Regarding “News & Notes: Interest in Romance languages falls quickly” (Thursday, Feb. 17, 2011):
I write in response to the ‘Prince’s’ recent claim that the study of Romance languages is “falling steeply” in the article “News & Notes: Interest in Romance languages falls quickly.” The comment posted on behalf of the Modern Language Association of America in response is quite right to show that this so-called “news” is misleading and that its statistics don’t reflect the real situation. What’s more, the article’s end date of 2006 makes it more ancient history than news. True, the study of French, Portuguese, Spanish and Italian — the four modern Romance languages taught at Princeton — has suffered in some institutions because (as the comment says) there are fewer majors programs available; these studies have also been affected by the elimination of language requirements in some colleges; but despite that, overall the study of Romance languages is growing.
As chair of the department of French and Italian here at Princeton, I know that the last 6 years have witnessed stable enrollment in Italian and a steady increase in French; while applications to our graduate program in French this year were higher than they’ve been for the last 6 years. I’m sure the position is equally healthy in our sister department of Spanish and Portuguese.
French and Italian at Princeton does not just teach languages, either. We offer a range of cultural experiences, from Slow Food to the performances of l’Avant-Scene, that are important not just for navigating Europe but for enjoying the globe: from East Asia, Africa, the Caribbean, to here in the North American continent. Get with the joie de vivre, and don’t recycle outdated doom and gloom, ‘Prince.’
Professor Sarah Kay
Chair of the Department of French and Italian
Translating grades is a good idea
Regarding “Editorial: Translating grades” (Wednesday, Feb. 23, 2011):
I applaud the Editorial Board for its proposal in “translating grades.” I think it is such a promising proposal that the staff of the ‘Prince’ ought to take steps to ensure that the administrators capable of enacting it have been exposed to it. And as a courtesy to the readers, it would be good to publish the results of that exposure.
I would sleep easier if the ‘Prince’ ran a follow-up piece in which Dean of the College Valerie Smith and/or President Shirley Tilghman were exposed to the proposal. A few ideas (3 is my favorite):
1) A general article on the effects of grade deflation on employment, in which the proposal is mentioned and the administrators interviewed about it.
2) A podcast in which Tilghman or Smith is interviewed regarding the proposal (and perhaps others).
3) A transcribed interview with Tilghman or Smith on the future of grade deflation, in which the administrator responds to a question about the grade translation proposal.
Jason Kaplan’12
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