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In a globalized, interconnected world, multilingualism is essential for effective communication, understanding of other cultures, and the development of global citizenship values. In addition to being part of a global personal cultural identity and a practical tool for communication in transnational teams, multilingualism has been linked to creativity and to problem-solving, both of critical importance in addressing complex issues, and regular use of more than one language has even been shown to stave off dementia. International organizations, multinational corporations, and educational institutions approach multilingualism differently, each with the language strategy that aligns most closely with their mission and goals. How can international educators best prepare students for an increasingly multilingual world and workplace where multilingualism is the norm rather than the exception?

This article examines the significance of the French and Francophone presence in North America and its impact on French language learning and use, with a special focus on the linkage between Québec and French language advocacy. Within a context of heritage languages, the lack of opportunity to learn additional languages in US public schools, and declining enrollments in languages in US colleges and universities, the scope of both the historical and contemporary role of Francophones in the US is described, and a brief overview of French language advocacy is provided. Current trends, including Francoresponsabilité and Franco-Activisme, as well as the importance of advocacy partnerships and online learning, are also explored.

This article examines the role of French as a heritage language in the United States within the context of a multilingual world and a framework of respect for other languages and cultures both locally and globally. As more than 10M Americans are of French ancestry and 2M speak French in the home in the US, French language and Francophone culture are part of American history and cultural identity. In addition, French is a global language spoken by 300M around the world, so French language skills and understanding of Francophone culture are also part of the global skills set. The history and current status of French in the US along with French language and Francophone cultural organizations, French language learning, and organizations and initiatives aimed as valuing the French language and Francophone culture in the US are examined. The article concludes with a discussion of the future of French, the importance of partnerships, the role of advocacy, and an affirmation of the importance of French language and Francophone culture in a globalized multilingual world and an increasingly multilingual American society.

There is a foreign language deficit in the US – not only do Americans tend to speak only English, but US students do not always have the opportunity to learn additional languages, including heritage or family languages. On the other hand, most Americans have a heritage language in their background, and 70M in the US speak another language in the home.  Independent learning is an important element in effectively addressing the foreign language deficit both in terms of Anglophone Americans learning additional languages and of heritage language speakers maintaining and re-acquiring their heritage language(s). This article examines how, in the classroom and beyond, language educators can play a valuable role in empowering and supporting independent self-directed learners to learn another language and in developing sustainable environments for language use in the home, community, and workplace. In addition, it is necessary to work to increase the accessibility and affordability of language learning so that those who are not in the educational system, especially adult learners, have access to learning new languages, including heritage languages. It is equally – and perhaps even more – important that parents and communities are supported in their efforts to maintain their family language and ensure that their children have an opportunity to learn and use their family language. Language educators can also work to develop materials for language learning freely accessible to all as well as opportunities for the use of different languages in their institutions and communities, as well as in the workplace.

Language skills and cultural knowledge are essential in the globalized world, and more than half of Americans surveyed indicated that they regretted not having done more language study while in school, yet not every US student has the opportunity to learn an additional language. Languages face serious challenges in the US. Relatively few US students learn an additional language, and many students do not have the opportunity to learn a world or heritage language, despite the current and growing importance of language skills in the workplace and the job market, However, rather than dwelling on the challenges - serious though they may be -it is important to focus on how we can address these challenges, and even turn them into opportunities for educators, learners, and language stakeholders, supporters, and enthusiasts. Index Terms--language advocacy, language learning, language use, language deficit

Although cosmopolitanism has a long history, it has become even more relevant in the global era and, especially, since the COVID-19 global pandemic has made communication and understanding across cultures more important than ever. Multilingualism is the essential cosmopolitan skill and tool, empowering those who are proficient in one or more additional languages to understand, and to communicate and interact with others more effectively. The United States suffers from a foreign language deficit, and there is an urgent need to build both motivation and interest in other languages along with sustainable skills in other languages in the US. Steps to effectively address this deficit include prioritizing language learning and use, and providing the opportunity to all interested students to learn one or more additional languages.

This article examines the significance of multilingualism in finding global solutions and creating a better world. Language learning and multilingualism in the individual are discussed. The role of multilingualism in effectively addressing complex global issues is described. The nature of language skills and cultural knowledge in the individual and within international organizations is analyzed in terms of both policy structure and crisis communication, including the COVID-19 global pandemic, along with a brief overview of multilingualism in international business organizations. The US foreign language deficit is briefly discussed. Perspectives on foreign language education for a better world are provided, as are possibilities for increasing multilingualism for a better world.

Although a nation of immigrants and although more than 60M speak a language other than English in the home, the United States suffers from a foreign language deficit, in which demand for foreign language skills exceeds supply, and where opportunity to learn another language is actually decreasing. Compared to Europe for example, a significantly smaller percentage of US students study another language, and language study typically begins later. In order to build the foreign language skills needed in the workplace, in the globalized world, and in our society, all students should have the opportunity to learn another language, and in order to increase opportunity, advocacy is needed to promote language learning and to support and defend endangered programs.  Effective advocacy needs to be not only strategic, but intentional, a mindset and skills set stemming from a core value of making the world a better place through our everyday actions.

Foreign language learning has been disrupted by declining enrollments, exacerbated by the COVID-19 pandemic. Although the benefits of languages are well known, few US students study another language. Beyond the decline in enrollment and lack of qualified language teachers, issues facing languages in US colleges and universities include the crisis in the humanities, the curriculum, and online learning. In a globalized world, the need for international education is evident. Advocacy is needed, including K-l 6 and interdisciplinary collaborations, to rebuild the number of foreign language learners so that there will be a sufficient number of students with the interests and skills to pursue pre-professional language studies at the postsecondary level. A national language policy would encourage language learning and reduce divisions within our increasingly multilingual society. The leadership role of faculty in making the case for languages, developing interdisciplinary and K-16 partnerships, supporting access to foreign language learning for all interested students from the earliest grade levels, and expanding the postsecondary foreign language curriculum to include multiple career pathways, is essential.