ABSTRACT
All segments of U.S. education, including community colleges, are beginning to acknowledge the merits of nourishing international literacy skills. International literacy is contingent upon an individual's ability to transcend a basic ignorance about international society. Since 1970, U.S. community colleges have implemented elements of curriculum internationalization by revising classes, programs, and general education requirements to include cultural and global concepts, theories, and patterns of interrelationships. This process begins when internationalism is entered into different aspects of class lectures, assignments, discussions, tests, and texts within all college programs and disciplines. The ultimate form of internationalization is when an international orientation is included as part of an A.A. degree/certificate, or a general education requirement, or both. Since community colleges educate more than half the country's adults, the impact of an internationalized curriculum on students, faculty, and the community is immense. Furthermore, since most community college students do not transfer to four-year universities, the only place where one can acquire international literacy is often the community college itself ( Guidepost 1991; Cohen 1993).
