Language Study: A Necessary Part of the Internationalized Curriculum
-
Lois Spitzer
and
Arnaldo Cordero-Ramon
Abstract
In an urgent effort to internationalize curricula, institutions of higher education are rethinking the role of language study. Many administrators, faculty, and staff are realizing that language study is more than merely a means of communication. More importantly, it is the key to understanding how people from diverse cultural backgrounds, especially those who are engaged in our academic institutions, interpret their cultural experiences. Three important questions will be discussed in this paper: (1) If we accept the idea that curriculum reforms should mirror the changing world, then what curricular changes are needed to promote internationalization?, (2) What role does language study play in this reformed curriculum?, and (3) If we accept a new definition of knowledge as having a language and cultural component, then how can we better prepare our students to gain multilingual and multicultural competence?
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© 2013 by Walter de Gruyter Berlin / Boston
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- Language Study: A Necessary Part of the Internationalized Curriculum
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Articles in the same Issue
- Executive Editors' Comment
- The New Normal: Catfishing in Urban Teacher Preparation Programs
- A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University
- Assisting Preservice Teachers Toward Becoming Culturally Responsive
- Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
- Culturally and Linguistically Diverse Students with Disabilities: Case Law Review
- Language Study: A Necessary Part of the Internationalized Curriculum
- Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States
- Understanding Dialect and Developing Critical Literacy with English Language Learners
- Las Siete Historias: Perceptions of Parent Involvement Among Mexican Immigrant Women
- Research Article
- Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs
