Ryuko Kubota (PhD, Ontario Institute for Studies in Education of the University of Toronto) is Associate Professor of Japanese and Second Language Teacher Education at the University of North Carolina at Chapel Hill.
Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory Survey
Article first published online: 31 DEC 2008
© 2003 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 36, Issue 1, pages 12–24, March 2003
How to Cite
Kubota, R., Austin, T. and Saito-Abbott, Y. (2003), Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory Survey. Foreign Language Annals, 36: 12–24. doi: 10.1111/j.1944-9720.2003.tb01928.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT: One aim of foreign language teaching is to broaden learners' worldviews and promote intercultural communication. Less discussed, however, are domestic diversity and sociopolitical issues. Through a survey of university students of Japanese, Spanish, and Swahili, the authors of this study investigated diversity in the classroom, students' backgrounds and learning experiences, and their perceptions about the relationship between foreign language learning and issues of race, gender, class, and social justice. The study found more racial diversity in Japanese and Swahili than in Spanish classes and in beginning Spanish classes than in advanced Spanish classes. Beginning Spanish students related foreign language learning with social justice issues less frequently than did advanced students. A follow-up survey revealed stigmatized experiences and detachment from ethnic identity among some minority students.