The goal of the Languages Across the Curriculum (LAC) program at Auburn University, housed in the Department of Foreign Languages and Literatures, within the College of Liberal Arts, is to prepare students for the cross-cultural and multi-lingual demands of a global economy. Since 2004, students have been offered the opportunity to enroll simultaneously in content courses, taught in English, such as History, Philosophy, Art, Music and in LAC sections in Spanish, French, Italian, and German. The program promotes interdisciplinary collaborations and continues to explore innovative research and pedagogy. It is an integral part of the internationalization plan of the College which, in recognition of the growing importance of global awareness and commitment, launched, in 2011, the Global Citizenship Project, within its Community and Civic Engagement Initiative.
|*BALDWIN WALLACE UNIVERSITY
Baldwin Wallace Univeristy’s Mission Statement calls for preparing students to become global citizens. Faculty began a Language Across the Curriculum program in 2003-04 by including course-embedded options which allow students to use foreign language skills for research, writing or speaking as a part of a regular course which is taught in English. 50-60 students involved in these LAC options each year. BWU also promotes intercultural competency through an interdisciplinary International Studies major and a Diversity Studies minor.
Binghamton University is home to one of the longest-lived LAC programs in the nation. Since 1991, LxC has supported over 5,000 students in more than 300 course in 14 different languages. BU’s new Global Studies Minor underscores the importance of intercultural competencies and the cultural content of all disciplines. The GSM works with the Office of International Programs to integrate study abroad, language learning/use and internationally-oriented courses. To learn more about CLAC efforts at Binghamton, click here.
As an intellectual community, Denison University’s vitality lies in inquiry and exploration—in consistently seeking out new understandings and points of view. Knowledge of foreign languages provides cultural and linguistic concepts and contexts that open up new vistas on what it can mean to be human, allowing for a profound redefinition of culture that can cross all classrooms. At its core, our commitment to educating our students to become “autonomous thinkers, discerning moral agents and active citizens of a democratic society,” speaks to our responsibility to create global citizens empowered with the tools to support their goals of civic engagement.
The World Languages and Cultures Program at Drake University actively seeks to integrate the content of students’ major and minor areas with their linguistic skills and cultural understanding. The “Certificate of Competence in Language and Culture” requires students to complete various tasks while studying abroad, tasks that are outside of the language classroom experience. Once students return from study abroad, they demonstrate their competence in a capstone course by writing a paper about an aspect of their major area of study in the target language. World Languages and Cultures also offers courses such as “Multicultural Health” and “Spanish for Healthcare Providers.” The Program is proactively pursuing connections to offer LAC sections with various departments throughout the University.
Gettysburg College’s Cultures and Languages Across the Curriculum program serves as a pillar of focused efforts to promote and sustain internationalization initiatives throughout the curriculum. The program, officially instituted in the fall of 2013, is currently articulated to allow students to use their non-English language skills to conduct research, write papers, and deliver presentations or performances in either English or a non-English language. This embedded model aims to enrich intercultural and linguistic competency beyond traditional courses taught within a language department. In this manner, the program seeks to bridge competencies among the faculty in order to help students broaden their awareness of global cultures, languages, and current issues in international affairs.
Oberlin’s Languages Across the Curriculum Initiative (LxC) is based on a simple but significant objective: to broaden the engagement of language departments and foreign language learning with the wider campus by encouraging the integration of work in languages other than English into courses whose subject matter touches on those areas of the world where such languages are spoken (e.g., Spanish in a course on Latin American Politics; French in a course on French history). The initiative grew out of Oberlin’s 2005 Strategic Plan—which specified the internationalization of the curriculum as a key institutional priority—and on-going discussions within the field of language pedagogy on a broader level. LxC seeks to internationalize the curriculum by creating concrete opportunities for students and faculty to employ and improve their language skills meaningfully in a larger number of courses that are currently available to them.
