This richly interdisciplinary volume explores the goals and benefits of the Cultures and Languages Across the Curriculum (CLAC) programs by drawing together noteworthy insights from educators, administrators, researchers, and students who have been directly involved in the CLAC programs at colleges and universities in the United States.
Using autoethnographic methods, the authors analyze their personal experiences of CLAC to highlight best practices in establishing CLAC models and showcase ways to integrate languages and cultures into instruction and research across disciplines and contexts. Particular attention is given to the ways in which CLAC can support institutional internationalization and global objectives to enhance intercultural competence, world citizenship, and social justice in the community. The book is separated into three sections, with expertise from a wide range of culturally and linguistically diverse experts who represent different disciplines. Section I describes the development of new CLAC programs into existing institutional structures and provides the reader with first-hand accounts of the transformative impact of CLAC on individuals. Section II demonstrates the different collaborative forms that have been created between CLAC programs and various other disciplines, and Section III reflects on authors' experiences with disruptions to the power structures, hegemonic practices, and ideological assumptions often embedded in education.
This timely volume will be of interest to academics, researchers, and post-graduate students in the fields of Multicultural Education, Culture and Language Studies, Curriculum Studies, and Higher Education. This book would also greatly appeal to graduate students and scholars in education development.
Edited by:
India C. Plough,
Weloré Tamboura
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 453g
ISBN: 9781032108155
ISBN 10: 1032108150
Series: Routledge Research in Higher Education
Pages: 264
Publication Date: 27 May 2024
Audience:
College/higher education
,
Primary
Format: Paperback
Publisher's Status: Active
"1. Introduction India C. Plough and Weloré Tamboura Section I Transformations India C. Plough and Weloré Tamboura 2. CLAC your campus: Institutionalizing a Program that Encourages Students to Put Language and Culture Skills to Use Danielle Rocheleau Salaz 3. Developing a CLAC Program: Evolving Perspectives from Students, Faculty, and Administrators Amanda Brown, Gail A. Bulman, Rania Habib, M. Emma Ticio Quesada, and Stefano Giannini 4. My Journey in Creating a CLAC Program: An Innovative and Inclusive Program in Curriculum Internationalization Jiangyuan (JY) Zhou 5. Understanding Undegraduate Students’ Experiences in a Project-Based Cultures and Languages Across the Curriculum Program: A Teaching and Learning Autoethnography Fredy Rodriguez-Mejia 6 The American in Me: A Spiraling Reflection on My Identities Erika Beth Kraus 7. ""I’m a French Teacher, Not a Data Scientist!"": Culture and Language Across My Professions Spencer P. Greenhalgh Section II Interdisciplinarity and Transdisciplinarity India C. Plough and Weloré Tamboura 8. Language Matters: Shifting Perspectives Deborah S. Reisinger 9. CLAC at a SLAC: A Distinctive Model for Teaching Languages Across the Curriculum in the Context of a Small Liberal Arts College Oscar A. Pérez and Viviana Rangil 10. Project-Based Language and Culture Immersion in Response to Learner Individuality Xuehong (Stella) He 11. Cultures and Languages Across the Curriculum Programs as a Window to Russian-Speaking Communities: An Autoethnography Dmitrii Pastushenkov Section III Impact on Society India C. Plough and Weloré Tamboura 12. Reflecting on Learning and Teaching French as a Second Language: Personal Experiences and Insights from a CLAC Program Weloré Tamboura 13. Interdisciplinarity and Translanguaging in a CLAC Program: Challenging and Changing Language Ideologies in Higher Education Doaa Rashed 14. A Path Towards a Transformational Language Teaching and a Polydisciplinamorous Pedagogy: An Autoethnography Romina S. Peña-Pincheira 15. Powers and Exponents: Countering the Culture of Control in Mathematics Teacher Education José Martínez Hinestroza 16. Unifying Themes and Future Directions India C. Plough and Weloré Tamboura"
India C. Plough is Associate Professor in the Residential College in the Arts and Humanities at Michigan State University, United States. She teaches sociolinguistics and is Director of the RCAH Language Proficiency Program. Her research interests include second language teaching, learning, and assessment. Her current work focuses on the role of interactional competence and nonverbal behavior in defining the second language speaking construct. Weloré Tamboura is Assistant Professor at the Université des Lettres et des Sciences Humaines de Bamako (ULSHB), Mali. Her main areas of interest are community engagement and the mobilization of information communication techniques and technologies as a tool (key) for social change.
