Abstract
This paper discusses the changing role of second language learning in higher education in the U.S. While language learning is still part of the general education requirements for undergraduate students at many institutions, colleges closed more than 650 foreign language programs between 2013 and 2016, according to a 2019 report from the Modern Language Association. This dramatic development has initiated a heated debate on the cultural and social significance of language education. While many scholars point out the importance of multilingualism and intercultural competence in today’s globalized and interconnected (business) world, this paper focuses on social justice education as the core of language learning. More specifically, this paper concentrates on the development of racial, gender, and religious competencies as key skills not only for intra- and interpersonal awareness but also for interpersonal and intercultural communication, locally and globally. On the one hand, this includes a reflection on the diverse racial, gender, and religious identities of learners in the classroom and the ways in which their identities influence individual learning as well as interrelationships among students. On the other hand, it calls for a language curriculum transformation that centers on inclusive excellence, diversity and critical literacies.
Presenters
Gabi KathoeferAssociate Professor of German, Languages, Literatures and Cultures, University of Denver, Colorado, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Language Learning, Social Justice, Gender, Race, Religion, Inclusive Excellence, Diversity
