Developing a Double Major Curriculum in Two Foreign Languages to Meet the Current Needs of Program Stakeholders
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A more globalized economy is seen as driving a demand for foreign language competency and a diversity of skills. Double-majoring especially in foreign languages is therefore in an upward trend as it broadens students’ linguistic and cultural perspectives as well as providing more career opportunities. This study evaluated a double major program in two foreign languages by using a quantitative method. Questionnaires were designed as research instruments for four groups of program stakeholders as the sample groups including students, graduates, graduate employers and instructors. Data analysis revealed that studying two foreign languages as a double major was perceived to be beneficial for students’ career paths and it was considered as a strength of the program, aside from the program option of providing a practicum course or an academic experience abroad. Recommendations from the stakeholders were discussed, including foreign languages of interest to be paired with English as double majors which, according to this study, Chinese was selected as the most preferred choice, and certain aspects of the curriculum management to be revised for the highest efficiency of foreign language learning and serve the needs of program stakeholders in the current global community.
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