|RESIDENTIAL COLLEGE in the ARTS and HUMANITIES at MICHIGAN STATE UNIVERSITY
In 2013, the Residential College in the Arts and Humanities (RCAH) at Michigan State University initiated a Cultures and Languages Across the Curriculum (CLAC) program. World language proficiency, both as an essential vehicle for fostering understanding and respect for the cultural values and norms of different peoples and as a valuable skill for communication, research, and employment in today’s world, is a primary goal for RCAH students. Integrated Language Options (ILOs), conducted entirely in a world language, constitute the core elements of the RCAH CLAC program. The topic of an ILO is student-initiated, stemming from a question that originates in an RCAH course. Students work collaboratively, with other students, their language mentor, and/or community partners, on a semester-long project. ILOs are woven throughout the curriculum and, thus, throughout a student’s career in the RCAH. An RCAH Certification of Language Proficiency has been created and is awarded to students who fulfill the program requirements, which include completing a specified number of ILOs and language courses, compiling a language portfolio, and passing the newly developed RCAH Test of Language Proficiency.
|THE RICHARD STOCKTON COLLEGE OF NEW JERSEY
The Richard Stockton College of New Jersey puts a strong emphasis on internationalizing the campus. The CLAC program at Stockton College is in the initial stage. Combining language and content learning, various CLAC activities have been proposed and implemented to help students build interconnections with the local and global worlds, and contribute their knowledge to meet the needs, and thus develop better understandings of themselves and the world through interactions at various levels.
Skidmore College offers students a unique model of LAC which allows each student to select the target course for reading in the foreign language. Faculty in Department of Foreign Languages and Literatures offer LAC sections in 6 languages at both the intermediate (1-credit) and advanced levels (2-credit). Students use their language skills to conduct research for papers and presentations on topics related to their chosen target course taken concurrently in English. The LAC program serves a wide spectrum of students and is a requirement for International Affairs majors.
|*UNIVERSITY OF IOWA|
|UNIVERSITY OF MINNESOTA
The University of Minnesota, which affirms the centrality of international concerns as part of its basic strategic positioning for the 21st century, initiated LAC courses in the 1990s. Faculty developed considerable expertise in LAC for Spanish, French and German, as well as foreign language immersion options. Presently, University of Minnesota’s Title VI National Resource Centers and Language Resource Center are working collaboratively with the academic departments to support language learning initiatives to revitalize LAC options.
UNC’s Languages Across the Curriculum (LAC) Program integrates the use of languages into the mainstream curriculum of the College of Arts & Sciences. Since 1996, we’ve offered LAC course options (discussion sections, combined discussion sections, research components, and independent seminars) in 7 languages for over 40 courses in 20 departments or professional schools. We also now offer a new Graduate Certificate in LAC Instruction, which enables UNC graduate students a means to document their ability to teach in an interdisciplinary multilingual context.
|UNIVERSITY OF RICHMOND
The Language Across the Curriculum (LAC) program at the University of Richmond offers a variety of sections that are tied to primary courses throughout the curriculum, including classes in the arts and sciences, leadership studies, business, and continuing studies. At Richmond, LAC sections are small language discussion groups led by faculty members well-versed in a second language or by students with a high proficiency level in a second language. Besides offering a variety of sections in commonly taught languages such as Spanish, French, and German, Richmond’s LAC program currently includes LAC courses in Turkish, Hindi, and Czech.
Wittenberg University’s program is two-tiered. Second-year language courses in French, German, Russian, and Spanish help students develop language skills by foregrounding interdisciplinarity through the study of themes ranging from the natural environment to contemporary political and cultural issues. Chinese and Japanese also introduce these themes in the second-year in more traditional intermediate courses. Building on this foundation, students in the second year of study can enroll for Cultures and Languages Across the Curriculum modules in a wide variety of disciplines ranging from International Studies to Theatre to Physics. In the CLAC modules, students develop projects and work with experts in the discipline they are studying and with faculty in the Languages Department. Their projects are integrated into the primary content course and enable students to use their knowledge of a second language to make a genuine contribution to their chosen field of study.