Linguistic diversity in higher education: Teacher training and bilingualism in the classroom
DOI:
https://doi.org/10.61447/20241201/art03Keywords:
bilingualism, higher education, intercultural communication, sociolinguisticsAbstract
The study examines the growing importance of linguistic diversity in higher education by exploring the interrelationship between linguistic diversity, teacher education and bilingualism. The study population comprises higher education institutions, faculty, and students. A mixed approach with an exploratory-exploratory sequential design is used. The results highlight challenges and advances in the consideration of linguistic diversity. Although the institutions implement initiatives to promote it, there are areas for improvement in the integration in educational materials and evaluation of student performance. In teacher training, the integration of specific modules is perceived, but the need for more training and updating of strategies is noted. Regarding bilingualism, programs are actively promoted, but the need to strengthen bilingual spaces and coordinate extracurricular activities is highlighted. Regarding the relationship between these dimensions, there is recognition, but a deeper integration in institutional programs and policies is urged. The findings underscore the importance of interdepartmental coordination and sound institutional policies to comprehensively address linguistic diversity in higher education. Thus, the research highlights the need to move toward more effective and coordinated consideration of linguistic diversity in higher education.
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