ABSTRACT
This study aims to explore the status quo of integrating culture into elementary-level world language classes in higher education and the related impact these classes have on students’ intercultural sensitivity. The survey of five world language classes in a North American University employed the Intercultural Development Inventory to find that learning a language for a semester did not result in any progress in students’ intercultural sensitivity, except for one language class that showed a slight increase. The study examines the current degree of intercultural competence among beginning-level foreign language students and discusses some strategies for improving students’ intercultural sensitivity in world language classes. The chapter hopes to continue a current academic conversation about cultural differences, diversity, inclusion, and intercultural sensitivity in elementary-level language classes at American universities.
