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There are now more native speakers than ever either visiting or teaching (full-time or part-time) in U.S. K-12 classrooms. In addition, dual-language and immersion programs taught by native speakers are becoming increasingly common in both private and public schools. As is expected, the type of immersion programs offered varies by state and city and is largely dependent on the native speaker and/or immigrant population of each region.

Not only are more schools offering Spanish courses (at times to the detriment of other languages), but the number of native Spanish speakers in K-12 classrooms has increased over the last 15 years. As such, it has becoming easier for world language instructors (native and non-native speakers) to integrate more culturally authentic material into the classroom and provide opportunities for students to interact with native Spanish speakers (from a variety of cultural backgrounds) on a regular basis.

Asian language classes, such as Mandarin, Korean and Japanese, have seen an influx in registration and increased offerings over the past ten years as well. This is due to a combination of Asian immigration to the United States as well as the perceived importance of becoming proficient in one of these languages in order to thrive in a global marketplace. Also of note is the influence of native French speakers from Europe and West Africa on language instruction in K-12 schools. There are more native speakers from Francophone countries around the world teaching in U.S. K-12 and post-secondary language classrooms than ever before.

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