LESS COMMONLY TAUGHT WORLD LANGUAGE PROGRAMS¹

In this chapter, we examine issues related to the teaching and learning of less commonly taught languages (LTCLs) in the North American context. We begin by reflecting on the definition of LCTLs in the US, which generally includes all the languages other than English, Spanish, French, and German. This definition encompasses a wide variety of world languages; some are very widely spoken and widely taught as additional languages in other parts of the world, while others may not be. Thus, we caution our readers to conceptualize the very focus of our chapter (LCTLs) as a sociocultural product that intersects with the complex histories of settler-colonialism and immigration policies within North America. Moreover, due to the dominance of English in academic research and publishing, these historical complexities lead to the reality that there is less published research on LCTLs. Within this context, and drawing from our individual experiences working with LCTLs (Chinese, Finnish, and Japanese), we review three types of fundamental issues in the teaching of LCTLs: pedagogical challenges, especially those resulting from a lack of teaching materials and research related to LCTLs, linguistic and cognitive differences (due sometimes to the differences between LCTLs and English, such as those in phonology, syntax, and writing systems), and sociocultural concerns (e.g., histories of colonialism and racism, problematic cultural representations of LCTLs). We then provide implications that are specific to the administration of such LCTL programs, such as how to overcome enrollment challenges while confronting the lack of institutional incentives; how to promote more evidence-based pedagogical practices for LCTLs; as well as how to present each of the LCTLs as a language within which there exist diverse speakers and cultural backgrounds. Finally, we conclude by urging for a more multilingual and culturally responsive approach in our research and teaching to meaningfully help with the growth of programs for LCTLs.