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American Association of Philosophy Teachers Studies in Pedagogy

Volume 3, 2017

Inclusive Pedagogies

Carmen Adel, Joseph Ulatowski
Pages 33-52
DOI: 10.5840/aaptstudies2017101928

Breaking the Language Barrier
Using Translations for Teaching Introductory Philosophy

Some students who possess the same cognitive skill set as their counterparts but who neither speak nor write English fluently have to contend with an unnecessary barrier to academic success. While an administrative top-down approach has been in progress for many years to address this issue, enhancement of student performance begins in the classroom. Thus, we argue that instructors ought to implement a more organic bottom-up approach. If it is possible for instructors to make class content available in other languages, such as Spanish, without thereby compromising something of comparable pedagogical value, then they ought to do so. In fact, we provide here Anselm’s Ontological Argument rendered in Spanish to show how, when translated, it provides native Spanish speakers with greater accessibility to difficult material. Then, we consider the possible beneficial implications of doing so for university students.