And T. Péez-Leroux (Ph.D., University of Massachusetts) is Associate professor of Spanish and Linguistics at the University of Toronto, Toronto, Ontario.
Linguistic Diversity and Inclusion in the Foreign Language Classroom
Article first published online: 31 DEC 2008
© 2000 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 33, Issue 1, pages 58–62, January 2000
How to Cite
Pérez-Leroux, A. T. and Glass, W. R. (2000), Linguistic Diversity and Inclusion in the Foreign Language Classroom. Foreign Language Annals, 33: 58–62. doi: 10.1111/j.1944-9720.2000.tb00890.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT Discussions about inclusion in the foreign language classroom should address the issues of linguistic diversity and dialectal sensitivity. Foreign language departments are particularly vulnerable to linguistic conflict, but they can address such conflicts proactively. We argue that a linguistically diverse pool of teachers can work together more effectively by using an additive rather than a subtractive view of linguistic diversity. We discuss models for addressing issues of linguistic diversity in the language classroom. We also offer a set of activities to train new instructors in recognizing and addressing linguistic biases, with the purpose of minimizing their negative consequences in the classroom.