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Cultivating Global Citizens for the Global Good
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Author(s): Katie E. Yeaton (University of Nevada, Las Vegas, USA), Hugo A. Garcia (Texas Tech University, USA), Jessica Soria (University of Nevada, Las Vegas, USA)and Margarita Huerta (University of Nevada, Las Vegas, USA)
Copyright: 2017
Pages: 20
Source title:
The Future of Accessibility in International Higher Education
Source Author(s)/Editor(s): Henry C. Alphin Jr. (Drexel University, USA), Roy Y. Chan (Indiana University, USA)and Jennie Lavine (University of Hull, UK)
DOI: 10.4018/978-1-5225-2560-8.ch001
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Abstract
Being cognizant of international matters and understanding of cultures other than one's own are standards that indicate global citizen readiness. Cultural competency and international mindfulness inherently fosters opportunities for dialogue and developing relations between countries. Higher education students in the United States are instructed in an English-dominant environment, a hindrance to their global citizenship preparedness. A facet of global citizenship bids competency in a language other than English and limiting students to one language will isolate them from the rest of the world. The question therefore unfolds around the benefits of bi/multilingualism and the accessibility of language particularly in self-proclaimed worldly universities. Ultimately, cultural and developmental language learning in United States is neglected, birthing a second language illiteracy crisis in higher education.
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