For many, the opportunity to live in another country is alluring. For students in particular, the chance to study abroad is one that many do not pass up; many at Brandeis study abroad each semester for the chance to experience a different environment and face the unknown. Yet, at Brandeis, there is an inordinate amount of red tape through which students must navigate in order to participate in study-abroad programs, especially the language requirement. According to the Study Abroad Office's Web site, students who wish to study abroad "in a French, Italian, German, Spanish or Hebrew speaking country must have completed a minimum of two semesters of college level instruction in the respective languages (or the equivalent)." Students who have not done so are ineligible to study in such locations.

At first glance this is entirely reasonable; it makes sense that one who wishes to go abroad have at least a basic knowledge of the language spoken in the host country. But closer scrutiny reveals some flaws in both the logic and policy.

Although the two-semester requirement may not seem onerous, some students wish to study in a country that does not speak the language they are studying and also using to fulfill the University language requirement, and fitting two semesters of an additional language can prove quite challenging.

While it would be unfair to limit study-abroad options to countries whose languages are taught here, it is equally unfair to prevent a student from going someplace if he doesn't know the language. If requiring a basic knowledge of the language is the motivation behind this policy, then it would be logical to apply this to countries whose languages are not taught here. It seems quite clear, however, that this, too, would be unfair.

While it may seem that a student with no language knowledge would not be able to function in an unfamiliar environment, students are perfectly capable of teaching themselves. Furthermore, there's no better way to learn a language than immersion. The fact that students successfully study in such cities as Amsterdam, Prague and Copenhagen proves this.

Thus, it is clear that Brandeis' policy is contradictory. If someone can study in a non-Brandeis-language country, then it should be equally possible for a student who wishes to study in a place with a Brandeis-offered language. Indeed, it might be even easier depending on the circumstances. For instance, if a student studies Spanish and wishes to study abroad in Italy, it shouldn't be too difficult because the romance languages are all very similar.

The most effective method for easing the requirements would be simply to eliminate the current restrictions on the French-, Spanish-, Italian-, Hebrew- and German-speaking countries. Students abroad already have to take a semester of language while in-country, and it could be tweaked to require that-barring demonstrated experience in the language-the language course be intensive. This would eliminate the inequity in the current system and open up more of the world for Brandeis students to explore.

According to J. Scott Van Der Meid, director of the Study Abroad office, the programs in foreign countries are, at least in part, an extension of the University language requirement, and, according to the Study Abroad Statement of Philosophy, "the requirement . is designed to help deepen students' knowledge." While this all sounds very good, the goal of expanding horizons can actually have the opposite effect. A student who studied one language at Brandeis but who wishes to study abroad in another country is limited by the policy.

The thought behind the requirement is a good one-students who wish to study abroad should make an effort to ensure sufficient proficiency in their preferred language. That said, a motivated student can do many things, including dive into an unfamiliar place with an unfamiliar language. If a student feels confident in his abilities, he should be encouraged to try something new, not feel unnecessarily restricted by the language requirement. The student is responsible for his education, and if he fails, so be it-but at least give him a chance.