Rethinking the Place of Spanish

Extract

One of my favorite sayings——SITUated on the tenuous interface between humor and seriousness—is “Money isn't everything, but it's way ahead of whatever is in second place,” which is cynical and materialistic but impossible to completely reject. In our profession, one could plug in the word Spanish and derive the same results. At colleges and universities across the country, enrollments in Spanish language courses are growing out of proportion, while programs in other languages often struggle to attract students; some small language offerings have in fact become endangered species, and comparisons to the laws of natural selection permeate the discourse. To the many acronyms that pepper the jargon of our profession has been added LOTS—that is, languages other than Spanish—a disclaimer used whenever language programs and language enrollments are being discussed. This acronym is troubling, since it categorically removes Spanish from the discussion of language programs as being too big to handle or—even more sinister—as somehow constituting an obstacle to the teaching and appreciation of the remaining languages, that is, of the LOTS. Even more troubling are the constant references to the “Spanish problem,” heard among university administrators and language program directors, and the downright offensive comparisons between Spanish enrollments and gorillas of varying dimensions and body weight, depending on who is offering the simile. Why should one facet of the disciplines we hold most dear become a problem akin to a threatening beast escaped from the menagerie? I am aware of no global demonization of other trends found in the humanities (sarcastic and often politically incorrect backroom comments notwithstanding); we had no structuralist, deconstruction, feminist, Marxist, or postmodern problem, and the current attractiveness of such areas as applied linguistics, gender studies, and cultural studies is not seen as problematic except by a small group of professors whose own courses are perceived as losing enrollment to these upstart newcomer fields. Across universities no one speaks of the math problem, the science problem, the physical education problem, or even the English problem, despite the fact that all students are required to take courses in these areas and that staffing and resource issues often cause the shoe to pinch in many places simultaneously. To face these issues squarely, we need to examine facts and fantasies, pride and prejudice, public virtues and private vices, and reject the fratricidal vivisection of our profession in favor of a stance that is both ethically defensible and logistically realistic.