratings in French when it is the local language; 3) Among non—resident-French speakers attending missionary-sponsored schools, intellectual self— confidence scores seem to be more predictive 183 of proficiency than overall grade point average; H) Those taking correspondence courses who reside where French is spoken seem to learn French, and claim a higher proficiency rating. 5) Attendance at a community or company school in Asia may indicate proficiency in speaking French. These results are seen as particularly represen— tative of the alumni of the American Community School of Beirut; and, 6) Enrollment in a community, proprietary or Non- United States school in Europe may be most pre- dictive of proficiency in speaking French. When the language of instruction is French, a pro- ficiency rating of "excellent" may be claimed. Having described the main factors related to the speaking of French, the chapter now explores the dynamics involved in reading French. French Readers Definition of French Readers Of the 150 students in the research population, 8H or 56 percent reported that they read French. Those 8H who claimed to read French with ratings of "excellent," "good," or "fair" are classified as French readers. All French speakers in this study also reported that they read French. Four French readers, however, claimed that 18H they are not French speakers. Three of these four resided in areas where French is not spoken; the fourth attended a school where French was stressed as an academic subject, but where the language was spoken only by a local elite. Area of Residency and Self-Reported Proficiency Ratings in Reading French Unlike resident-Spanish readers, French readers who resided in areas where French is spoken did not claim higher proficiency ratings in reading French than non- resident French readers. (See Table 82.) This finding may reflect the bias of the research population which in- cludes a large number of French readers from the American Community School of Beirut. Students at this school, although resident where French is spoken by a local elite, tend to learn French primarily in the classroom as do students who are not resident in French-speaking areas. TABLE 82 Frequency and Percentage Distribution of French Readers by Residence in French-Speaking Area and by Self-Reported Proficiency Ratings in Reading French Self-Reported Proficiency Ratings in Reading French Residence in French- Ratings of Rating Speaking Area "Excellent" of or "Good" "Fair" Totals Resident Where French is Spoken 31(78) 9(22) H0(100) Not Resident 28(6H) 16(36) HH(100) Totals 59(20) 25(30) 8H(100) Chi Square: 1.9205 Significant: No 185 A number of trends occur in the data which are not statistically significant, but which do suggest hypotheses. Some of these are noted in the remainder of this section. Language of Instruction in Secondary School and Self—Reported Proficiency Ratings in Reading French It can be noted that the four subjects who attended secondary schools where French is a language of instruction claimed to read French with ratings of "excellent" or "good." (See Table 83.) TABLE 83 Frequency Distribution of French Readers by Attendance at Secondary Schools Where French is a Language of Instruction and by Self—Reported Proficiency Ratings in Reading French Self—Reported Proficiency Ratings in Reading French Attendance of Secondary Schools Ratings of Ratings Where French is a "Excellent" of Language of Instruction or "Good" "Fair" Totals Attended Secondary School Where French is A language of Instruction H 0 H Did Not Attend 55 25 80 Totals 59 25 8H Gender Role Differences When resident-French readers and French readers who did not live in French-speaking areas are compared by self— reported proficiency ratings and by sex, 35 percent or 186 eleven of 31 resident-French readers who claimed ratings of "excellent" or "good" are males; 65 percent or twenty of 31 are females. When resident French readers are compared with non-resident French readers, the percentage of males who claimed ratings of "excellent" or "good" drops to 28 percent (eight of 28); a higher percentage of non-resident French readers who claimed ratings of "excellent" or "good" are females. (See Table 8H.) This trend among non-resident French readers is similar to the belief commonly held to be true of students in the United States, that females are better classroom students of French. 187 TABLE 8H Frequency and Percentage Distribution of French Readers who Resided in French-speaking Areas and Those who Did Not by Sex and by Self-Reported Proficiency Ratings in Reading French FRENCH READERS WHO WERE RESIDENT IN FRENCH SPEAKING AREAS Self—Reported Proficiency Ratings in Reading French Ratings of Ratings "Excellent" of S ex or "Good" "Fair" Totals bdaales ll (35) H (HH) 15 (38) Freemales 20 (65) 5 (56) 25 (62) Totals 31 (100) 9 (100) H0 (100) FRENCH READERS WHO WERE NOT RESIDENT IN FRENCH SPEAKING AREAS ESelf-Reported Proficiency Ratings in Reading French Ratings of Ratings "Excellent" of S e X or "Good" "Fair" Totals MEa;J.€es 8 (28) 3 (19) ll (25) FeerrléaLLes 20 (72) 13 (81) 33 (75) ‘ITCD‘tals 28 (100) 16 (100) HH (100) Overall Grade Point Average in Secondary School and Self—Reported Proficiency Ratings in Reading French Do those subjects with higher grade point averages in Secondary school also claim higher proficiency ratings in 188 reading French? Data from the present study indicate that more than two—thirds of the subjects who claimed ratings of "excellent" or "good" have overall grade point averages in secondary school of B plus or higher. Among non-resident French readers, more than three of every four persons who claimed ratings of "excellent" or "good," have overall secondary school averages of B plus or higher. (See Table 85.) This trend suggests the hypothesis that proficiency level in reading French among those not resident where French is spoken, as in the case of Spanish readers, is related to overall success in school. TABLE 85 189 Frequency and Percentage Distribution of French Readers who Resided in French Speaking Areas and Those who Did Not by Overall Grade Point Average in Secondary School and by Self-Reported Proficiency Ratings in Reading French. FRENCH READERS WHO RESIDED IN FRENCH-SPEAKING AREAS Self—Reported Proficiency Ratings in Reading French Overall Grade Point Average in Secondary School B Plus or Higher B or Lower Totals Ratings of "Excellent" or "Good" 21 (68) 10 (32) 31 (100) Ratings of "Fair" H (HH) 5 (56) 9 (100) FRENCH READERS WHO DID NOT RESIDE IN FRENCH—SPEAKING AREAS Totals 25 (62) 15 (38) H0 (100) Self-Reported Proficiency Ratings in Reading French Overall Grade Point Average in Secondary School B Plus or Higher B or Lower Totals Ratings of "Excellent" or "Good" 22 (78) 6 (22) 28 (100) French as an Area Ratings of "Fair" 10 (62) 6 (38) 16 (100) of Study and Self-Reported Proficiency Ratings in Reading French Totals 32 (73) 12 (27) HH (100) Finally, among subjects in this study, inspection shows that higher proficiency ratings in reading French were 190 reported by those who chose French as an area of concen- tration in their undergraduate program. Thirteen persons (fifteen percent of all French readers) are studying French as an undergraduate major, minor or cognate. Twelve of these thirteen reported that they read French with a rating of "excellent" or "good." (See Table 86.) TABLE 86 Frequency Distribution of French Readers by Those Studying French as Undergraduates and by Self-Reported Proficiency Ratings in Reading French Self-Reported Proficiency Ratings in Reading French Those Studying Ratings of Ratings French in "Excellent" of College or "Good" "Fair" Totals French Students 12 1 13 Not French Students H7 2H 71 Totals 59 25 8H Summary of French Readers and Comparison with French Speakers In summary, proficiency in reading French is not pre- dicted by residence where French is spoken. Trends in the data which are not statistically significant suggest two hypotheses. Attendance at school where the language of instruction is French, and the study of French in college 191 may indicate higher proficiency ratings in reading. While the findings yield no difference in speaking proficiency between males and females, either among those resident or not, resident in French—Speaking areas, gender roles may affect proficiency in reading. Females claimed higher proficiency ratings among non-resident French readers. This trend reflects the norm commonly held to be true among high school language students in the United States, that females are better classroom students than males. Grade point average in secondary school among those not resident where French is spoken appears to predict pro- ficiency in reading French, supporting the hypothesis that among non-residents reading proficiency in French is re- lated to overall success in school. Having considered a number of factors related to the speaking and reading of French, a consideration of the learning of languages in addition to Spanish, German, and French, will be undertaken. 192 LEARNERS OF ADDITIONAL LANGUAGES Chapter VII Introduction The learning of languages in addition to Spanish, German and French, is discussed in this chapter in two sections, "Speakers of Additional Languages," and "Readers of Additional Languages." The subjects in the present study learned to speak 2H living languages in addition to French, Spanish and German. Living languages are languages which are listed as currently spoken by Mueller, in Th3 World's Living Lagguages (l96H). "Additional languages" were learned by persons in all sponsorship categories. Table 87 enumerates the occurrences of the learning of these languages by sponsorship of the learner, and in six categories of additional languages. 193 mm NH mH s m b mH mHMHOB m o m H H H m smnwo mH a o H o a a mmmchsm om N NH 3 o o m ssmsoammaz HH m o H m H m cmHHH>Ho Hmsmomm m H H o o H m mmcmmmm mo pamEpsmamm mHMHos osmpmmm cmoHsmE< mmmCMQMh mommswcmq CMHHMHH mmmsmSPQOL mpcmsmm nmmz CMHm< commosom mo mHanOmcoam msoz cmoHsm< smnvo 6902 so moo @902 so moo so one omcsmoq mmwmsmamq poshmmq mommsmcmq sn ocm mpcosmm mo aHzmsomcomm >o smegma pom anammm .nocmsm ow QOHHHoo< CH mmwosmamq mcHzoaM psoaom 0:3 mmpmsomsmmmUCD ooocmHsmmxm mmmmsm>o mcoE< mmwmomcma HmCOHHHoo< wchsmmA Ho mmocwsssooo HH< Ho cOHpoanpmHa socmsvmsm hm Mdm1xasided in Brazil for only one year during secondary schpmvamehm mommsw>o omocovv< Hmma Hoonom mo mHszOmcoem sass soow xm o o sass soow xm >HHCOEEOQ spmc0HmmHz mHMHOH cmOHLmE< CMOHQH< apopmmm hmmz COHm< mmOGMQMh commOhsm :QOLHO: cmHHmHH mmoomOHsom ommm mmmsmcma mommnw>o poocwpp< meq Hoozom may mo mHzmsOmcomm so omasosw mmmswcmq may mcHommm CH mmchmm >OCOHOHmosm OOHLOQOMIMHOm >Q pew omom mmmsmcmq map so mowmsmcmq HMGOHpHoo< mCHommm mo moocmphsooo mew mo COszoHsvam socmoomsm om mqm.;."""7~ ,1 '; l , fl « “h”, ." i": ,. an 0233“ ‘.. ’“4 . lo inf: | 'l . 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' ' ,-, 3 "1'1? . ’ {‘n i‘L:1*'Jiinl 5 90 310 “0‘33””.— .ll'.'l .IJ,1} v r A . ‘ ' 's .1. i“. “"‘-~§".,=i") {'s'm'q n« long-133; “1lw 11.. fl! pfi: PEN 9'. -a« , ainnv..1.uuo pnlwillo? afl: Iago! «u94 surg~bli ,‘fifzJ nhia aazsl; .-::n-J:W qxa wuoy 3 r,ui~nJ illw g! wauwun anodq” .Yhule a1.J~QnOl a fin chq 29 __ __._'_.-..',-r,.--...—— .n..- my *————r P fl_ . _J:wadv;n i.301 :7093 aowA -1s; 1>w3361n03 ad“ .1ac u?5{__. .1udT .ixww_' .esuT .ndfl ..(Y“osa" aeouig; .H.q wo\bna ,n,& .sn“ ung Code No. Page Two. l. Your sex: Male Female 2. Where were you born? (city) , (state7’ (EOuntry) 3. What do you consider your home state? A. Are you a U.S. citizen by birth? Yes No 5. Are you a naturalized U.S. citizen? Yes No 5. if you are a naturalized U.S. citizen, state country of former citizenship, age of naturalization: _____ Country of former citizenship Age at naturaliza- tion 7. Are you a dual citizen? Yes No 3. If you are a dual citizen, state countries of dual citizenship: z_ and 9. What was your father's birthplace? city state country l0. What was your mother's birthplace? city state country ll. Have you had military service? Yes NO if yes, give dates of service, branch of service, and nationality of service. l2. ‘??FEE) '7?37' (branch of service) (nationality of service) l3. Has any of this service outside the U.S.? _____Yes No lh. Where, outside of the United States, did you serve? Page Two. ( Code No. Page Three. Beginning with the most recent and working backwards, list below all the 5 places you have lived overseas during your teen years. Enter your . approximate age, circle the grade or grades, fill in the name of the school or type of education. Name of School Attended Age (if none, indicate if you took at correspondence c0urses, ~ Country Lived in lime Circle Grade or Grades tutored at hemeI etc.) Most recent '5. St 9th lOth llth l2th l3 (city, country) (a3?) (grade) (name of school) 3' l6. 3th 3th lOth llth l2th l3 (city, country) (aEZ) ‘(grade) (name of school) — \I o F, 3' 9th l0th llth 12th 13 8 (city, c0untry) (aEE) (grade) (name of school) i8. 8th 9th lOth llth l2th fl (city, country) (a5?) (grade) (name of school) '9. 8th 9th lOth llth l2th 13 (city, country) (33;) (grade) (name of school) ’ 20. Has the “most recent” overseas experience recorded in Item is above, in connection with the overseas empl0yment of the head of your family? Yes. The head of my family was employed as (occupatiOn) with in l (organization) (city) (cauntry) ‘ No. l was overseas because ' (state reason or purpose) 2|. During your first through seventh grades, approximately how many years were (years) In what country(les)? yOu overseas? ( 35‘ Page Three. ‘ . I 6.0% "6;; 1 W" l ' . - u A " ‘lu, tedVSt‘tes?’ (in'theVUnP "rade or grades in boarding schoolgoverseasw_*i: .. . , '- ‘ ', o . . .,._ ' ,' ‘ i . .l . - i .e ' a. ‘1 - 3,. i i .. ‘ pg 56 “llving arrangements, e.-g., dOnmitory,,residenceflhall ‘,, h ’” e apartment, living wi‘th parents et,‘g .’ ' i A “ $.- .' C .' ... . . ,1 .-_ - .,__ h -v- ‘ > - a ,. ~T »— . ...-$5. ‘ - i , ‘ l v — . l . ) ‘ l l . i' ‘ . I“ J- ... l — V \' . Page Four. ‘ v . I Page Five. ybu read, by: pneugkizhg? the fan ng ’ . . only a few. rds of'a hanguageu gmve the therébany.languagQ Page‘EiVe; . . '. ‘ H - , . ., 7 _ —. ., . .1: _. . , o - . I‘ —_ ‘_i_'—, level" of ‘-.f';ot=ma‘_l' 'eduaatii'on {ob‘taj net! 5! Y.0 ‘ : I “ 3" fair") Father: ‘;Mother' -*. H.’ u')‘ e ,I .. -/‘ V .54 * «It», yéu- now-have ...-...? .. ..‘.__;:§__1 . . iio'y'Our now have I‘ iv ing? - I“, V -, i .‘ ,1 ' ..a'n only child? ‘ _“V ,gw‘ {the first—born (but no-t ah only child)? . che second-born? the -,th i id‘s-born or later? 38. 39. 