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This study develops a foundational framework combining LL and leadership development (LD) by documenting LD presence, instructional observations, and participants’ attitudes in LL courses at the United States Air Force Academy in 2012, using feedback forms and focus groups. Findings indicate a two-dimensional model for LL: generic versus discipline-specific LD, and implicit versus explicit LD incorporation. 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LeLoup  \nUnited States Air Force Academy  \nDaniel Uribe  \nUnited States Air Force Academy  \nAbstract  \nThe ACTFL 21st Century Skills Map (2011) proposes incorporating “leadership and responsibility” into language learning (LL). This study offers a foundational framework for combined LL and leadership development (LD) and contains a snapshot of thepresence of LD in the language curriculum and observations and attitudes regarding LDin LL courses (using feedback forms and focus groups) at the United States Air Force Academy (USAFA) in 2012. Results suggest a two dimension structure to inform LL (a) generic vs. discipline-specific LD, and (b) implicit vs. explicit incorporation of LD. Lower frequency of explicit, discipline-specific types of LD led to a department-wide exploration of LD and LL integration. These results can inform all levels of language instruction across myriad educational settings that seek to incorporate leadership.  \nBackground  \nFrom Des Moines to New Delhi, there is an intentional focus on leadership development (LD) to prepare future generations. The mantra for leadership alongside knowledge of multiple languages and cultures is present in popular culture as well as in employment sectors such as business, education, government, health and human services, and legal and military institutions (Air Force Culture, 2012; American Academy, 2013; ACTFL 21st Century Skills Map P-21, 2011; Committee for Economic Development, 2006; Western, 2011) . Profiles of effective future leaders typically include skills and traits such as knowledge of multiple languages and cultures, adaptability, flexibility, ability to listen and communicate clearly, ability to work collaboratively, and open mindedness (Yeatman & Berdan, 2007) . Frequently language educators in general, including those at the United States Air Force Academy (USAFA), are charged with transforming a new generation of students into global  \n34 Dimension 2015  \ncitizens and leaders. In response to the societal mandate, the American Council on the Teaching of Foreign Languages (ACTFL) introduced another broad objective for language instructors across all languages and levels in the ACTFL 21st Century Skills Map (2011) . The skills map identifies leadership and responsibility as a component of language education, and it has left some language instructors experimenting with ways to incorporate this new objective into the language curriculum in a tangible and meaningful way. To move beyond anecdotal and often random efforts, in fall 2012 the language faculty of USAFA’s Department of Foreign Languages (DFF) embarked on the task to assess the integration of languages and leadership focused on the central mission of USAFA–to develop leaders of character.  \nRecent trends in the research and practice of LL undergird this study. These include ACTFL’s (2011) directive to embed leadership and responsibility into language education, the Modern Language Association’s appeal to broaden the traditional language and literature curriculum toward interdisciplinarity (2007), efforts in Languages for Specific Purposes instruction to focus on transferable workplace skills (Crouse, 2013; Long, 2013), the Content-based Instruction movement to expand beyond the meta-focus on language learning (CARLA, 2012; Coyle, Hood & Marsh, 2010; Stryker & Leaver, 1997), and the work to situate global citizenship within the domain of language education (Wurr & Hellebrandt, 2007) . These trends helped connect pedagogy with the mission of USAFA’s DFF to prepare leaders with a global perspective by providing instruction and fostering learning in foreign languages and cultures (Department of Foreign Languages, 2011) .  \nTherefore, the goals of the present stu","cbCaiocim61pud7F","https://ap.wps.com/l/cbCaiocim61pud7F","pdf",131886,17,"English","# Abstract\n# Background\n## Rationale and societal mandate for leadership integration\n## Research and practice trends supporting the study\n## Study goals and scope at USAFA\n# Leadership definitions and instructional contexts","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To document and evaluate how leadership development and the teaching of leadership are present within the language curriculum and its courses, using evidence from 2012 LL courses at USAFA.\"},{\"question\":\"How does the study conceptualize leadership development in language learning?\",\"answer\":\"It proposes a two-dimension structure: generic versus discipline-specific LD, and implicit versus explicit incorporation of LD into LL instruction.\"},{\"question\":\"How were leadership development and language learning integration assessed at USAFA?\",\"answer\":\"Through feedback forms and focus groups, followed by department-wide exploration after lower frequencies of explicit, discipline-specific LD were observed.\"}]","Leadership Development and Language Learning: A Foundational Framework | PDF",1792091123,43]