Nationally, foreign language faculty have been adjusting their curricula to ensure that today's college students know how to use technology to communicate effectively in languages other than their native tongue. Once upon a time, students were considered fluent if they could read, write, speak and aurally comprehend a foreign language. However that is not enough anymore, educators say. In an age of corporate mergers, downsizing and cost-effective global communication, there is less of an emphasis on overseas business travel, and less travel means less face-to-face interaction. These days, graduates who tout foreign language skills on their job applications are expected to be able to use those skills in a variety of ways. Their tasks could include anything from producing a company memo, negotiating a business deal by phone, writing a grammatically correct e-mail, or composing a culturally relevant podcast. Higher education's response to such technical expectations has varied from campus to campus. In some cases, free-standing courses have sprung up. In others, faculty merely field student questions as they arise. Language experts are unaware of any statistics tracking classes. However, they say the matter of technological bilingualism is perhaps most common among students taking Spanish, the most popular of the more than 140 foreign languages taught in this country.