40. hi. #2. “3. Code No. Page Seven. What is your father's present employment? _g (name of occupation) with A“ . (name of organization) where is your father living now? (city) (State) (country) What is your mother‘s present employment? __ (name of occupation) with . (name of organization) where is your mother living now? (city) (state) ‘(country) What is your parents present marital status? married divorced legally separated other (explain circumstances): During the period or periods you lived outside the United States, how would you describe your health? (Check one of the blanks below.) On the whole, my health overseas was: excellent good fair poor Did you have any major illness or accident while living overseas? Yes No If “yes,“ specify: THANK YOU FOR YOUR COOPERATION. PLEASE MAIL THE QUESTIONNAIRE IN THE STAMPED ENVELOPE. BE SURE TO SEAL THE ENVELOPE. Page Seven. APPENDIX B INTERNATIONALLY MOBILE STUDENTS QUESTIONNAIRE Institute for International Studies in Education College of Education Michigan State University East Lansing, Michigan 48823 INSTRUCTIONS In those items with fixed resppnses, circle the appropriate alternative which best describes your attitude, belief, or situation. If you want to qualify your answer, use the blank page provided at the back for this purpose. Be sure to mention the item you are qualifying. In some items, a written response is called for. If the provided Space is not sufficient, continue on the blank page provided at the back for this purpose. Be sure to mention the item you are continuing. 10. Code No. Page One. INTERNATIONALLY MOBILE STUDENTS QUESTIONNAIRE Institute for International Studies in Education College of Education Michigan State University East Lansing, Michigan 48823 Circle your sex: M F Date of birth: Age at last birthday: Circle number of your marital status: College or University where enrolled: Circle year in college: Present Present Are you If yes, If yes, What is l. 2. (month) (day) (year) 1. single 2 married 3. divorced 4 other (specify) freshman 1. 2. saphomore 3. junior 4. senior 5. other (specify) academic major(s): academic minor(s): gainfully employed? (circle answer) Yes No what do you do? are you employed: (circle number) 1. full-time 2. part-time your racial background? (circle number that applies) My parents are of same racial background:(8pecify) My parents are of different racial background. My father is My mother is Citizenship of parents: (circle number and specify if appropriate) 1. both are U.S. citizens 2. father U.S. citizen; mother citizen of 3. mother U.S. citizen; father citizen of 4. father citizen of ; mother citizen of Page One. 11. College students normally encounter problems - some small, some Page Two . large, some temporary, some long-standing - while they are at college. Below is a list of problems which students mention as giving them some worry or difficulty. To what extent is each of the problems a current source of worry to you? Circle (NO) if no problem; (SOM) if some problem; (SIG) if significant problem. If the problem is a source of worry to you, also indicate whether it is of recent onset (circle REC) or is a long-standing problem (LNG). PROBLEM AREA Finances O O O O O I O O O O I O O O O O 0 Handling the content of course work . . Meeting members of the Opposite sex . Relationships with a particular member of the opposite sex . . Deciding on my major field. . . . . . . . Deciding on my future occupation or career. Relationships with my parents . . . . . . Relationships with relatives other than parants O C O O O O O O O O O O O O I 0 Getting along with my roommate(s) . . Trying to "find myself" in the sense of personal meaning and identity. . . . . Finding friends who share my values and background . . . . . . . . . . . . . Relationships with faculty member(s).“. Relationship with college administrator(s). Health. 0 O O O O O O O O O O O O O O O O Other (specify) . . . . . . . . . . . . . TO WHAT EXTENT A PROBLEM 5 Q ‘5 U .37 w 573' a? as 03 problem probl NO SOM SIG NO SOM SIG . NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG NO SOM SIG USE BLANK PAGE AT BACK FOR ADDITIONAL REMARKS OR QUALIFICATIONS Page Two. HOW LONG A PROBLEM Q 3’ on c C O €7’V E“ '53 8 gas 0 Q: *4 REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG REC LNG 12. 13. 14. 15. 16. 17. Circle your average grade in secondary school: A+ A A- B+ B B- C+ C C- Circle where you ranked in your graduating class: 1. upper 10% D. CODE NO. Page Three . 2. upper third 3. middle third Circle size of your graduating class: 1. 0-10 2. 11-25 3. 26-75 4. 76-99 5. 100-199 6. 200-299 7. 300 and over What was the size of your class in your last year overseas? Circle your grade point average for last term: Check if no prior college term. A+ A A- B+ B B- C+ C C- D F 1. 2. 3. 4. 5. 4. lower third 0-10 11-25 26-75 76-99 100 and over How did you feel about last termIs grade point average? CirclethMIer that applies. .__ no prior college term 1. very satisfied 2. somewhat satisfied 3. somewhat dissatisfied 4. very dissatisfied Page Three. Page Four. 13. How did your parents feel about your last term's grade point average? Circle letter that applies. no prior college term . very satisfied somewhat satisfied somewhat dissatisfied very dissatisfied my parents don't know about my grades O‘LfldI-\WNH O . my parents don't care about my grades 19, Compared to last college term (or high school if no prior college), do you expect your next grades will be: higher lower 1. 2. 3. about the same 4. don't have any idea 20. If you are failing one or more courses, to what do you attribute this? 21.How important is it to you to get good grades? Circle one. 1. very important 2. fairly important 3. not very important 4. not important Page Four 22. 23. 24. 25. Code No. Page Five. If the majority of your secondary education was obtained overseas, how well do you feel it prepared you for college academic work? Circle number that applies. did a very good job preparing me for college work 1. 2. did a fairly good job 3. did a poor job 4. did a good job in some areas but poor in others If the majority of your secondary education was obtained in the U.S., how well do you feel it prepared you for college academic work? Circle number that applies. did a very good job preparing me for college work 1. 2. did a fairly good job 3. did a poor job 4. did a good job in some areas but poor in others In what ways do you think the secondary education which you had overseas gave you outstanding or exceptional preparation for college work? In what ways do you think the secondary education which you had overseas was deficient in preparing you for college work? What were the major factors leading you to apply or choosing to enroll at this college? Page Five. Page Six 27. As you see your situation at the present time, how much education do you think your parents (or guardians) expect you to get? Circle number that applies. . a year in college two years of college 1 2 3. three years of college 4 four years of college (Bachelor's Degree) 5 graduate or professional school 28. As you see your situation at the present time, how much education do you really expect to get? Circle number that applies. 1. less than four years of college Bachelor's Degree (B.A., B.S., etc.) Master's Degree (M.A., M.S., etc.) Ph.D. or Ed.D . M.D., D.D.S., D.V.M. L.L.B. or J.D. B.D. other (specify) CDNOUI-I-‘LAJN 29. Do you plan to go straight through until you reach the level of ed- ucation specified above? 