Language Level Outcomes for PASSHE Universities without Language Major Programs

1. Since students will only be able to reach the intermediate low level of language proficiency at a PASSHE campus without a Foreign Language major or minor program, their speaking competency will be limited to short, concrete, and predictable survival level statements.  They will only be able to speak about their daily activities, order food, and make simple purchases.  They will struggle will direct questions in the L2 and may make inappropriate questions, frequently pause, and ineffectively attempt to correct themselves.  Their pronunciation will be strongly influenced by English and only sympathetic native listeners who are accustomed to dealing with foreigners will be able to understand them.
2. Not being able to study past the 2202 level will limit students on these campuses to writing sentences in L2 that mirror familiar patterns learned in a textbook.  Their writing will be short and simple.  Their vocabulary will be very limited.  They will commit basic grammar errors, make incorrect word choices, fail to spell words correctly, and may not use correct L2 punctuation.  Their writing will only be understood by natives used to reading messages written by foreigners.  They will not be able to to meet basic work and academic writing needs at any foreign academic institution nor produce routine social correspondence.  They will not be able to handle time frames beyond the simple present tense.
3. Students will be limited in terms of engaging in any original or spontaneous conversation in L2.
4. Students will be limited to an interpersonal (survival) focus on languages as opposed to an interpretive and presentational focus.
5. Students will only be able to read the simplest of material in the L2 (greetings and social amenities) and will frequently misunderstand material that strays from rehearsed reading.
6. Students will not be able to study any L2 culture significantly enough to identify historic or cultural contributions made by these people in the many fields of study or activities.
7. Students will be limited in terms of cultural comparison, because they will not be able to engage in complex conversations, conversations about the past, or conversations that reach beyond daily activities.  It is doubtful that students will be able to question or see past cultural stereotyping.
8. Not being able to study beyond the intermediate level will prevent students from acquiring a language minor or studying to be a language teacher.  This will reduce the number of K-12 language teachers and prevent business, nursing, social work, and other students with related majors from building competitive résumés.  Career prospects will be reduced. 
   
9. Essentially, the local community will be forced to look elsewhere for any language related staffing needs and students will be limited to seeking work where no significant language study is valued.
10. Our universities will not be able to form partnerships with elementary and secondary schools to make available their expertise in international studies or language pedagogy.
11. Our institutional commitment to international awareness will be significantly shallower. We will not help students become “world citizens”. 
12. Travel abroad will be significantly limited.  Students will not be able to make life-time or professional contacts in foreign countries and may only minimally qualify for L2 language programs abroad.
13. Students will not be prepared to meet the language requirements of graduate level study.