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Article In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報): Online-First Articles

A century of foreign language requirements at Texas Tech University

Historical evolution and strategic responses

 | Texas Tech University
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Abstract
The decline of foreign language enrollments in U.S. higher education reflects broader structural, pedagogical, and policy-driven challenges, particularly amid the increasing prioritization of STEM fields and workforce-oriented curricula. Using Texas Tech University (TTU) as a case study, this study examines the historical evolution of undergraduate foreign language requirements from 1925 to 2026. National trends are contextualized alongside TTU-specific data, illustrating structural pressures on enrollment and foreign language programs development. The study further analyzes strategic responses implemented by its Chinese program. Evidence indicates that the strategies enhance accessibility, professional relevance, and student engagement, resulting in sustained enrollment growth. The findings suggest that deliberate, multi-level interventions can effectively stabilize language programs, offering an example for resilient and sustainable foreign language programs within large public universities.
摘要
德克萨斯理工大学外语要求的百年演进： 历史变迁与策略应对
美国高等教育中外语课程注册人数的下降反映了更广泛的结构性、教学性和政策性挑战，尤其是在 STEM 领域和以就业导向为核心的课程体系日益受到重视的背景下。本文以德克萨斯理工大学（Texas Tech University, TTU）为案例，考察了该校 1925 至 2026 年本科外语学分要求的历史演变。在宏观大趋势的背景下， TTU的个案分析揭示了美国高校外语项目在生源和项目发展上面临的结构压力。同时，本文系统分析了TTU中文项目所采取的战略性应对措施，讨论了相关措施在提升课程普及性、职业相关性、学生参与度、稳定生源稳定和项目发展上的成效。本研究结果表明，通过多层次、有针对性的干预措施，可以有效稳定外语项目，为大型公立大学构建有韧性、可持续发展的外语项目提供了个案参考。
Article outline
  • 1.Introduction
  • 2.Introduction to Texas Tech University
  • 3.The historical evolution of foreign language requirements at TTU (1925–2026)
    • 3.1Institutional formation and early policy patterns (1925–1953)
    • 3.2Policy decentralization and curricular flexibility (1954–1990)
    • 3.3Institutional reintegration and policy formalization (1991–present)
  • 4.The current foreign language requirements at TTU
    • 4.1College of Arts and Sciences
    • 4.2College of Media and Communication
    • 4.3College of Visual and Performing Arts
  • 5.Challenges in foreign language education in higher education nationally and institutionally
  • 6.Strategic responses
    • 6.1Hybrid modality
    • 6.2Asynchronous online course mode
    • 6.3Career-driven curricula
    • 6.4Outreach and engagement for the K-16 pipeline
  • 7.Conclusion
  • Note
  • References
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