Welcome Colgate University!

The CLAC Consortium welcomes our newest institutional member: Colgate University (representative Cory Duclos).

Logo of Colgate University

Through its FLAC program, Colgate University seeks to create an international ethos for the liberal arts by expanding the range of curricular settings in which students and professors can develop and use foreign language skills. Beyond the foreign language departments, faculty in various departments and programs encourage the use of foreign language materials in their curricula, and certain courses – such as literature in translation – offer FLAC sections in which students can engage with the material in the relevant foreign language.

FLAC gives students the opportunity to expand their foreign language skills and/or to experiment with new languages. FLAC sections thus offer a framework for curricular initiatives that not only improve the foreign language competencies of students, but also demonstrate the necessary and critical value of foreign languages in understanding today’s world.

We look forward to working with Colgate university and its institutional representative in years to come!

If you are interested in joining CLAC as an institutional member, please contact us at clacconsortium@gmail.com

Welcome University of Pittsburgh!

The CLAC Consortium welcomes our newest institutional member: The University of Pittsburgh (representative Haixia Wang).

University of Pittsburgh logo

The University of Pittsburgh’s Languages Across the Curriculum (LAC) Program offers students the opportunity to use world languages in courses offered in a variety academic disciplines, including those outside of languages and literature.

The program aims to provide a curricular framework to develop and apply language and intercultural competences within all disciplines. It is based upon the belief that languages and intercultural perspectives promote a better and more nuanced understanding of content in any course. It aims to promote a better understanding of world regions while demonstrating the relevance of practical language skills across the disciplines.

The University Center for International Studies (UCIS), with funding from Pitt’s Title VI National Resource Centers, has embarked on a four year initiative to increase the number of LAC courses offered on campus. Currently, three Title VI National Resource Centers support the development of new LAC courses: the Asian Studies Center (ASC), the European Studies Center (ESC), and the Center for Russian, East European and Eurasian Studies (REEES). The initiative also receives support from the African Studies Program, Global Studies Center, and Center for Latin American Studies.

Presently, students apply their second language skills in French, Italian, German, Chinese, Japanese, Korean and Russian to the study of academic content in fields such as Anthropology, History, Art History, Film Studies, Literatures, and Environmental Science. In the future, the program will expand to more languages and other disciplines.

We look forward to working with the University of Pittsburgh and its institutional representative in years to come!

If you are interested in joining CLAC as an institutional member, please contact us at clacconsortium@gmail.com

Virtual Coffee Hour with CLAC

Join us at the Virtual Coffee Hour with CLAC: 

Cultures and Languages Across the Curriculum (CLAC): An Effective Approach to Internationalize the Curriculum  

August 12, 2020, 1-2pm EST

Register here and you will receive the zoom link soon.  

Brief description:

Join us for this 1-hour virtual coffee hour as we discuss ways in which you can enhance global learning in any course or program through languages and cultures. In this casual session (30-min presentation, followed by 30-min Q&A), three Executive Officers of the Cultures and Languages Across the Curriculum (CLAC) Consortium will briefly introduce what CLAC is and its different models on various campuses to further internationalize higher education. We will touch upon ways in which you can further your professional interests by building or incorporating CLAC on your own campus.


Bernd Estabrook, Professor of World Languages and Cultures – German, Illinois College 
William Pavlovich, Director of Global Learning Initiatives, Binghamton University
JY Zhou, Interim Director of Global Engagement and Senior International Officer, Stockton University 

Please contact JY.Zhou@stockton.edu for any questions.

CLAC work at Duke

In this report, Matt Hartman highlights the amazing work on Cultures and Languages Across the Curriculum taking place at Duke University, an institutional member of the Consortium:

Cultures & Languages Across the Curriculum (CLAC), founded in 2014, is a program that supplements Duke’s language departments by offering students the chance to take classes from other departments in their target language. Some classes, like Romance Studies’ Soccer Politics, are full classes that have English-language lectures and discussion sections that take place in different languages.

Other CLAC courses are half-credit tutorials graded on an S/U basis, planned in parallel with a class from a different discipline. Students are encouraged, but not required, to enroll in both. For instance, in fall 2020 students can choose to take the CLAC course Voices in the Environment in French, Chinese or Spanish; its partner class, Integrating Environmental Sciences and Policy; or both.”

Read the complete article in the following link:


Welcome Wesleyan University!

We want to welcome our newest institutional member: Wesleyan University (representative Stephen Angle).

Wesleyan University’s CLAC program is administered out of the Fries Center for Global Studies, and aims to provide students and faculty across the campus with opportunities to deepen their engagement with their subjects through the use and further development of their language and intercultural skills.

CLAC courses at Wesleyan can be linked to an English-medium course or standalone, and students can earn either 0.25 or 0.5 credits (1 or 2 semester hours) depending on the expected level of out-of-class preparation and assignments.

Wesleyan’s CLAC program began in January of 2019 and to-date, courses have been offered in Ancient Greek, Chinese (Mandarin), German, Hebrew, Korean, Latin, Russian, and Spanish.

We look forward to working with Wesleyan and its institutional representative in years to come!

If you are interested in joining CLAC as an institutional member, please contact us at clacconsortium@gmail.com

CLAC in the News

A great report by Laura Pappano on the growing interest on Cultures and Languages Across the Curriculum, featuring work at consortial members Cornell University, Duke University, and the University of Utah:

CLAC at Wesleyan University, and how it helped strengthen language enrollments at this institution:

CLAC Summit 2019

In October 2019, fifteen stakeholders of the Cultures and Languages Across the Curriculum (CLAC) Consortium – institutional representatives and executive officers – gathered at the University of Chicago for the CLAC Summit 2019: Strategic Solutions in a Complex Landscape.  The aim of the summit was to re-examine the purpose and direction of the CLAC Consortium in light of contemporary challenges facing modern languages, the humanities, and U.S. higher education in general.

The Summit was a great success, and some of the highlighted outcomes are: 

Outcome 1: The definition of CLAC: 

CLAC is a curricular framework that provides opportunities to develop and apply language and intercultural competence within all academic disciplines through the use of multilingual resources and the inclusion of multiple cultural perspectives.

Outcome 2: The vision statement of CLAC Consortium:

CLAC Consortium’s vision is that multilingual and multicultural perspectives will inform all curricular and co-curricular practices in higher education, that the barriers between language learning and disciplinary learning will dissolve, that all students will have multiple opportunities to meaningfully use languages they know or are learning, and that institutions of higher education will value all languages as a means to access, generate, and disseminate knowledge.

Outcome 3: The Mission Statement of CLAC Consortium:

The CLAC Consortium helps faculty identify ways to incorporate diverse languages and cultures across academic disciplines, thereby enhancing the translingual and transcultural competence of their students. Through mentoring, workshops, conferences, and publications, the consortium supports programmatic development and alignment between CLAC and key institutional priorities. The consortium promotes the visibility of CLAC programs and advocates for the adoption of the CLAC framework across higher education.

Outcome 4: Four CLAC Consortium Working Groups: 

  • Research and Assessment 
  • “Shelter”: Collaboration with other organizations
  • Communications
  • Training

Outcome 5: A new CLAC leadership team: 

  • Interim Chair: JY Zhou, Stockton University 
  • Interim Vice Chair: Bernd Estabrook, Illinois College
  • Interim Secretary/Treasurer: William Pavlovich, Binghamton University