The Department of Second Language Studies (SLS) is dedicated to scholarship on the structure and on the acquisition of nonnative language, as well as to its use in both instructed and contact contexts. Recognizing that an inclusive and diverse environment is essential to creating a vital intellectual environment for learning in both the classroom and the laboratory, we are committed to a diverse and inclusive learning environment.

We welcome all people irrespective of their national or ethnic origin, their religious or cultural background, and gender, sexual orientation, or gender identification, physical or cognitive difference, social or linguistic background including native and non-native speaker status. We are committed to building an equitable learning environment that fosters fruitful debate, respect for the scholarly enterprise and expert knowledge, and for the pursuit of scientific knowledge.

Our department aims to provide a safe and equitable learning environment for students from all backgrounds. The SLS classroom seeks to address educational barriers for underrepresented and marginalized groups, to meet the individual needs of diverse students. An inclusive environment in the classroom, in the laboratory, and in all activities of the department requires a commitment by students, faculty, and staff to recognize distinct experiences, ideas, and perspectives in the pursuit of greater creativity.

We promote a broad approach to diversity in accordance with our focus on promoting the acquisition of languages worldwide. In accordance with Indiana University policy, our department requires that applicants to faculty positions provide a diversity and inclusivity statement.

Diversity and inclusivity statements are considered within the context of other elements of the application. All applicants, but especially international applicants, should reflect on their own experiences reaching across barriers to equality in education in their native environment, relating these experiences to the needs of an institution within the United States.

Diversity and inclusivity statements are forward looking. Applicants should draw on their experiences in the multilingual and multicultural classroom either in the U.S. or abroad, connecting their diversity and inclusivity statement to the teaching statement, syllabi, and course materials provided with the application. These documents should provide evidence of commitment to inclusivity. Discussion of best practices, implicit bias, overt prejudice, and underrepresentation, for instance, should take place in the context of concrete actions or experiences documented in the application. Applicants should be ready to discuss these experiences during the job interview.

The Department of Second Language Studies provides equal opportunity for professional growth for its entire faculty and regularly reviews its progress toward greater inclusivity and diversity with a dedicated departmental meeting. The Diversity and Inclusivity Committee is the Committee of the Whole.