Utah’s German Language Programs Face Extinction, Raising Concerns About Educational Priorities
The sound of the German language is diminishing in Utah’s classrooms, as programs across the state – from K-12 schools to universities – are being scaled back or eliminated entirely. This decline, according to educators, reflects a broader trend of prioritizing educational programs based on enrollment numbers rather than recognizing the intrinsic value of language diversity and its contribution to a globally-minded citizenry.
The erosion of German language education in Utah is not simply an academic issue. it represents a potential loss of cultural understanding and economic opportunity. Once the third most spoken language in the state, German now faces an uncertain future as funding cuts and shifting educational priorities take their toll.
BreAnn Busboom, a public high school German teacher and Utah Teacher Fellow currently pursuing a doctorate in education policy and leadership, describes the frustration of teaching a language that is increasingly questioned for its “usefulness.” “It is frustrating teaching German when others insist they don’t understand why someone would take German as it ‘isn’t as useful’ as Spanish,” she says. Busboom points to Germany’s position as a global leader in engineering, economics and science, arguing that a German language background provides significant benefits to students pursuing careers in these fields. She also highlights the fact that German is the most widely spoken native language in the European Union.
Beyond career prospects, Busboom emphasizes the broader cognitive and cultural benefits of bilingualism. “Bilingualism develops critical thinking, empathy and problem-solving skills,” she explains, qualities that are “sought after by professionals across industries.” The loss of language programs, represents a diminishment of these crucial skills within the state’s population.
The situation is particularly acute at the university level. Recent legislation, HB265, mandated cuts to programs with lower enrollment, disproportionately impacting language and humanities departments. German programs and teacher preparation programs at multiple universities have already been eliminated, effectively dismantling the pipeline for future German teachers in the state. This creates a self-perpetuating cycle: fewer teachers lead to program closures, which further reduces the number of students prepared to teach the language.
The problem extends beyond higher education. Busboom recounts her experience witnessing the closure of a strong German program shortly after leaving the district, and now faces the potential closure of the program at her current school. She notes that even German Dual Language Immersion programs are being closed in some districts.
Administrators often cite low enrollment as the primary reason for cutting language programs. However, Busboom argues that this is not the sole factor. “Frequently, administrators or parents do not see the value in offering language courses beyond Spanish,” she says. This reflects a broader societal tendency to prioritize immediate career relevance over the long-term benefits of a well-rounded education.
The financial pressures facing Utah’s schools also contribute to the problem. With limited funding and increasing mandates from the state legislature, schools are forced to make difficult choices. Language programs, often viewed as non-essential, are frequently among the first to be cut. This creates a ripple effect, impacting not only students but also the future workforce of language educators.
The consequences of these cuts are far-reaching. Beyond the loss of linguistic and cultural knowledge, the decline of German language education weakens Utah’s ties to German-speaking countries and businesses. Utah has established economic ties with German-speaking nations, and a workforce proficient in German can facilitate stronger trade relationships and investment opportunities.
Busboom urges Utahns to reconsider the definition of “value” in education. “There is value in learning something that doesn’t lead to a career pathway but does help foster a global mindset,” she argues. She calls for increased support for remaining German programs and a broader advocacy for language learning opportunities across the state. “Multilingualism is an act of resistance in an ever-narrowing educational landscape.”
The situation in Utah serves as a cautionary tale for other states facing similar pressures to prioritize short-term economic gains over the long-term benefits of a diverse and globally-competent citizenry. The fading sounds of “Guten Tag” in Utah’s classrooms may signal a broader trend of linguistic and cultural erosion, with potentially significant consequences for the state’s future.
