Leveraging Diversity and Inclusion in Globalized Classrooms
Edited By Ching-Ching Lin and M. Cristina Zaccarini
Over the past few decades, there have been growing concerns about ways in which diversity and internationalization converge and diverge with one another across different types of educational institutions. This edited volume is one of the first books to investigate meaningful ways of integrating compe-ting goals between internationalization and diversification within the social fabric of campus life and beyond. Each chapter is a call to action that aims to leverage diversity for broader collaboration in higher education institutions in the U.S. and other sociocultural contexts, while providing insights into best practices in navigating diversity through strategic action plans. Each author challenges issues relating to the diversity efforts of internationalization across disciplinary, cultural and national boundaries as well as strategies to strengthen the campus communities’ commitment to diversity and inclusion.
In addition to its theoretical depth, as well as its cultural and disciplinary breadth, this book addresses issues relevant to many different stakeholders, and hence, potential readers in diverse and international settings. This book is of particular importance to those associated with globally mobile popula-tions, which include but are not limited to, academic faculty, higher education professionals as well as those in administrative positions and policy makers who wish to develop a critical perspective on the current practices on inter-nationalization to further their international efforts.
3. Linking English and Mother Tongue Writing Courses to Leverage Socio-Academic Integration and Translanguaging (Andrea Parmegiani)
Internationalization and linguistic diversity are two sides of the same coin. A countless number of languages and dialects are spoken on our planet and when multitudes of students cross national borders to pursue their higher education, the learning institutions that receive these students inevitably becomes multilingual. The impact “of globalization in higher education has been immense” (Lau & Chia-Yen, 2017, p. 438), giving rise to a situation where “linguaculturally heterogenous groups of learners are no longer rare” (Smit, 2010, p. 10). The implications of linguistic and cultural diversity for epistemic access should not be ignored: “it is in and through language that we come to know. Without recourse to a familiar means of communication and expression, deep learning cannot occur” (Wildsmith-Cromarty, 2018, p. 103).
The question of which languages, dialects, and discourses get to be used in the classroom, and which do not is central for theories of globalized education and social justice. Students who are proficient in the language used by teachers, in books, and during examinations are given an opportunity to learn, earn degrees, and succeed as professionals. Students who do not have this proficiency are excluded from this opportunity, unless they manage to develop a sufficient level of command of the language in question.
There is nothing intrinsically superior, from a linguistic perspective, about the languages and cultural practices that are used as media of instruction in ←45 | 46→higher education: any language or dialect is systemic...
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