Abstract
This chapter discusses instructor motivation for the inclusion or exclusion of linguistic diversity in the Spanish as a foreign language classroom at the college level. Through a study that included classroom observation as well as groups interviews, this paper shows that a series of traditional language attitudes and ideologies that favor the propagation of a standard language or of a variety that is considered prestigious relegate and ignore in instruction other Spanish varieties, which many times represent the language spoken by nearby Hispanic communities. This study encourages modern language program directors and instructors to use their agentive position to deviate from traditional language attitudes that undermine the value of nonstandard and underrepresented language varieties and to resist implicit or explicit language policies that influence the exclusion of linguistic diversity in foreign language instruction.
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