Vanishing Voices
VANISHING VOICES: The Future of Language Learning in International Education
Vanishing Voices is an international project that emerged from a professional seminar designed and organized by the Spanish Institute, held in Seville (Spain) from October 12–15, 2025. The seminar brought together university faculty from the United States, international education professionals, and senior institutional leaders.
From this space of dialogue, collaboration, and shared inquiry comes a collective publication that captures and further develops the reflections, debates, and proposals explored during the seminar.
Both the seminar and the book share a common objective: to reflect on one of the most pressing challenges in international education today, the evolving role of foreign language learning in study abroad programs, within an academic, social, and technological context undergoing constant transformation.
A Space for Reflection and Collaboration
Over four days of intensive work, participants collaborated with expert speakers to examine how language learning can be redefined and repositioned as an essential component of international education.
Moving beyond traditional models focused exclusively on fluency, the seminar explored new ways of integrating language as a tool to:
- Support academic learning
- Deepen cultural engagement
- Enrich students’ overall global educational experience
The seminar was conceived as an interdisciplinary forum for dialogue, the exchange of best practices, and the collaborative development of proposals applicable to diverse institutional models.
Topics Addressed
Seminar Host · Spanish Institute for Global Education
The Vanishing Voices international seminar was designed and organized by the Spanish Institute for Global Education, an institution based in Seville specializing in international education and the teaching of Spanish as a foreign language.
As host of the event, the Spanish Institute reaffirmed its commitment to methodological innovation, academic excellence, and leadership in shaping the conversation on the future of language learning in study abroad programs.
ounder and Executive Director, María Teresa Alonso (Ph.D.), presided over the event and welcomed university faculty and international academic leaders on behalf of the institution, underscoring the Spanish Institute’s active role in fostering global reflection and collaboration.
Speakers
The seminar featured internationally recognized speakers with established careers in international education, language learning, applied linguistics, pedagogical innovation, and academic leadership.
Christina Villarreal (Ph.D.)
An educator and historian trained at the University of Texas at Austin. Her research has been supported by institutions such as the Fulbright and the Ford Foundation. With extensive international academic experience, her work is deeply connected to the creation of transformative study abroad experiences.
David Becerra Alonso (Ph.D.)
Associate Professor at Universidad Loyola Andalucía, specializing in dynamical systems, artificial intelligence, and machine learning. His expertise brings an innovative perspective on the role of technology and AI in educational and linguistic contexts.
Myriam Monterrubio
An international teacher trainer with more than three decades of experience. Creator of the Talkies-Based Learning (TBL) methodology, focused on developing oral proficiency in foreign languages. She has worked in educational programs across Latin America, Europe, the Middle East, and the United States.
Mary Alice Soriero
Director of Academic Affairs and faculty member at CEA CAPA Seville. A specialist in language and identity, with extensive experience in international education and academic work in Asia, Latin America, and Europe.
In addition, the seminar brought together academic leaders, researchers, and directors of international education programs from leading universities and institutions, primarily in the United States.
Participant profiles included:
- Deans and Directors of Global Education
- Full Professors and university faculty
- Specialists in applied linguistics, cultural studies, philosophy, architecture, and social sciences
- Institutional leaders of study abroad, international mobility, and global engagement programs
Represented Institutions
The richness of the seminar stemmed precisely from this plurality of perspectives, which fostered a deep dialogue between theory, institutional practice, and real-world international education experiences.
The institutions represented included, among others:
Seminar Image Gallery · October 2025
- All
- Initial Contact
- Session 1
- Session 2 + Show Flamenco
- Session 3
- Session 4
- Session 5
- Alcázar de Sevilla
- Sobremesa
FROM REFLECTION TO PUBLICATION
This collaborative space of dialogue and shared inquiry gave rise to a collective publication that captures and expands upon the reflections, debates, and proposals addressed during the seminar.
The publication has been co-authored by the seminar participants and includes:
- Critical reflections
- Case studie
- Recommendations for best practices*
*Derived from the debates and collaborative work developed during the seminar.
Vanishing Voices: The Future of Language Learning in Education Abroad
Editors: Maria Teresa Alonso, Anthony C. Ogden, Heidi M. Soneson
Vanishing Voices: The Future of Language Learning in Education Abroad examines the evolving role of language learning within global education at a time of declining enrollments, shifting student priorities, and rapid technological change. Drawing on historical analysis, institutional case studies, and emerging research on artificial intelligence, this volume explores how language engagement is being reframed across U.S. higher education and international contexts.
The book interrogates structural tensions between global mobility and diminishing linguistic preparation, while also presenting forward-looking models for integrating language development into advising, curriculum design, co-curricular programming, and community partnerships. A dedicated section on artificial intelligence offers a balanced examination of how AI can enhance language acquisition without displacing human interaction.
