Questioning the Representation of Diversity, Equity, and Inclusion in Introductory Swahili Syllabi

Abstract

This study addresses the gap in previous research by examining the representation of diversity, equity, and inclusion (DEI) in introductory Swahili language syllabi. Existing studies have largely overlooked the representation of DEI in language syllabi, particularly in Less Commonly Taught Languages (LCTLs). Qualitative analysis was conducted on three beginner-level Swahili syllabi from different public universities in the USA. The study revealed several limitations in reinforcing DEI within the analyzed syllabi, such as the selection of expensive learning materials, a focus on the standard dialect, neglect of non-native speakers, failure to acknowledge diversity, and absence of specific elements showcasing a commitment to diversity. The implications of these findings are significant for language educators, curriculum developers, and policymakers. The study highlights the need for substantial changes in language syllabi and learning materials by incorporating DEI principles. It emphasizes the importance of recognizing and valuing diverse identities, experiences, and perspectives in language education, fostering an inclusive and equitable space for language learners. This research contributes to the broader conversation on DEI in language education and serves as a call to action for improving the representation of DEI in syllabi and other teaching and learning materials. By embedding DEI principles into language teaching and learning, educators can create more inclusive and culturally responsive environments for language learners.

Keywords

• less commonly taught languages (lctls)
• diversity equity and inclusion (dei)
• introductory swahili syllabi
• language syllabus