1. Yes 2. No If No, when might you interrupt your studies and for what purpose(s)? 30. Are you considering transferring to another college during your under- graduate work? 1. Yes (If yes, why?) 2. No Page Six Code No. Page Seven . 31. PeOple attend college for a variety of reasons. Listed below are some of the reasons students give for attending college. We would like to know what are important reasons for your being in college. Circle IMP if the reason is important to you, circle NOT if the reason is not important to you. <, '0 <99 C$§ s 69 Q0 0'0& «9‘ S ’v. I want the prestige attached to a college degree . IMP NOT I want to please my parents . . . . . . . . . . . IMP NOT I want to live up to a family tradition of going to college . . . . . . . . ....... . . . . . . . IMP NOT I enjoy the social part of college life . . . . . IMP NOT College gives me an Opportunity to deve10p meaning in my life I O O O O O O O O O O I O O O O O O O IMP Nor College gives me an Opportunity to participate in radical movements . . . . . . . . . . . . . . . IMP NOT It will help me get a position overseas . . . . . IMP NOT It will help prepare me for a life of service to others . . . . . . . . . . . . . . . . . . . . IMP NOT I want a student deferment for military service . IMP' NOT Other (Specify) _' IMP NOT 32. Circle YES or NO to the following: I am the first of my family to attend this college . . . YES NO One or more of my brothers or sisters have attended or are attending this_college . . . . . . . . . . . . . . . YES NO One or both of my parents attended this college . . . . . YES NO One or more of my grandparents attended this college . . YES NO 333° Which type of college work do you prefer? Circle number that applies. 1. a predominance of class work, class assignments, and regular examinations 2. a predominance of independent reading, writing, and research Page Seven Page Eight. Rate yourself on each of the following traits asgyou really think you are when compared with other students of your own age. We want the most accurate estimate of how you see yourself. Circle one for each item. Q) Q) a?" «3" o\° L. L. N S s w 0‘)" q; :30 3‘ 0'9” Q) .3 L. 0 a: -c o 0 ~. 3 .00 Q ,3 Q) S ‘7 V ‘° “’ Academic ability HT AA A BA LT Athletic ability HT AA A BA LT Artistic ability HT AA A BA LT Attractive to opposite sex . . . . . . . HT AA A BA LT Drive to achieve . . . . . . . . . . . . HT AA A BA LT Leadership ability . . . . . . . . . . . HT AA A BA LT Mathematical ability . . . . . . . . . . HT AA A BA LT Originality . . . . . . . . . . . . . . . HT AA A BA LT Physical appearance . . . . . . . . . . . HT AA A ‘BA LT Public speaking ability . . . . . . . . . HT AA A BA LT Self-confidence (intellectual) . . . . . HT AA A BA LT Self-confidence (social) . . . . . . . . HT AA A BA LT Sensitivity to criticism . . . . . . . . HT AA A BA LT Well - liked by others . . . . . . . . . HT AA A BA LT Writing ability . . . . . . . . . . . . HT AA A BA LT Use blank page at back for additional remarks or qualifications. Page Eight. Code No. PageNine The following items refer to some general reactions which you might have to a variety of issues. Please circle whether you agree (A), c m are uncertain (U) or disagree (D). J? ‘9 35‘3" o b . ‘O :§'Iér I am just as comfortable with foreigners as I V' . am with my fellow countrymen. . . . . . . . . . . . . A U D I talk about different things with pe0ple who have had overseas experience than with those who have not. . . . A U D I doubt that there are any other countries where I could live as happily as in the United States . . . . . . . . A U D I feel more comfortable with peOple who have had overseas experience than with those who have not . . . . . . . . A U D I have more positive feelings about being an American when I am overseas than when I am in the U.S. . . . . . A U D I am more aware of being an American when I am overseas thaHWhenIamintheU.Saoooooooceases-oA U D I feel different from people who have not had overseas experience. . . . . . . . . . . . . . . . . . . . . . . A U D I feel like a spectator on American life . . . . . . . . . -A U D I feel I can trust most Americans I meet overseas. . . . . A U D I feel I can trust most Americans I meet in the United States 0 O O O O O O I O I O O O 0 O I O O O O O A U D I feel I can trust most foreigners I meet in their home country. . . . . . . . . . . . . . . . . . . . . . A U D I feel I can trust most foreigners I meet in the United States 0 O O O O O O O O O O O O O O O O O O O O A U D I feel very much a part of American life . . . . . . . . . A U D I am well informed about national political affairs. . . . A U D I am well informed about international political affairs . A U D I tend to keep up on affairs in the country (countries) in which I lived overseas . . . . . . . . . . . . . . . A U D Most peOple neither understand nor care about what my overseas experience means to me . . . . . . . . . . . . A U D Page Nine. 36. 37 38. 39. 40. What shocked you upon returning to the U.S.? Page Ten What surprised (but not necessarily shocked) you upon returning to the U.S.? What did you do last summer? Worked at Briefly indicate. Voluntary service as Travelled in or to In school, studied at Other (specify) What are your plans for the coming summer? Working at Briefly indicate. Voluntary service as Travelling in or to, In school studying at Other (specify) Which political party do you prefer? 1. Republican 2. Democrat 3. Other (specify) Page Ten 41. CODE NO. Page Eleven. Below is a general list of things that students sometimes do. Indicate which of these things you did during the past year in school. If you engaged in an activity frequently, circle "F". If you engaged in an activity one or more times, but not frequently, circle "0" (occasionally). Circle "N" (not at all) if you have not performed the activity during the past year. -' Circle one for each item. a a .7 y ‘17 «5‘ 0° "’ a ‘N u o, 0 e a” <50 c Read poetry . . . . . . . . . . . . . . . . . . . . . . . . . F O N Voted in a student election . . . . . . . . . . . . . . . . . F O N Cut class . . . . . . . . . . . . . . . . . . . . . . . . . . F O N Studied in the library. . . . . . . . . . . . . . . . . . . . F O N Participated on the Speech or debate team . . . . . . . . . . F O N Acted in plays. . . . . . . . . . . . . . . . . . . . . . . . F O N Talked with a faculty member outside of class . . . . . . . . F 0 N Wrote for the school paper or literary magazine . . . . . . . F O N Wrote a short story or poem (not for class) . . . . . . . . . F 0 N Checked out a book or journal from the school library . . . . F O N Attended a public recital, concert, or ballet performance . . F O N Typed a homework assignment . . . . . . . . . . 1 . . . . . . F O N Cheated on an examination . . . . . . . . . . . . . . . . . .I F O N Turned in a paper or theme late . . . . . . . . . . . . . . . F O N Asked questions in class. . . . . . . . . . . . . . . . . . . F O N Attended a lecture on some serious tOpic. . . . . . . . . . . F O N Participated in pre-professional clubs or clubs in my major field. 