Abstract
In the past few decades, globalization has found a secure place in educational discourses. While its impact and extent are subject to dispute among social scientists and critical theorists, globalization is a clear driving concept in policy decisions and institutional missions, which has a significant impact on foreign language pedagogy and research. The following article discusses some of the major curricular and scholarly contributions in this area over the past few decades, including the (Cultures and) Languages Across the Curriculum (CLAC) movement, the study-abroad practices, the recent interest in global communication technologies, and the new literacy practices. Key issues facing foreign language education at globalized institutions are also taken into consideration, in particular those that arise in the tensions between globalization understood as the intensified connectivity between localities and perspectives that see globalization as a primarily Western-led linguistic and cultural imperialism. The chapter concludes with a discussion of the more recent work in the field, in which languages and language pedagogies are conceptualized as essentially manifold, and a brief consideration of what this trend toward pluralization has for the position of foreign language programs in institutional internationalization efforts and responses to globalization.
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Warner, C. (2017). Foreign Language Education in the Context of Institutional Globalization. In: Van Deusen-Scholl, N., May, S. (eds) Second and Foreign Language Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02246-8_14
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