ABSTRACT
This chapter focuses on language education for global citizenship in the context of less-widely used languages. Current trends in global learning invite engagement with global citizenship education across the curriculum and disciplinary boundaries. Theories and practices of language education for global citizenship, however, often limit themselves to global languages, which historically spread through various forms of colonization. This chapter explores ways in which learning, and interacting with speakers of, less-widely used languages enhances learners’ understanding of values associated with global citizenship by developing their intercultural sensitivity, empathy, their sense of responsibility involved in representing others, and the ability to accommodate various perspectives. Our data originates from research undertaken during a Global Citizenship Summer School at University College London.