0 I O I O O O O I O O O I I O O O O O O O O O O O O F O N Participated in internationally related clubs or organizations F O N Participated in traditional political organizations (eg. Young Republicans, Young Democrates). . . . . . . . . F O N Participated in contemporary political organizations ' (eg. S.D.S., Students for Civil Rights). . . . . . . . . . F O N 9209 Rlnvpn. Page Twelve. Below are a series of statements which may characterize your feelings about college life. ¢ Circle whether you agree (A), ‘3? are uncertain (U) or disagree (D). This college has high academic standards. . . . . . . . . . . I am proud to say that I go to this college. . . . . . . . . A U D I like the region of the United States in which this college is located. . . . . . . . . . . . . . . . . . . . A U D This college has an excellent program in my fie1d(s) of study. . . . . . . . . . . . . . . . . . . . . . . . . A U D Most of my professors are good to excellent. . . . . . . . . A U D I feel like a "number" at this college. . . . . . . . . . . .A U D I felt "lost" when I first came to this campus. . . . . . . .A U D I feel an integral part of campus life. . . . . . . . . . . .A U D The intellectual climate is challenging at this college. . . A U D There are students from a wide variety of backgrounds at this COIlege. O O O O O O O O O O O O O O O O O 0 O 0 .A U D I get a lot of individual attention from the faculty. . . . .A U D I have a lot of personal freedom at this college. . . . . . .A U D My college work is relevant to my concerns in life. . . . . .A U D Administrators at my college are too rigid in their attitudes toward drinking. 0 O I O O Q 0 O O O O O O O 0 .A U D There is too much student concern with sex on my campus. . . A U D College students should have more voice in determining the content Of courses. 0 O O O O O O O O O O O O I O O O O O A U D College teachers are afraid to state their positions on current issues in the classroom. . . . . . . . . . . . . .A U D College students should have more voice in faculty promotion and tenure. . . . . . . . . . . . . . . . . . . ... . . . A U D College students should not have hours imposed on them. . . .A U D Page Twelve. 43. 44. 45. 46. 47. Code No. Page Thirteen How actively did you participate in highschool activities? Circle number that applies. 1. very active 2. moderately active 3. not active Did you participate in a religiously-oriented youth group during your teen years overseas? ‘ 1. Yes (describe briefly) 2. No Do you generally like or dislike assignments requiring original res- earch? 1. like 2. dislike If you need help in your academic work to whom do you turn for help? (e.g. instructor, counselor, parents, friends, tutor, etc.) never need academic help never turn to anyone else, try to solve problem myself I turn to (specify) If you need help on personal problems, (other than academic) to whom do you turn for help? (e.g. instructor, counselor, resident assistant, parents, health center, clergyman, student friends, roommate, "steady", etc.) never need help never turn to anyone else, try to solve problems myself I turn to (Specify) Page Thirteen 48. Indicate the importance to you personally of each of the following. Fourteen. Circle E if essential, V if very important, ‘§ 8 if somewhat important, and N if not Q 4? important. 3° 6" 4.. a s?" cc? A, 0 Nr 3’ a? 5% a. o «u N a a 5’ SP 3 *1 g o g c: 5' «a r, A a s Becoming accomplished in one of the performing arts (acting, dancing, etc.). . . . . . . . . . . . . . . . .E V S N Becoming an authority on a Special subject. . . . . . . . .E V S N Becoming an expert in finance and commerce. . . . . . . . .E V S N Having administrative responsibility. . . . . . . . . . . .E V S N Being very well-off financially. . . . . . . . . . . . . . E V S N Helping friends who are in difficulty. . . . . . . . . . . E V S N Participating in a voluntary service organization dmestic (e.g. VISTA, etc.). 0 O O O O O O O O O O O 0 CE v S N Participating in a overseas voluntary service organization (e.g. the Peace Corps, I.V.S.). . . . . . .E V S N Making a contribution to science. . . . . . . . . . . . . .E V S N Writing original works (poems, novels, essays). . . . . . .E V S N Being free of obligations to others; ”doing my own thing... 0 O O O O O O O O O O O I O O O O O O O O I E v S N Creating artistic work (painting, sculpture, decorating). O O O O I O O O O O I O O O O O O 0 O O 0 CE v S N Taking reSponSibility for church-related activities. . . . E V S N Being well-liked by others. . . . . . . . . . . . . . . . .E V S N Page Fourteen. 49. In what places of the world do you feel most at home? Code No. Page Fifteen. 50. Which of the following comes closest to describing your career plans? Circle number of response which best fits. l. 2 3. 4 I . I I . I know exactly what I am going to do am fairly certain as to what I want to do am uncertain as to what I want to do have no idea what I am going to do If you answered 1 or 2 in the above question, please answer the following question. When did you really decide on what you want to do? 1. Before high school 2. During high school 3. After high school but not in college 4. In college 51, In thinking about your occupational future, do you feel that in the long run you will have a preference for: Circle number that applies. An academic life (Teaching, research, other scholarly work) 1. \omwambwm H O . A H>>>>>> . Other (Please explain) business career professional life (doctor, lawyer, engineer etc.) career as a trained technician or craftsman teacher on the elementary or secondary level. life centering upon some aspect of the creative arts life centering around a home and family. military service career have not given sufficient thought to this matter to say Page Fifteen. 53. 54. 55. 56. Page Sixteen. Do you have any preferences as to where you would like to establish your home? Specify and briefly indicate why: (To be answered by both men and women.) How many children would you eventually like to have? Circle apprOpriate number. 0. l. 2. 3. 4. Where would you like to have your children spend their teen years? Specify and briefly indicate why: none one two three four or more Where would you prefer to pursue your occupation?- or - where would you prefer that your husband pursue his occupation? l. 2. in one area overseas (indicate country or area) overseas in a number of countries (indicate general area(s)) based in U.S. but with occasional one- or two-year assignments overseas ' - based in U.S. but in a position which includes overseas travel in U.S. only other preference Other than for occupational reasons, are there any places in the world, including area and possible reasons for preference, if any.) the U.S., which you would like to visit or travel in? (Indicate Page Sixteen. 57. 58. 59. 60. 61. Code No. Page seventeen While growing up, who in your parental family really had the final say about things concerning the children? Circle one number. I. 2 3 4. 5 6 7 almost entirely up to father . almost entirely up to mother . usually up to father usually up to mother . decisions jointly made by mother and father . decisions jointly made by parents and children other (specify) While I was growing up, I would describe my family as: (circle one number) wai—i Do you . very close fairly close not particularly close not close at all feel that in the last year or so you have been growing closer to your family or further away from it? During l. 2. 3. 4. 5. 