LAC is the name given to a family of curricular models through which students can use their foreign language skills in courses in other disciplines. It implies the collaboration of foreign languages faculty with colleagues from other fields. Faculty involved in LAC is committed to blingualism as a worthy educational goal and to the belief that multicultural and multilingual approaches to all disciplines not only are enriching but obligatory in a multicultural and global society. As many as 40 institutions of all types have developed LAC programs -small liberal arts colleges, private and public colleges and universities; among the pioneers are Brown U, U of Connecticut, St. Olaf College, Dickinson College, Agnes Scott College, among others.

L.A.C. promotes:

It could mean:

Expected outcomes (will vary from campus to campus, from: course to course and even from student to student), in general are:


Adjunct language sections: consists of a course in a non-language field with a one-hour "adjunct"or "trailer" foreign language section. Increased language capability is one of the goals of the course in terms of learning specialized vocabulary, learning to recognize or produce the type of argumentative or expository form that is preferred in the particular discipline. Most programs offer adjunct activities as an option although LAC courses and sections are usually offered in only one language.. Often students will ask that an adjunct section be opened for their particular language. For example, if an economics course on European monetary policy is offered with an adjunct German section, students who have studied French, Spanish, or Italian often request adjunct sessions in those languages.

Parallel course model: consists of two independent courses, one in a language and one in another discipline. For example, a sociology course might focus on issues in one or more Latin American countries, while its parallel Spanish course makes use of Spanish language texts addressing the same issues. Students enroll in both courses and faculty collaborate to ensure some overlap in texts, activities, and expected outcomes. At some institutions, students may enroll in just one of the courses, with the option of participating in a fourth hour joint adjunct section in the target language that has been prepared collaboratively by both instructors. In a large-enrollment course, such as Europen history, for example, this course can be offered with a choice of adjunct sections in a number of different languages.

Administration Models      

According to Stephen Straight and Virginia M. Fichera, "the question is not whether to engage in an LAC effort, but rather how to do so. Those institutions that do not will fall behind in the race to prepare students for informed and effective citicenship in the global information age." LAC also challenges university administrators to review institutional priorities and reward systems and to promote a greater fluidity between disciplines rather than highly circumscribed specialties disconnected from one another.


LAC has helped integrate language and culture study into the curricula of professional school programs such as business, and has often led to the implementation of dual degree options combining buisness, health professions, law with language and culture.helped faculty to bridge "culture gaps"