Tennessee public high school students currently must earn two credits in the same world language to graduate with a standard diploma, which is part of the state’s 22-credit graduation requirement. 

This requirement can be satisfied through courses in languages such as Spanish, French, German, Latin, or other options available within their district. Since 2017, American Sign Language (ASL) has also been recognized as a modern language that fulfills this requirement.

World language courses adhere to the Tennessee Academic Standards for World Languages, revised in 2017 and updated in 2024, with implementation scheduled for 2028. These standards emphasize essential skills, including communication, cultural understanding, connections, comparisons, and community involvement. 

Additionally, middle school students can earn high school credit for introductory courses if they meet high school-level expectations. Students often benefit from learning a foreign language earlier academically.  

Currently, students can waive the foreign language requirement with written consent from a parent or guardian, allowing them to replace language courses with other electives, such as additional math, science, or career and technical education credits. This option is frequently utilized by students pursuing career paths where language studies may be less relevant. Therefore, there is no pressing issue that necessitates a solution in this context.

The ongoing debate about the necessity of the two-credit requirement is gaining traction. In 2025, Robert Eby, chair of the Tennessee State Board of Education, proposed various alternatives, including the potential elimination of the requirement or a reduction to a single credit. 

Chairman Eby highlighted several critical factors: a 2.84 percent vacancy rate for world language teachers, the need for student flexibility in STEM and career-focused disciplines, and the low utilization of language skills after graduation. The vacancy rate reflects the state average in other subjects, and language skill utilization is also debatable, depending on the person.  

Proponents of these changes argue that reducing the requirement could create space for classes in computer coding or fine arts, despite the well-documented advantages of language acquisition. This proposal, however, seems to create an unnecessary choice when additional electives can easily be added, and waivers are already available.

Critics, including educators, students, parents, and lawmakers, have voiced strong opposition. They warn that such changes could lead to cuts in programs—particularly in rural districts—diminished cultural awareness, and disadvantages in college admissions. 

Many universities in Tennessee, such as the University of Tennessee Knoxville, either encourage or require two language credits, as do numerous selective out-of-state institutions. Furthermore, many districts underscore the importance of language proficiency for workforce readiness, citing over 14,000 jobs in Tennessee that demand these skills.

The potential elimination of the two-year foreign language requirement is fundamentally misguided. Learning foreign languages is essential for preparing students for a diverse society. Students who do not wish to learn a foreign language can simply request a waiver. While the State Board of Education may consider revisions, any approved changes are unlikely to be implemented until the 2026-27 or 2028 school year.

Chairman Eby’s proposal to redirect credit hours toward STEM or fine arts may seem appealing, but it overlooks a crucial fact: language education is not a hindrance; it is a vital pathway to success. 

The cognitive and cultural benefits of learning a foreign language are invaluable and cannot be overstated. We agree that the waiver provision must be emphasized for students who wish to opt out of the requirement.

In 2025, Tennessee attracts significant foreign investment, primarily from Japanese companies. Recent developments include a Canadian firm expanding in Hawkins County, a German company growing in Morristown, and a Japanese firm increasing manufacturing in Henderson County. These investments underscore Tennessee’s allure in the automotive, energy, and advanced manufacturing sectors.

As Tennessee navigates its educational landscape, it is crucial to maintain a strong commitment to foreign language education. This commitment ensures that students are equipped to thrive in an increasingly diverse and interconnected world. The future of Tennessee’s economy and its position in the global marketplace depend on this dedication.

— JC Bowman, Executive Director of Professional Educators of Tennessee. He is the Contributing Editor of TriStar Daily.