1. much closer 2 slightly closer 3. slightly away 4 . much further away the coming year, how often do you plan to see your parents? every day or almost every day about once a week during hilidays and/or occasional weekends only during the summer. not at all Haw dependent or independent of your parents (or guardians, if applicable) do you consider yourself to be at the present time? I. quite dependent 2. somewhat dependent 3. fairly independent 4. very independent Page Seventeen 62. 63. Page Eighteen. The following three questions are concerned with how you keep in touch with peOple you knew when you were overseas. Please do not put down any names but indicate some position (e.g., biology teacher) or relationship to you (e.g., girl friend) or group (e.g., ten classmates) to indicate person or persons. You may not have any to list. If so, check in indicated Space. On the left, list by position any former overseas teachers, principal, coach, or other adult with whom you have been in touch DURING THE LAST YEAR. have not kept in touch with any adult (other than family) since leaving overseas area. used to keep in touch with one or more adults but have not been in touch during past year. Have been in touch during past Have kept in touch through year with: (e.g., biology (e.g., personal letters, visited teacher, coach,etc.) overseas, visited me here, alumni newsletters, etc.) 1. 1. 2. 2. 3. 3. (Continue on back page if more Space is needed.) On the left, list any.Americans you knew overseas roughly your age with whom you have been in touch DURING THE IAST YEAR. have not kept in touch with any Americans my age since leaving overseas area used to keep in touch with one or more, but have not been in touch during the past year Have been in touch during past year Have kept in touch through with (e.g., reunions, visits, telephone, (e.g., girl friend, boy friend, rooming with, etc.) classmates) l. 1. 2. 2. 3. 30 (Continue on back page if more Space is needed.) Page Eighteen. 64. _ 65. 66. ’67. CODE NO. Page Nineteen. On the left, list any host nationals or other nationals of any age with whom you have kept in touch DURING THE LAST YEAR. have not been in touch with any host nationals or other nationals since leaving overseas area. used to keep in touch with one or more but have not been in touch during the past year. Have been in touch during past Have kept in tough through: (e.g. year with: (e.g. French class- letters, home visits, travelled mate, German landlady, Thai boy- with, etc.) friend) 1. 1. 2. 2. 3. 3. (Continue on back page if more Space is needed.) Do you know of other students at your college who have had overseas exper- ience? (Circle number that applies) 1. I don't know any. 2. Yes, I know one or two. 3. Yes, I know three or more. If you know one or more, how many are close friends of yours? (Circle number) 1. None of them are close friends. 2. One or two are close friends. 3. Three or more are close friends. Of those students with overseas experience at your college, how many did you know overseas. (Circle number) 1. Knew none of them overseas 2. Knew one or two overseas 3. Knew three or more overseas Page Nineteen. 68. Page Twenty. Compare the teenagers you knew overseas with your college classmates on the characteristics listed below. In every group there are ex- ceptions, but in general, which group Shows more of the characteristic indicated. Circle (TO) if you want to choose teenagers classmates and (S) for about the same. In general which group would you say were: friendlier. more SOphisticated. more morally upright. more provincial . better informed . more conservative . more religious. . more serious-minded . more responsible. financially better off. better dressed. more competitive. Page Twenty. . TO . TO . TO . TO . TO . TO . TO o to. «w o o w o o o $’ Q 5?:S c9- 0 0 TO CC CC CC CC TO CC CC CC CC CC CC CC T0 CC overseas, (CC) for college CODE NO. Page Twenty-One. 69. .Are any of your friends foreign students? Yes No If yes, from what country (countries) are they If yes, is any one of them your best friend? Yes No 70. .Are any of your friends of a different racial background from yours? Yes No If yes, of what racial background(s) If yes, is any one of them your best friend? Yes No 71. (If you are married, omit the following question.) What is your best guess as to the chances that you will marry while in college? Circle apprOpriate number. 1. very good chance 2. some chance . very little chance 3 4. no chance 72. Are you engaged or going steady? 1. yes 2. no If yes, is this person: 1. a foreigner 2. an.American with overseas experience 3. an American with no overseas experience but very interested in going overseas 4. an American with no overseas experience or interest Page Twenty-One. Page Twenty-Two. The following items refer to some general reactions which you might have to a variety of issues. Please circle whether you agree 0A), are uncertain (U), or disagree (D). s»? o'" a a: J” P 0 a P ‘0 °o é’ ‘* v: a Q I often react with intense personal feelings to works of art or music. . . . . . . . . . . . . . . . . . . . . A U D I barely have enough money to meet my daily needs . . . A U D Most of the time, I feel that I am a person of worth . . A U D Generally speaking, most things have gone my way . . . . A U D In general, I am more comfortable with older peOple than peOple my own age . . . . . . . . . . . . . . . . . . A U D I get more enjoyment out of life than my parents do . . A U D Generally Speaking, I like competitive situations . . . A U Dy I consult with close friends when I am faced with an important personal decision . . . . . . . . . . . . . A U D I do not make an important personal decision without consulting with my parents . . . . . . . . . . . . . A U D I think life should be endured without complaint . . . . A U D I feel that it is important to satisfy my parents' WiShes O O C C O O O O O C C C 0 O C C I C C C . C C A U D In general, I feel that I have control over my own life. A U D My parents accept my right to make my own decisions even when they do not fully approve of my choices . . A U D One should never compromise one's own beliefs . . . . . A U D All in all, I am inclined to feel that I am a failure . A U D I feel I have an adequate personal philOSOphy of life . A U D Page Twenty-Two. 74. 75. 76. 77. 78. 79. Code No. Page Twenty-three At the present time, what family members do you feel very close to? (Specify by relationship to you, e.g., father, cousin, grandmother, aunt, etc.) At the present time, what persons (other than family) do you feel very close to? (Specify - e.g., boyfriend/girlfriend, landlady, professor, roommate, etc.) As a description of yourself, how accurate is the following statement: "I am one in a group of close friends, and we do most things together." Circle number of apprOpriate response. . very accurate 1 2 fairly accurate 3. not particularly accurate 4. definitely inaccurate Other than on dates or with your spouse, do you generally pursue leisure time and recreational activities ( movies, exhibits, hobbies, etc.) with a group of friends, by yourself, or with one friend? Circle number of apprOpriate response. . . almost always with a group of friends 1 2. usually with a group of friends 3. usually by myself or with one friend 4 . almost always by myself or with onefriend Would you say that you often seem to ignore the Opinion of others when trying to accomplish something that is important