Inclusive Materials

Our focus on the representation of often overlooked language varieties and cultural groups will give learners new awareness and perspectives of diversity in language. We recognize the importance of inclusivity in language classrooms, and are committed to using our resources to bring inclusive materials to language instruction.

"Decolonizing the French Curriculum: Toward a More Inclusive Representation of the Francophone World" represents the French language beyond European linguistic and cultural practices by providing educators with twelve modules created around authentic and diverse materials centered around contemporary and authentic cultural artifacts that include non-European Francophone regions (i.e., Francophone Africa, Guyana, and Martinique), allowing learning to grasp the plurality of dialects and perspectives within the Francophone world. 

While Modern Standard Arabic is used in many written and more formal contexts, Levantine Arabic is often preferred for informal daily communication. However, at present there are few free, accessible online resources for Levantine Arabic that include genuine cultural practices, products, and perspectives. The “Interactive OER Textbook for Levantine Arabic I & II” provides full curricula (including lesson plans, class materials, and assessment tools), made widely available as open educational resources (OER). The inclusion of Levantine Arabic and Modern Standard Arabic will allow learners to develop a deeper transcultural and translingual competence.

Nahuatl is an Uto-Aztecan language with over 1.3 million speakers in Mexico (Olko & Sullivan, 2014) and various speech communities Southwestern U.S. Through a collaboration with Union Institute and University, the “Developing Interactive Experiences for Nahuatl Language Learners” seeks promote and preserve this less-commonly-taught language by creating curricular materials for teaching Nahuatl, based on authentic representations of the Nahuatl speaking community in southern Mexico and its diaspora in the United States. Project Director: Daniel Diaz Reyes, Ph.D., J.D.