Terreros, Gorka BilbaoBono, Mariana2020-12-142020-12-142019-01-01Terreros, G.B., Bono, M. (2019). Emerging discourses and practices in language eduaction: Who is driving change? The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 133-152. http://hdl.handle.net/102015/69795http://hdl.handle.net/10125/69795How do institutional discourses that promote internationalization, crosscultural understanding, diversity, and a commitment to service affect language teaching and learning? How can language programs contribute to redefining educational priorities, replacing a language-as-skill approach by a view of language as situated and integrated social practice? A Task Force charged with reexamining Princeton University’s general education requirements for undergraduate students published a report in October 2016 recommending that all students take at least one course with international content and one course that explores the intersections of culture, identity, power, and service. The report also issued a proposal to expand the language requirement so that more students reach advanced proficiency. We argue that these recommendations reflect an ideological shift that is being felt university-wide. Language departments in particular are at the forefront of current efforts to promote among our students an intentional and critically engaged examination of a sociopolitical world characterized by increased mobility, interconnection, multilingualism, and multiculturalism. This chapter explores the dynamics between institutional statements and proposals like the aforementioned report and concrete initiatives by language departments to either respond to instructional goals set by university stakeholders or to initiate a paradigmatic change themselves. More specifically, we discuss programmatic reforms that aim to expand our course offerings to areas of inquiry and focus oriented around international study, culture, identity, and service. We also look at the ways in which existing courses have been redesigned with these educational priorities in mind. Ultimately, we posit that a sustainable change of paradigm requires both institutional commitment and support, and renewed pedagogical models and practices that blend language learning with critical social and cultural awareness.Article