Cultural and Linguistic Diversity: Accepting Educational and Inclusive Responsibility in Spanish Foreign Language Education

• In Event: Investigating World and Foreign Language Teaching and Learning in Higher Educational Settings

Abstract

This session explores the experiences of multilingual and multicultural students in first-year Spanish classes with a traditional design based on the needs of white, English monolingual students (Ortega, 1999). Data from participant observations and interviews with students and instructors were analyzed using grounded theory (Charmaz, 2014). The findings highlight the importance of attending to the unique backgrounds of all students, creating opportunities for the inclusion of different cultural and linguistic elements in teaching and learning approaches (Burke, 2012). I then present two activities that can be incorporated in introductory Spanish curricula. Inspired by principles of Culturally Responsive Pedagogy and translanguaging, these activities will help instructors learn about the students’ backgrounds and foster diversity and inclusion through equitable learning opportunities.

Author

• Raisa Blazquez, The Learning Partnership