The Infusion of African Cultural Elements in Language Learning

During the academic year 1979–80, Hampton Institute, along with four other colleges and universities of Black heritage, infused Afro‐French and Afro‐Hispanic cultural materials into introductory French and Spanish courses. Fifteen modules were developed and taught by selected staff from Howard University, University of the District of Columbia, Morgan State University, and Morehouse College. This curriculum project was made possible by a grant to Hampton Institute from the National Endowment for the Humanities. The premise of the approach is that Black collegians will appreciate more fully the value and relevance of their foreign language classroom experience through an introduction to the cultures of Black hispanophone and francophone peoples of Africa and the Diaspora. These modular curriculum materials are also perceived as a means of orienting students at the college level to non‐European francophone and hispanophone cultures. Although the data already gathered is not conclusive, there are strong indications that the use of these cultural materials motivated students in their study of foreign languages and contributed to the development of their global perspectives. It is anticipated that these materials will be published, and that further field‐testing will take place through additional funding

AP French Language · Archaeology · Curriculum · Diaspora · Endowment · Foreign language · French · Internationalization · Library science · Linguistics · Pedagogy · Political science · Premise · Sociology · Gender Studies · History · Law · Multilingual Education and Policy · Second Language Learning and Teaching · Translation Studies and Practices

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