Exploring the rich linguistic tapestry of our campus — from the languages spoken in the dorms to the policies that shape our academic community.
The Language Diversity at Drew project examines the representation and treatment of minority languages throughout the university's history and their accessibility on campus. Understanding the influence of linguistic diversity helps us make inclusion and representation visible, and identify which dominant languages have shaped who has been included or excluded.
Linguistic diversity goes beyond access to communication: it shapes how people connect and preserves identities. Students' sense of belonging is often tied to the recognition of their heritage language in academic and social spaces. Representing and ensuring diversity on campus makes it possible to highlight linguistic inequalities and reduce marginalization.
Drew’s institutional identity emphasizes global diversity and internationalization, but that narrative is often centered on student demographics rather than on linguistic diversity itself. Language is treated primarily as a matter of academic accessibility, especially through English-language preparation programs and INTO pathways.
The INTO program supports students who need extra English preparation, but it can also make international students feel temporarily non-degree seeking until they meet language criteria. That structure risks implying they are not ready for full enrollment simply because of English proficiency, rather than recognizing the value of multilingual skill and background.
This project is made stronger by the thoughtful guidance, encouragement, and commitment of Professor María Turrero-García. Her support has helped shape our research, sharpen our writing, and remind us why language and culture matter in every classroom.
We are grateful for her generosity, her care for students, and the way she has championed this work. María’s mentorship has been an essential part of bringing this project to life.