to you? 1. no, never 2. rarely 3. occasionally 4. yes, quite frequently Before you do something, do you try to consider how your friends will react to it? Circle one number. . yes, I always do 1 2. yes, I usually do 3. sometimes I do A . no, usually not Page Twenty-three Page Twenty-Four. Below is a general list of things that students sometimes do. Indicate which of these things you did during the past year in school. If you engaged in an activity frequently, circle "F". If you engaged in an activity one or more times, but not frequently, circle "0" (occasionally). Circle "N" (not at all) if you have not performed the activity during the past year. A N N S .9 e . . q? 3,0 '0 Circle one for each item. 0 o o J“ 3' ‘V a, O t. c? a Played games, e.g. bridge, monpoloy, cribbage . . . F O N Spent time in a local grill or snack bar . . . . . F O N Watched TV . . . . . . . . . . . . . . . . . . . . . F O N Gambled with cards or dice . . . . . . . . . . . . . F 0 N Drove a car . . . . . . . . . . . . . . . . . . . . . F O N went to the mov1e S O O O O O O O O O O O O O O O O I F O ‘ N Listened to pOp, rock, or folk music . . . . . . . . F 0 N went danCing O O O O O O O O C O O O O O O O O O O O F o N Smoked cigarettes . . . . . . . . . . . . . . . . . . F O N Arranged a date for another student . . . . . . . . . F O N Went to an over-night or week-end party . . . . . . . F O N Drank beer, wine, etc. . . . . . . . . . . . . . . . F O N Stayed up all night to study . . . . . . . . . . . . F O N Was in bull sessions . . . . . . . . . . . . . . . . F O N Dated O O O O O O O O C O O C C O O O O O O O O O O O F o N Overslept and missed a class or appointment . . . . . F O N Attended Sunday School . . . . . . . . . . . . . . . F O N Prayed (not including grace before meals) . . . . . . F O N Attended church . . . . . . . . . . . . . . . ._. . . F O N Participated in non-violent demonstrations . . . . . F 0 N Participated in violent demonstrations . . . . . . . F O N Participated in voluntary service activities during the college year . . . . . . . . . . . . . . . . . F o N Page Twenty-Four. Code No. PageTwenty-Five. The following items refer to some general reactions that you might have about a variety of issues. Please circle whether you agree(A), ,5 o are uncertain (U) or disagree (D). t? 3’ .2985” aot§5 U.S. trOOps should be withdrawn from Southeast Asia ‘V . immediately. . . . . . . . . . . . . . . . . . . . . . . .A U D U.S. should help Israel maintain itself as a nation. . . . . A U D Most pe0p1e have false ideas about what it is like to live overseas. . . . . . . . . . . . . . . . . . . . . . .A U D Colleges should accept all students who apply regardless of academic achievement in high school. . . . . . . . . . . .A U D I think there are some duties to mankind that are more important than duty to my country. . . . . . . . . . . . .A U D Outside radical student leaders should not be permitted on our campus. . . . . . . . . . . . . . . . . . . . . . . . A U D Our country is probably no better than many others. . . . . .A U D A college should place more emphasis upon academic than upon social deve10pment. . . . . . . . . . . . . . . A U D It would be better to be a citizen of the world than of a particular country. . . . . . . . . . . . . . . A U D We should try to solve our own domestic problems before we try to help people in other countries. . . . . . . . . . .A U D College teachers should be rewarded more for teaching than researCh. O O O O O O O O O O O O O O O O O O O O 0 .A U D Law enforcement officers should forcibly put down violent protests. . . . . . . . . . . . . . . . . . . . . A U D A person in a skilled trade is worth as much to society as one in a profession. . . . . . . . . . . . . . . . . . A U D It is inapprOpriate for college professors to state their position on current issues in the classroom. . . . . . . .A U D Individual liberties and justice under law are not possible in socialist countries. . . . . . . . . . . . . .A U D Page Twenty-Five. 82. 83. Page Twenty-Six. What musical instrument (3) do you play If you have not sung, nor played a musical instrument in the last year, check here and go on to the next question. Below is a list of musical activities in which students sometimes partic- ipate. If you engaged in the activity frequently, circle "F". If you engaged in the activity one or more times, but not frequently, circle "0" (occasionally). Circle "N" (not at all) if you have not performed the activity during the past year. .5 £77\ '3' ~. o 6" "I Q! o to s? » a 0 q” 0 4” ° *1 6’ ° Played in a school orchestra or band. . . . . . . . . . . . F 0 NF Sang in a school choral group . . . . . . . . . . . . . . . F O N Sang in a choral group outside of school (church choir, etc.) F 0 N Played in a combo . . . . . . . . . . . . . . . . . . . . . F O N Played in informal jam sessions . . . . . . . . . . . . . . F 0 N Taken vocal or instrumental lessons . . . . . . . . . . . . F O N Played or sang for pay. . . . . . . . . . . . . . . . . . . F O N Played or sang classical music. . . . . . . . . . . . . . . F O N Played or sang pep, rock or folk music. . . . . . . . . . . F O N Participated in informal group sings. . . . . . . . . . . . F 0 N Practiced alone . . . . . .'. . . . . . . . . . . . . . . . F O N Performed solo. . . . . . . . . . . . . . . . . . . . . . . F O N Page Twenty-Six. 84. 85. 86. 87. 88. Code No. P383 Twenty-Seven. How much weight have you gained or lost during the last year? gained pounds lost pounds To what do you attribute this weight change? Have you been hospitalized during the past year? 1. Yes 2. No If yes, for approximately how long? For what reason? Roughly how many weeks of school have you missed this school year because of illness? 1. less than one week 2. 1-4 weeks 3. more than a month In what ways are you restricted in your activities for reasons of long-standing physical disability or illness? Is this condition in any way related to your living overseas? If so, indicate in what way. How do you usually feel? 1. tired most of the time 2. tired occasionally, but generally active 3. tired seldom, usually active Page Twenty-Seven. 89. 90. Page Twenty-Eight . To what degree are you troubled by: Serious Mild Rare Never case case occurrence troubled Acne Hives or Excema Asthma Ulcers Below is a list of the health problems which peOple sometimes have. Indicate the extent to which you have been troubled by each of these problems during the past year. Circle F, if you have been troubled frequently, 0 if you have been troubled occasionally and N if you have not been troubled. Had headaches. . . . . . . . Had allergic reactions . Had to rest during the day . . . F O N Had colds or respiratory infections. . . . . . . . . . . . . F 0 N Went to infirmary or health clinic . . . . . . . . . . . . . F 0 N Incurred small injuries. . F O N Page Twenty-Eight. 91. 92. 93. 94. 95. Code No. Page Twenty-Nine. FOR.MALES ONLY: (Circle Number of apprOpriate response.) Have you had or are you now enrolled in basic ROTC? 1. Yes 2. No Are you now in or will you take advanced ROTC? 1. Yes 2. No Are you, or would you consider being, a conscientious objector? 1. Yes 2. No How would you describe your concern about military service? (Circle as many as apply.) 