ACKNOWLEDGMENTS:
Spanish Institute of Global Education
INTRODUCTION:
Maria Teresa Alonso · Spanish Institute for Global Education
Anthony C. Ogden · Gateway International Group
Heidi M. Soneson · Univer · Gateway International Group
SECTION ONE:
Reframing Language Engagement in Education Abroad
STUDENT PROFILE #1· Chrissie Faupel · University of Minnesota-Duluth · Director, International Affairs
Chapter 1:
Language Learning in U.S. Higher Education – Trends and Tensions
A concise overview of the historical role of language study in U.S. higher education, the recent decline in enrollments, and institutional implications.
Dana Lindaman (Lead) · University of Minnesota-Duluth · Associate Professor of French; Department Chair, World Languages & Cultures
Bethany Galipeau-Konate · Shenandoah University · Executive Director, Global Education
Chrissie Faupel · University of Minnesota-Duluth · Director, International Affairs
Chapter 2:
Shifting Student Realities and Institutional Responses
Examination of how declining language study among U.S. students is reshaping global learning through changes in program design, learning objectives, and institutional strategy.
James Eckler (Lead) · Marywood University · Dean, Reap College of Creative and Professional Studies
Erin Hills · Shenandoah University · Executive Director, Global Education
Christina Villarreal · Spanish institute for Global Education · Director of University Partnerships and Development
SECTION TWO:
Artificial Intelligence and Language Learning
STUDENT PROFILE #2 · Mary Kate Naatus · Seton Hall University · Associate Provost, Partnerships & Global Initiatives
Chapter 3:
The Introduction of AI and Its Broader Impact on Higher Education
Overview of how AI is reshaping communication and learning in higher education, setting the stage for new approaches to language engagement in education abroad.
Kate Moore (Lead) · Marywood University · Dean, Reap College of Creative and Professional Studies
Carlos Aguasaco · City College of New York CUNY · Professor, Latin American
David Becerra Alonso · Universidad Loyola Andalucía Spain · Associate Professor
Chapter 4:
Harnessing AI to Enhance, Not Replace, Language LearningHarnessing AI to Enhance, Not Replace, Language Learning: Best Practices for Vocabulary Acquisition, Pre-Departure Preparation, and In-Country Engagement
Analysis of best practices where AI is being thoughtfully applied to support vocabulary acquisition, pre-departure preparation, and in-country engagement.
Mary Kate Naatus (Lead) · Marywood University · Dean, Reap College of Creative and Professional Studies
Sarita Rai · University of Hawaii · Executive Director, Global Engagement
SECTION THREE:
Program Modalities and Curricular Strategies for Language Integration
STUDENT PROFILE #3 · Gilselda Beaudin · Rollins College · Executive Director, Global Initiatives
Chapter 5:
Integrating Language through Program Design and Curricular Innovation
Exploration of how diverse program modalities—such as internships, service-learning, and faculty-directed courses—can scaffold language learning through thematic instruction, contextual vocabulary, and reflective practices.
Leah Spinosa de Vega (Lead) · Augsburg University · Executive Director, Global Initiatives
Megan Jones · Drew University · Director, Center for Global Education
Myriam Monterrubio · Spanish Institute for Global Education
Chapter 6:
Redesigning Advising, Orientation and Co-Curricular Learning
Analysis of how pre-departure advising, orientation models, co-curricular learning can be structured to foster early and sustained language exposure, student motivation, and intentional engagement.
Dan Dewey (Lead) · Brigham Young University · Department Chair, Linguistics
Christina Isabelli · Gonzaga University · Professor, Spanish Applied Linguistics; Associate Provost, Global Engagement
Giselda Beaudin · Rollins College · Executive Director, Global Initiatives
SECTION FOUR:
Language and Identity in Global Learning
STUDENT PROFILE #4 · Lynn Elliott · Brigham Young University · Director, International Study Programs
Chapter 7:
Language, Power and the Dynamics of Belonging
Discussion of how language integration shapes access, engagement, and cultural identity across diverse global contexts.
Jennifer Rathbun (Lead) · Ball State University · Department Chair, Modern Languages and Cultures
Therese Tardio · Carnegie Mellon University · Teaching Professor, Hispanic Studies; Director, Undergraduate Strategic Initiatives
Mary Alice Soriero · CEA CAPA Seville Center · Director of Academic Affairs and a faculty member
Chapter 8:
Language, Emotion and Vulnerability of Learning Abroad
Exploration of emotional resilience and identity development in student experiences abroad and the role of language learning to support individual emotional articulation and growth.
Marcia Morgan (Lead) · Muhlenberg College · Dean, Global Education
Jessica A. Quintana Hess · Marywood University · Assistant Dean, Global Initiatives & Programs
Lynn Elliott · Brigham Young University · Director, International Study Programs
COMMUNITY PARTNER PROFILES
Christina Villarreal · Spanish Institute for Global Education · Director of University Partnerships and Development
Heidi Soneson · Gateway International Group