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

Institutional Reps: On The Road

Are you are or a colleague headed to AAC&U’s “Global Engagement and Spaces of Practice” conference in Seattle (11-13 October 2018)? Catch two CLAC practitioners & institutional representatives present on other international engagement projects. And, you can catch them for any CLAC-related questions too.

Poster 7: Social Media: Digital Approaches to Global Learning Friday, October 12 – 8:00 A.M. – 9:30 A.M. CONTINENTAL BREAKFAST AND POSTER SESSIONS, GRAND FOYER, FOURTH FLOOR

 Description: Technology, because of its open and collaborative nature, can and should be used widely and creatively in connecting students within the campus and with the world, developing interdisciplinary perspectives, identifying and using existing resources, and enhancing every student’s global learning and engagement. Social media plays an important role in students’ daily lives but is rarely used in curricular and cocurricular activities in higher education. Many students and educators perceive social media as a means of entertainment. However, when implemented properly, social media can be used as an effective pedagogical tool to enhance student engagement and cultivate their global perspectives. This poster will introduce digital approaches to define, develop, and engage global learning in and outside of classrooms, including example assignments Jiangyuan (JY) Zhou, Internationalization Specialist (CLAC Vice Chair) and Ai Zhang, Associate Professor of Public Relations both of Stockton University.

Session 11: Global Learning in Your Neighborhood Community-Based Language Learning: Creating Partnerships


Description: In this session, presenters will focus on how world language students can partner with local immigrant and refugee populations to work in solidarity toward social change. Presenters first distinguish global learning in English from global learning in a second language, calling on conversations in community engagement, second language acquisition, and critical theory to underscore the unique features of working in a second language. Although language learners are still building communication skills, the types of interactions they can develop with local communities in the common world language can deepen the understanding of personal narratives and contemporary issues related to immigration and resettlement of refugees. Working in solidarity with immigrant and refugee populations, learners reflect on ethical and personal questions that provide opportunities for transformative learning. Ultimately, presenters argue that language learning and social justice are complementary learning outcomes, and that languages are a tool for social change. Joan Clifford, Assistant Professor of the Practice and Deb Reisinger, Assistant Professor of the Practice—both of Duke University