1. If drafted, I would serve 2. If drafted, I would request non-combatant service 3. If drafted, I would refuse to serve 4. If not drafted, I would enlist 5. If not drafted, I would NOT enlist 6. I am in ROTC and will be commissioned as an officer 7. Other (specify): FOR WOMEN ONLY: Fifteen years from now would you like to be: (Circle apprOpriate reSponse.) 1. A housewife with no children 2. A housewife with one or'more children 3. An unmarried career woman 4. A married career woman without children 5. A married career woman with children 6. Right now I am not certain Dnan Tmnnfv-Ninn Page No. Item No. Qualification of answer: Page Thirty. Page Thirty. APPENDIX C Indepth Interview Questionnaire During your preschool years, who did you know that knew foreign languages? Describe your relationship with this person. What languages did you use when you were together? What languages do your parents know? Describe how they use them when you are present. How do you feel about their using these languages? What kind of an English accent do your parents have? How do you feel about their accent? What languages did you learn in school in the United States before going overseas? How did you do? Describe your teacher. What languages were spoken in your neighborhood in the United States? When you went overseas, describe the servants you had. What did you do with them? What languages did you speak together? What schools did you go to overseas? What was the language of instruction? What other languages were offered? Describe the language requirements for admission, graduation. What special help was offered to students who had problems in language? What languages did you take in school? Why did you chose to take them? How did your parents feel about your taking them? Describe your language(s) teacher(s). What was emphasized in class? How did you do? Do you have an aptitude for learning languages? 10. ll. 12. l3. 1”. 15. 16. 17. 18. 19. 20. In general how did the students feel about taking foreign languages? What languages did they use when together? What languages did you use with your friends? What language lessons did you take outside of school? Why? Describe a typical day at the last school you attended overseas. How did your knowing a foreign language make a difference to others in your family? What languages did your brothers and sisters know? How did other members of your family's knowing foreign languages help you? How do you feel when you are in a country where you don't know the language? How do you get along? In what ways has knowing a foreign language been a dis— advantage? Describe a time when you pretended you didn't know a language; What languages would you like to learn? Why? What language have you forgotten? When did you notice that this was occurring? What languages would you like your daughters to know? Why? Your sons? Why? How do you feel about a foreigner knowing the language of the country he is in? country he is passing through? How have you used your knowledge of a few words of other languages? How do you feel about Americans in general learning foreign languages. 21. 22. 23. 2M. 25. What place in the world do you feel most at home? Why? What place in the world would you like to live? Why? Why did you chose your present major in college? Minor? What do you think you will be doing five years from now? Ten? Do you have anything else to add? Interviewer should add a description of the appearance of the subject and any general insights gained in the interview. APPENDIX D List of Schools Last Attended Overseas by Type of School Attended and Number of Subjects Enrolled Department of Defense Schools Africa, Libya Wheelus High School Asia, Japan Kinnick High School Europe, Germany H.H. Arnold American High School Augsburg American High School Frankfurt American High School Ludwigsburg American High School Wiesbaden High School unlisted Spain Sevilla High School Missionary Schools Africa, Ethiopia Good Shepherd School Kenya Rift Valley Academy Nigeria Kent Academy Asia, India Kodaikanal School Woodstock School Japan Christian Academy Malaysia Dalat School Republic of the Philippines Faith Academy Taiwan Morrison Academy Thiland Chiang Mai Children's Center South America, Ecuador Alliance Academy Number of Subjects Enrolled FHAFAowmra (JO Appendix D (cont'd) Community Schools Asia, India American International School, New Delhi Pakistan Karachi American School Republic of the Philippines American School Taiwan Taipei American School Thailand International School of Bangkok, Thailand Central and South America, Argentina Arguello Academy Brazil The American School of Rio de Janiero Colombia Colegio Neuva Granda Haiti Union School Peru American School of Lima Europe, Belgium International School of Brussels England Central High School France American School of Paris American College of Paris Italy Overseas School of Rome Near East, Afghanistan American International School of Kabul Iran American Community High School Lebanon American Community School Proprietary and Non-United States Africa, Morocco Lycee Regnault Nigeria International Secondary School of Ibadan Saint Theresa's College Appendix D (cont'd) South Africa Saint Dominic's Priory Vryheid High School Europe, England Baston School France Lycee Jean Giraupaux Greece American Academy Switzerland Bibelschule Beatenberg Ecole Superieur Institut Montana Sweden Swedish Public School South America, Brazil Colegio Progresso Venezuela Academy la Castellana Colegio Internacional de Carabobo Correspondence Course or Not Enrolled Correspondence in Brazil, Dominican Republic, Guatamala and Nigeria Not Enrolled in Nigeria Not Known APPENDIX E Distribution of 150 Overseas Experienced Undergraduates by Sponsorship of Parents and by Regions in Which Resident Overseas Sponsorship of Parents Regions Where Depart- Resident ment Federal Mission- Busi Overseas Defense Civilian ary ness Other Total n = 30 n = 28 n = 38 n = 35 n = 19 n = 150 Africa 0 U 11 l 5 21 Asia 9 18 18 17 ll 73 Europe 28 12 2 11 u 57 Central America 0 2 5 2 l 10 South America 2 u S 8 H 23 APPENDIX F Languages Claimed as Known by 150 Overseas Experienced Undergraduates - Language Number Claiming To Know Percentage English 150 100 Dead Languages Latin u 2.8 Greek 3 2.1 Three Most Frequently Learned French 8” 56.0 German H8 32.0 Spanish H2 28.0 Languages Spoken in Africa Swahili 3 ’ 2.0 Yoruba 2 1.3 Afrikaans l .7 Fula l .7 Hausa l .7 Kisakuma 1 .7 Languages Spoken in Central and South America French Creole 1 .7 Quichi 1 .7 Portuguese 13 8.6 Appendix F (cont'd) Languages Spoken in Asia Excluding the Near East Japanese Thai Hindi Lao Marathi Languages Spoken in Europe Italian Norwegian Swedish Danish Russian Yiddish Languages spoken in the Near East Persian Arabic Hebrew Turkish APPENDIX G Ranking of Languages Claimed as Known by 150 Overseas Experienced Undergraduates by the Number-Percentage of Individuals Claiming to Know Each Language by 522k Percent Number Claiming to Know Each 1 English 100.0 150 2 French 56.0 8H 3 German 32.0 H8 H Spanish 28.0 H2 5 Portuguese 8.6 13 6 Italian H.7 7 7 Japanese, Persian H.0 6 each 8 Latin 2.8 H 9 Greek, Swahili, Thai 2.1 3 each 10 Arabic, Hindi, Norwegian Swedish, Turkish, Yoruba 1.3 2 each 11 Afrikaans, Danish, French Creole, Fula, Lao, Hausa, Hebrew, Kisakuma, Marathi, Quichi, Russian, Yiddish .7 1 each ICHIGRN STATE UNI V IIIIIII1III|I2IIII|IIIIIIIIIIIIIIIIIIII7 IIIIIIIIILIIIISIIIZIIIIIES