What a New State Law Means for Language Learning Abroad

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What a New State Law Means for Language Learning Abroad
Holly-hudson

What a New State Law Means for Language Learning Abroad

Global engagement has always been a cornerstone of higher education, and Texas sends thousands of students abroad each year. Yet while international experiences remain popular, enrollment in foreign language courses has been steadily declining for more than a decade, both in Texas and across the U.S. This trend stands in contrast to the growing demand for multilingual professionals in fields like health care, trade, and national security.

Texas Senate Bill 2431 steps into this landscape with a clear goal: to leverage study abroad programs as a way to strengthen language proficiency. Given workforce needs and the increasing emphasis on global competency, it is a timely move.

What SB 2431 Requires

Passed during the 89th Legislature, SB 2431 directs Texas universities to offer students the opportunity to earn foreign language credit through existing study abroad programs. The legislation applies to any baccalaureate degree program that includes study abroad in a country where English is not the primary language. Programs in English-speaking countries and non-credit-bearing travel or internships are excluded.

Institutions have some flexibility in how they meet this requirement. They can enroll students in credit-bearing foreign language courses during the program, either in person or online. Or they may choose to design faculty-supervised language immersion experiences or take other creative approaches. Whatever the method, universities must provide and clearly communicate these options, maintain academic oversight, and document the credit awarded.

Why This Matters

The bill’s sponsors point to research showing that demand for foreign language skills will rise sharply, approximately 60 percent in health care and trade over the next five years. Beyond workforce benefits, language learning is linked to cognitive advantages such as improved memory and multitasking. Immersion through study abroad remains one of the most effective ways to learn a language, and SB 2431 seeks to capitalize on that by integrating language learning into programs students are already choosing.

The Catch: Implementation Challenges

Here’s where things get complicated. At many institutions, including Texas A&M, most students participate in short-term programs, often five weeks or less, focused on major-specific courses. These programs are typically faculty-led and designed around disciplinary content, not language acquisition. If one student on a faculty-led program choses a language option, the logistical challenges of accommodating that student in a limited, short-term experience could be numerous. Adding a language component could disrupt academic goals and scheduling, discourage faculty from proposing programs, and create credit transfer headaches for languages not taught at the home institution.

Students are also strategic. If a language course doesn’t advance their degree plan, they may skip it, even if offered. Exchange partnerships without language options could be affected, potentially narrowing destinations and limiting student choice.

Looking Ahead

SB 2431 is well-intentioned, but its success will hinge on thoughtful implementation. Guidance from the Texas Higher Education Coordinating Board is expected, and institutions have until the 2026–2027 academic year to prepare. The challenge will be balancing the bill’s goals with the realities of program design and student priorities, without creating additional barriers to participation.

Stay tuned. This conversation is just beginning.

As universities consider how SB 2431 may shape their study abroad structures, Gateway International Group provides collaborative support in program design, operational planning, and implementation. Learn how our Education Abroad Operations and Support Services can help your institution prepare effectively.

Authored by  Holly Hudson, Ed.D., Associate Vice President and Senior International Officer,

Texas A&M University

About the author: Dr. Holly Hudson is the Associate Vice President for Global Engagement in the Office of the Provost. In this capacity, she provides leadership and oversight of the Global Engagement department, working across the University to promote, support, and ensure the execution of Texas A&M’s global strategic plan. Dr. Hudson has worked in International Education for two decades and has emerged as a leader in the field, holding memberships and serving in various roles in the Association of International Education Administrators (AIEA), NAFSA: Association of International Education, the Forum on Education Abroad, and DA Global. She is on the Board of Directors for the Institute for Study Abroad, serves on the Podium Education Advisory Board, and is an AIEA Presidential Fellow. Dr. Hudson came to Texas A&M in 2018 as the Executive Director of Education Abroad, where she successfully led initiatives to improve campus relations, create organizational efficiencies, and elevate Education Abroad. She earned a Master of Science in Economic Development with an emphasis on International Development from the University of Southern Mississippi and a Doctor of Education in Higher Education Administration from the University of Alabama.

