Students studying a language are often told that the best way to become fluent is not studying in a classroom, but rather immersing themselves in a country where that language is spoken. Dartmouth is known for its study-abroad programs and offers a program for almost every language offered on campus. Despite their reputation, however, it seems too many Dartmouth students return from these programs let down by the degree to which their language skills did not improve. This begs the question what is the purpose of these programs?
To be sure, language foreign study programs (FSPs) and language study abroad (LSAs) programs can significantly improve students' language abilities. In particular, students who commit themselves to learning the language while on these programs will see their proficiency drastically increase. These programs can only teach students so much, however. Hoping to become fluent, students (even those who are dedicated) will find themselves falling significantly short of their goal.
For most of us, learning a second language is no easy task. It is a process that takes time, and unless you are extremely talented when it comes to languages, becoming fluent requires more than 10 weeks immersed in a country.
My experience studying abroad in Berlin for six months last year first on the German Foreign Study Program and then on an off term attests to this. Despite having studied German for four years in high school and another year at Dartmouth, it was only after three months in Berlin that I started to feel like I was actually fluent. It was at that point that I was thinking and dreaming completely in German and more importantly, able to keep up with my host mother in heated conversations about American politics without any problems.
The time it takes to become fluent will vary from person to person. Perhaps students who are taught using the Rassias method (I was not) can become fluent in less than three months in a foreign country or perhaps I am just a slow learner when it comes to languages. Having spoken with other students, however, this does not seem to be the case.
Dartmouth students should thus not expect to become fluent on a language FSP or LSA 10 weeks is just too short for this to be a realistic goal for most students. This is ultimately one of the drawbacks of the D-Plan. Students have enough time to get only a taste for foreign countries before they have to leave. The brevity of these programs, however, should not be discounted. After all, it allows more students to participate unlike at other schools, students at Dartmouth do not have to commit a half year if they want to study abroad.
While 10 weeks may not be too short for students to become fluent, it is long enough for students to get a foot in the door of the country where the program is located. In my mind, this is the main advantage of the Dartmouth language programs, and yet it is the most undervalued. For students interested in returning afterwards, the programs serve as ideal springboards for future opportunities studying or working abroad. In addition, it is much easier for students to find worthwhile opportunities after having studied in a country. These programs help with all this, while fitting perfectly into the Dartmouth schedule and curriculum. On my FSP, I was not the only student to return after the program for another term three others did so as well. All of these experiences were made possible by the FSP.
Furthermore, most students who do fellowships or scholarships abroad after graduating start by going on a FSP or LSA while at Dartmouth. Whether it is during an off term or post-graduate, students who go on the language programs have many more opportunities open if they want to return afterwards, and it is during these opportunities that most students will experience the reward of becoming truly fluent.
