Because the citation program is not rigidly structured, fulfilling the requirements is a flexible but sometimes frustrating process for students.

“Students at more advanced levels do [have more flexibility],” Wolcowitz says. “This is going to vary across the languages in terms of how quickly students get to the level at which there are choices as opposed to sequencing.”

But Lake-Baakar also says the lack of structure sometimes compromises the quality of the citation.

“You can choose whatever classes you want and you can make your citation very lopsided,” Lake-Bakaar says. “There isn’t much structure as far as what’s going to make you a good French student. But it’s good for me because it’s flexible.”

Hidden Treasure

Although the citations are meant to be an incentive to study foreign language, some students say that because citations are not well-known, they are usually an afterthought rather than a motivating factor in taking language classes.

“Most students aren’t taking classes to get a citation. It’s not something students really care about,” Gasgarth says. “That’s not why I’m taking classes now—it’s because I want to and I enjoy it.”

Some students say they see citations as a nice bonus to taking enjoyable electives outside of their concentration.

“If someone is interested in taking a language, they might as well get a citation because you only have to take one course a year,” says Lake-Bakaar.

The fact that citations are listed on student transcripts is also a motivating factor.

“It’s nice that I can state that to employers,” Gasgarth says.

But students say that despite increased participation in the program, they are disappointed that program requirements are still relatively unknown to the general undergraduate population.

“Part of the problem really is information,” Gasgarth says. “There’s no one on the first day of classes to give forms out. Students don’t necessarily know to ask about them, and they don’t volunteer [the information].”