Since the emergence of models and frameworks for college and university internationalization in the early 1990s, post-secondary world language education has remained a core dimension of internationalization in theory (American Council on Education, no date; Association of American Colleges and Universities, 2007; Hudzik, 2011; Rudzki, 1995; Spencer-Oatey and Dauber, 2016). Yet a report by the American Council on Education (ACE, 2017) found that, in actuality, most institutions have afforded little attention to developing students’ second language proficiency despite the considerable benefits of language learning experiences to prepare learners for the challenges of a global workforce in the 21st century. This article argues that developing an informed intercultural mindset paired with proficiency in at least one language other than English is essential for graduates to take advantage of the many professional, societal, and educational opportunities of today’s global community. To this end, we urge internationalizing post-secondary institutions with an interest in providing students with second language skills and the relevant educational experiences for which leading language organizations consistently advocate (American Council on the Teaching of Foreign Languages, 2015a, 2015b; Modern Language Association, 2007).

中文翻译：

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我们正在为谁进行国际化？呼吁在国际化工作中优先考虑第二语言学习

自1990年代初出现大学和大学国际化的模型和框架以来，中学后世界语言教育一直是理论上国际化的核心内容（美国教育委员会，无日期；美国大学与大学协会，2007年； Hudzik，2011； Rudzki，1995； Spencer-Oatey和Dauber，2016）。然而，美国教育委员会（ACE，2017）的一份报告发现，尽管语言学习经验可为学习者提供应对全球挑战的巨大好处，但实际上大多数机构对培养学生的第二语言能力几乎没有给予任何关注。 21世纪的劳动力。本文认为，发展出一种知情的跨文化思维方式，并熟练掌握至少一种英语以外的其他语言，这对于毕业生利用当今全球社区的许多专业，社会和教育机会至关重要。为此，我们敦促大专院校国际化，以便为学生提供第二语言技能和相关教育经验，而领先的语言组织也一直在为此提倡（美国外语教学理事会，2015a，2015b；现代语言协会，2007）。