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It describes the mission-driven rationale, links language education to leadership and responsibility, and positions language-learning frameworks and content-based instruction as foundations. The paper outlines how a Faculty Learning Community used discussion, reflection, cultural scenarios, and related research presentations to explore definitions and practical strategies for future dialogue, experimentation, and study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fusing-language-learning-and-leadership-development-initial-approaches-and-strategies/600656/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fusing-language-learning-and-leadership-development-initial-approaches-and-strategies/600656.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the inquiry into teaching languages and leadership development?","Question",{"text":112,"@type":113},"Faculty at USAFA reported that they included leadership while teaching foreign languages and cultures, but could not clearly articulate their approach. This gap led to a focused inquiry into the relationship between language learning and leadership development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper justify leadership development within foreign language education?",{"text":117,"@type":113},"It connects USAFA’s leadership mission, ACTFL’s inclusion of leadership and responsibility in its skills map, and content-based language learning foundations. It also argues that leadership and responsibility support civility, mutual understanding, intercultural communication, and global citizenship.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the Faculty Learning Community (FLC) develop strategies?",{"text":121,"@type":113},"The FLC met during spring 2013, set its agenda with SoTL guidance, explored leadership development through discussion, shared cultural scenarios, reviewed related research, and considered informal and formal experimentation in courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600656,1792171861,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","1  \nFusing Language Learning and Leadership Development: Initial Approaches and Strategies  \nSheri Spaine Long  \nUniversity of North Carolina-Charlotte  \nJean W. LeLoup  \nUnited States Air Force Academy  \nLeAnn Derby  \nUnited States Air Force Academy  \nRamsamooj J. Reyes  \nUnited States Air Force Academy  \nFor the Faculty Working Group  \nA White paper1 for Fawzia Ahmad, Mark Braun, Robert Carriedo, Alexandra CoreBarbosa, Angela Henderson, Salah Hammoud, Verónica Haun, Haning Hughes, Kelly Kafeyan, Alice Meyer, Mohamed Nouri, James Rasmussen, Olga Scarborough, Ismênia de Souza, and Jue Wang  \nDuring a recent visiting professorship at the United States Air Force Academy (USAFA), it became clear that language faculty—both military and civilians—stated that they included leadership while teaching foreign languages and cultures.2 However, many of the same educators could not explicitly spell out their approach to doing so. This gap launched a line of inquiry about the relationship between teaching languages and leadership development. Subsequently, it sparked a grassroots effort by the faculty of the USAFA Department of Foreign Languages (DFF), including the Office of International Programs (DFIP), to form a Faculty Learning Community (FLC) to focus explicitly on the relationship between language learning and leadership development through discussion, reflection, and exploration to advance strategies and develop related resources (see Cox, 2004, and “What is a faculty and professional learning community,” n.d.) .3 One of several FLC outcomes is to produce a white paper to share our experience with the greater language profession. The purpose of this white paper is to advocate for the explicit inclusion of leadership development in foreign language learning (all levels/languages), expand the rationale, move toward a definition, and share some foundational examples to help catalyze more dialog, experimentation, and research on the topic.  \n12 Dimension 2014  \nBackground: Language and Leadership  \nProfessional and societal priorities fueled our FLC’s inquiry into languages and leadership as well as the institutional mission. The USAFA mission is to develop leaders of character (Department of Foreign Languages, 2011) . The aim of USAFA’s DFF—that currently instructs across eight languages (Arabic, Chinese, French, German, Japanese, Portuguese, Russian, and Spanish) at beginning through advanced levels—is to prepare leaders with a global perspective by providing instruction and fostering learning in foreign languages and cultures.4 The American Council on the Teaching of Foreign Languages (ACTFL) includes leadership development as a component in the language curriculum in its recently published ACTFL 21st Century Skills Map P-21 (2011). The map for foreign language education names “leadership and responsibility” as a critical skill for the future. Languages-for-specific-purposes educators (Crouse, 2013; Long, 2013) who are focused on languages for careers suggest leadership development as sufficiently broad to frame the type of interdisciplinary language and culture programming advocated by the Modern Language Association as a future direction for the profession (2007) . Indeed, language instructors ata variety of educational levels are beginning to experiment with leadership focused curricula (Doyle & Fryer, 2013; Long, 2013; see also interviews with educators Bleessand Risner in Crouse, 2013). Leadership and responsibility in the broadest definition is useful for all citizens to foster civility, mutual understanding and responsibility, intercultural communication and good global citizenship. There is a general societal consensus that future international leaders—civilian and military—need to be both multilingual and culturally adept to be able to produce and lead in the 21st century (Committee for Economic Development, 2006; ACTFL 21st Century Skills Map P-21, 2011; Western, 2011; Air Force Culture, 2012; American Academy, 2013) .  \nT","cbCaiaI2yGT9dGNR","https://ap.wps.com/l/cbCaiaI2yGT9dGNR","pdf",172260,"English","# Background: Language and Leadership\n## The FLC\n## Key Outcomes and Purpose","[{\"question\":\"What prompted the inquiry into teaching languages and leadership development?\",\"answer\":\"Faculty at USAFA reported that they included leadership while teaching foreign languages and cultures, but could not clearly articulate their approach. This gap led to a focused inquiry into the relationship between language learning and leadership development.\"},{\"question\":\"How does the paper justify leadership development within foreign language education?\",\"answer\":\"It connects USAFA’s leadership mission, ACTFL’s inclusion of leadership and responsibility in its skills map, and content-based language learning foundations. It also argues that leadership and responsibility support civility, mutual understanding, intercultural communication, and global citizenship.\"},{\"question\":\"How did the Faculty Learning Community (FLC) develop strategies?\",\"answer\":\"The FLC met during spring 2013, set its agenda with SoTL guidance, explored leadership development through discussion, shared cultural scenarios, reviewed related research, and considered informal and formal experimentation in courses.\"}]","Fusing Language Learning and Leadership Development - Initial Approaches and Strategies | PDF",1792091116]