2025 Hall of Fame Nominee
Arizona State University
Tempe, AZ
Learning a language means opportunity - the opportunity to enable oneself to communicate with people who speak another language, to experience a new culture, to reflect on one´s own culture - and more opportunities that enrich the learner´s life. One often overlooked opportunity is the driving force in my work as a world classroom teacher - it offers the opportunity for inclusion, especially for neurodiverse learners.
Students with disabilities often hear that learning a second language is “too challenging” or to “focus on important subjects in school” instead. However, the opposite is true. One of my former students, Lucas, came into my beginner course full of anxiety due to his dyslexia. He graduated last year majoring in German and said, proudly wearing his cap and gown: “I wished I could tell everyone that majoring in German is so much more than just language learning. I think I gained a new personality. My German self. And my German self is so much more than just my dyslexia.” Lucas just moved to Germany, pursuing a Master's, and he signs his email updates with ‘der Deutsche Lucas.’ His journey is a testament to the transformative power of language learning for neurodiverse learners, inspiring hope and possibility.
As world language teachers, we are uniquely positioned to offer a language learning opportunity that restores our learners' confidence and lets them experience the joys of language and culture learning. We teach more than just new words - we offer them new worlds and cultures, focusing on communication, interaction, cultural experiences, and global understanding. But most importantly, we celebrate diversity. In our classrooms, every learner is included and valued, regardless of their background or (dis)abilities. We hold the key to creating diverse and inclusive classrooms. Our role is not just to teach language, but to foster cultural understanding and appreciation. By doing so, we open doors to opportunities for all learners. This is a responsibility we carry, and it is one that creates opportunities that cannot be found in other subjects.
Neurodiverse learners have unique talents. Based on their experience of having to overcome obstacles, they bring tenacity to the classroom. Exposing yourself to a new culture requires an openness to differences - a change of perspective. With their specific experiences of not always fitting the norm, neurodiverse learners are in unique positions to experience new cultures.
In my advocacy work with school psychologists in Arizona, my goal is to change the educational landscape to create classrooms that fit the needs of our neurodiverse learners rather than excusing them from language requirements. We are fighting together to ensure that every student has the opportunity to become a world language learner and a global citizen. Seeing the passion of the language teachers I meet in my workshop shows me a deep dedication to student success. We have passionate teachers and students who want to be global citizens. This is a driving force behind my work of helping teachers create world language classrooms that increase inclusion and diversity and help neurodiverse students reach their potential.
World language learning means opportunity for everyone.