Persuasive Essay: Why Students Should Not Be Required

Persuasive essay arguing why students should not be required to take Spanish as their Language Other Than English credits

Persuasive essay arguing why students should not be required to take Spanish as their Language Other Than English credits. Intro paragraph with thesis, three body paragraphs with different arguments/reasons in each, "mention the opposition" (I don't remember the word for this, but my teacher explained it to be "bringing up a point from and opposing argument and showing why it's wrong"), conclusion paragraph summarizing the three body paragraphs and restating the thesis. No specific word count, but preferably just one front page. High school sophomore/junior-level essay.

Paper For Above instruction

Persuasive essay arguing why students should not be required to take Spanish as their Language Other Than English credits

In many high schools, students are required to take a foreign language, with Spanish being the most common choice. However, requiring all students to take Spanish as their Language Other Than English (LOTE) credits may not be the most effective or beneficial policy. Students should have the freedom to choose the language that best suits their interests, needs, and future goals. Therefore, students should not be mandated to learn Spanish, as it can limit individual choice, may not be necessary for their personal or professional development, and could be better replaced with more practical options.

Increased Flexibility and Personal Choice

One primary reason students should not be forced to take Spanish is that it restricts personal choice. Every student has different interests and career aspirations. Some may wish to learn a language relevant to their cultural background, such as Mandarin, Arabic, or French. For others, language learning may not be necessary at all, especially if they do not plan to travel or work in a multilingual environment. Forcing everyone to take Spanish ignores these diverse needs and interests, limiting their freedom to explore languages that may be more meaningful or useful to them.

Limited Practical Use for All Students

Another argument against mandatory Spanish classes is that it does not benefit every student equally. Not all careers or lifestyles require knowledge of Spanish. For instance, a student aiming to pursue a career in science or technology may find that other skills or subjects are more beneficial for their future. Additionally, in certain regions or communities, Spanish may not be the most prevalent language. Thus, requiring Spanish may not be the best use of time and resources for everyone, and students should be allowed to select language courses that have real-world relevance to their future plans.

Addressing the Opposition

Some might argue that learning Spanish is important because it is widely spoken in the United States and can provide advantages in the job market. They may also say that it promotes cultural understanding and integration. While these points are valid, they do not justify forcing all students to learn Spanish. Instead, schools could offer a variety of language options, allowing students to choose the language that aligns with their interests and goals. Moreover, cultural understanding can be achieved through other means such as electives, exchange programs, or cultural events, rather than mandatory foreign language classes that do not suit all students.

Conclusion

In conclusion, requiring students to learn Spanish as their foreign language credit is restrictive and not suitable for all learners. It limits individual choice, may lack practicality for some students' future careers, and overlooks the diversity of language needs among students. Instead of enforcing a single language requirement, schools should offer a variety of language options and allow students to select the languages that best support their personal and professional aspirations. This approach would foster a more inclusive and relevant language learning environment, respecting students' diverse interests and goals.

References

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