Voices: German is on life support in Utah. As a teacher, I know it’s worth saving.

Across Utah, the sound of “Guten Tag,” “Willkommen” and “Vielen Dank” is fading from our classrooms.

German programs from K-12 to higher education are closing statewide, resulting in fewer opportunities for students to learn a language that was once the third most spoken language in Utah.

If our students are preparing for a global future, why are we shutting the door on German, one of the world’s most influential languages?

As Utah increasingly measures educational “value” by enrollment numbers, we are losing sight of what language learning offers. From cultural insight to the cultivation of a global mindset, language learning should not be reduced to a simple head count or a direct pipeline to a career.

As a state, we need to invest in language diversity, rather than focusing solely on programs with the highest enrollment trends

It is frustrating teaching German when others insist they don’t understand why someone would take German as it “isn’t as useful” as Spanish. German is the most widely spoken native language in the European Union. Germany is a global leader in engineering, economics and science. Students interested in science, technology, engineering or mathematics benefit greatly from having a German background. Aside from U.S. global relations, Utah has economic ties with German-speaking countries and businesses.

Above all, bilingualism develops critical thinking, empathy and problem-solving skills. These qualities are sought after by professionals across industries. Having a population with diversity in language skills is key.

Languages aren’t just career tools; they are cultural bridges that unite people. This should matter not only to language educators but to parents guiding course selection, employers and community leaders invested in the economic future of Utah.

It is a fight to keep students in our elective language classes. The promise of college credits is no longer enough to keep kids in language courses. One reason kids leave language classes is to pursue courses that align with a Career Technical Education (CTE) pathway. Students and parents are often unaware of the long-term benefits of language learning that go beyond the promise of a potential career certificate. Careers are important, but developing a global mindset is necessary to creating a well-rounded individual.

The consequences of language program closures are not abstract; they show up in classrooms, hiring pools and communities across Utah. I began my German teaching career in a district that had one of the strongest German programs in the state. Two years after I moved districts, the German program I left was cut. My current feeder school is now closing its German program. In other districts, German Dual Language Immersion programs are being closed. I often wonder how long my own program will survive, given that I am one of only two German teachers left in my district.

Finding a German teacher can be challenging, which is one reason some schools may choose to cut their program. Administrators often cite low enrollment in these courses. While this can play a role in some programs, low enrollment is not the sole reason for closing these programs. Frequently, administrators or parents do not see the value in offering language courses beyond Spanish.

Schools are increasingly mandated to do more with less funding. Legislation frequently requires districts to meet new demands without accompanying fiscal notes. The money has to come from somewhere, and often, it gets cut at the school level. When schools lack sufficient funding to support personnel, courses like languages are cut. Each cut creates a ripple effect, from junior highs to universities, shrinking both student opportunities and the future teacher workforce. When higher education programs are trimmed, the teacher pipeline to these content areas disappears. Once lost, programs are rarely reinstated.

The challenge of finding German teachers will only worsen with HB265, which forced Utah’s public universities to cut programs with lower enrollment. Language and humanities departments took a heavy hit. German programs and German teacher preparation programs at multiple universities have already been eliminated. This legislation is short-sighted. It targets degrees that may not draw the largest numbers, but still offer lasting value. Cutting teacher training programs in languages dismantles the K–12 pipeline. When universities stop preparing language teachers, schools can’t hire them, and programs disappear. Degrees and languages shouldn’t be judged solely by headcounts or direct job placement.

As Utahns, we must reconsider rigid definitions of what “value” means in education. There is value in learning something that doesn’t lead to a career pathway but does help foster a global mindset. There is a need for higher education degrees with lower enrollment.

I invite you to support the remaining German programs in the state and to advocate for a variety of language learning opportunities. Multilingualism is an act of resistance in an ever-narrowing educational landscape.

BreAnn Busboom is a public high school German teacher and Utah Teacher Fellow who is pursuing an EdD focused on education policy and leadership.

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