ABSTRACT
This chapter explores course sharing in the field of less commonly taught languages with a focus on its implications for teaching African languages in institutions in the United States. Drawing on critical applied linguistics, it raises concerns associated with course sharing involving African languages, predicated on the declining priority for language education in general and the important professional strides that the field of African language pedagogy has achieved in the last two decades. The chapter argues that, while course sharing is inevitable, the field needs to approach sharing with considerable caution.
