presented by Dulce Estévez, Alma Mota, Sergio Arenas, and Analú Aguirre (University of Arizona)
Sunday March 1, 2026 | 9:00am – 12:00pm MST
This hands-on workshop shows how to transform language courses with innovative cultural activities that build linguistic competency and self-development skills for sustainable social environments, while promoting authentic global citizenship. Participants will practice the “Language Connected” approach used with 2,000+ diverse University of Arizona students.
Abstract:
How do you serve 2,000+ students while developing linguistic proficiency and personal growth skills for sustainable communities? Today’s students represent unprecedented diversity: 49.2% are students of color, 17.7% identify as LGBTQ+, 18.9% are low-income, and 9.7% are non-native English speakers. These students bring strong social justice commitments—90% are passionate about social causes, 67% define success as work matching their passion.
This workshop transforms “language discordant settings” into “language connected” environments through cultural catalysts that drive global citizenship development. This approach creates meaningful connections between students’ lived experiences and target language learning, aligning with current research on sustainability curricula integrating belonging through difference and service-learning fostering prosocial identity formation.
Participants will learn the “Culture as Catalyst” model that drove 34.4% enrollment growth in our SPAN 101–473 sequence from Fall 2023-Fall 2024. This model integrates four language competencies with self-development skills: critical reflection, empathy-building, intercultural communication, and collaborative problem-solving through scaffolded community engagement and culturally responsive assessments.
Rather than treating culture as supplementary content, participants position cultural studies as the foundation for developing critical thinking, communication, equity awareness, and leadership skills that sustain inclusive communities. Through hands-on practice sessions, participants experience cultural discussion protocols, virtual event planning strategies, and integrated assessment approaches including sustainability-focused activities connecting students to environmental justice initiatives.
This demonstrates how intercultural communicative language education can promote more sustainable worlds by connecting linguistic competency to global citizenship through authentic challenges from novice to advanced levels. Participants leave with immediately implementable materials and strategies for transforming curricula into comprehensive preparation for global citizenship and community well-being.
Upon completion, participants will:
- Design integrated cultural activities developing linguistic proficiency and self-development skills
- Implement the “Culture as Catalyst” model across proficiency levels and institutional contexts
- Create assessment rubrics measuring ACTFL proficiency targets and self-development skill growth
- Facilitate cultural discussions using protocols engaging diverse student populations
- Plan virtual cultural events creating community across online and hybrid learning environments
- Adapt sustainability-focused content to language learning from novice through advanced levels
References Cited:
Hall, D. & Wilson, K. “Integrating belonging through difference.” IJSHE, 2025. McDougle, L. & Li, H. “Service-learning and prosocial identity.” Adult Education Quarterly, 2023.
For full workshop details please visit: https://icc.cercll.arizona.edu/workshops/
You can also register for the workshop(s) alone, if you don’t want to attend the rest of the conference.
Participants can request a certificate of attendance for 3 hours of Continuing Education for this workshop.