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Episode 29: Cultural Lens on U.S. Higher Education: Analyzing International Perceptions of 'Anti-Woke’ Discourse

Dive into a nuanced exploration of the global discourse surrounding higher education in the United States. Join us for a panel discussion with esteemed international educators as we embark on a journey through the lenses of culture and international perspective, examining how global audiences interpret and engage with the ‘anti-woke’ discourse within the context of U.S. higher education. This engaging panel discussion will delve into the intersections of culture, ideology, and education, and the complex landscape of how international audiences perceive the ‘anti-woke’ narrative that has emerged within U.S. academia.

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Fanta Aw is a distinguished leader in international education, renowned for her extensive contributions to global learning, cross-cultural understanding, and educational equity. With a deep commitment to fostering connections between diverse cultures and promoting educational excellence, she has significantly impacted the international education community.

Fanta Aw’s career has been characterized by her dedication to advancing global education initiatives, promoting diversity and inclusion, and nurturing partnerships that transcend borders. She has held influential roles in various organizations, advocating for the importance of international collaboration and learning experiences that empower individuals to navigate an increasingly interconnected world.

As a thought leader and visionary, Fanta Aw’s insights and expertise have shaped discussions on the future of international education, emphasizing the significance of equitable access, cultural exchange, and lifelong learning. Her work has not only elevated institutions but has also inspired countless individuals to embrace the transformative power of global education.

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An experienced global researcher and administrator, Mark Beirn brings a critical approach to risk management, factoring structural racism and identity-based violence into his rubric for supporting equitable global mobility.

Specialization Areas:

– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development

 

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Stephen Appiah-Padi​

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Stephen Appiah-Padi is an international educator with several years of teaching and administrative experience in both 4 and 2-year HEIs. An experienced global education practitioner-scholar, with a demonstrated history of success in the field.

Dr. Appiah-Padi has a Ph.D. from the University of Alberta, Edmonton, Canada in Educational Policy & Administration with a specialization in International/Intercultural Education.

At Northwestern College, he provided oversight in the administration of education abroad and international student services. In Lansing, Michigan, he first oversaw diversity and intercultural education at Lansing Community College, and later created the Center for International and Intercultural Education (CIIE) which merged intercultural engagement and international education programs of the institution, and he became its first director. Additionally, Dr. Appiah-Padi taught a course, “Diversity in the American Workplace”, to undergraduate management students of the College. In his current position, he provides leadership and vision in advancing strategic internationalization initiatives, including international partnerships and study abroad programs at Bucknell University.

Dr Appiah-Padi has created and facilitated several workshops for faculty and staff development in higher education and in business organizations. He has presented at several national and international conferences. In NAFSA, among several volunteer leadership positions, he has served as Dean of the Fundamentals of Intercultural Communication Workshop, the Leadership Development Committee member, Chair of the Africa Special Interest Group, and a Fellow of the Global Fellowship Program for mentoring emerging leaders of internationalization in African HEIs. He currently serves as a member of the NAFSA Board of Directors.

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Rosa Almoguera

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Dr. Rosa Almoguera has worked as an international educator for over twenty years. She was trained as a Hispanic Philologist at the Universidad Complutense, in Madrid, and did her M.A. at the University of Pennsylvania. Her Ph.D., from Universidad Complutense included a field study and edition of written balladry “Romancero”. During many years Rosa combined teaching and her role as a senior administrator at the Fundación Ortega-Marañón in Toledo, Spain. At the Foundation, Rosa directed and, in many cases created, programs for the University of Minnesota, Notre Dame, Princeton, Ohio State, Arcadia, and the University of Chicago. She has also been a visiting professor at the University of Minnesota, University of Portland, and Interamericana de Puerto Rico.

Beginning in 2016, Rosa works as an international education consultant for both public and private European and US higher education institutions. Rosa has been successful in developing new partnerships and programs, as well as helping improve already existing ones.

Rosa is a member of Forum and NAFSA and has presented with higher education professionals on innovative academic and research programming, STEM in study abroad and Nationalism in Europe. Rosa is currently completing the final Professional Certification from the Forum on Education Abroad.

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