The study explores the Impact of Linguistic Diversity on the Curricula of Humanity Sciences studies regarding equality, linguistic rights, power and solidarity and identity. This is by means of teaching and learning additional academic languages towards the educational objectives, knowledge re/construction and developments in the local, national and international contexts. In this study, Linguistic Diversity refers to sociolinguistic or functional Linguistic Diversity of the students, in which they are the three university academic languages (Kurdish, Arabic, and English) in the curricula of Humanity Science studies. While, the curricula refer to the whole processes including syllabi, and courses implementation and pedagogy i.e. teaching and learning, evaluation, administration and social factors.
The problem is that the used additional languages are not achieved proficiently so that it affects low achievements at higher education academic Humanity Sciences studies at Salahaddin University-Erbil as a public university. One reason is that many languages in Kurdistan Region including Kurdish, Turkumani, Syriac, Arabic, Armenian, and English are incomprehensibly learned and performed; another reason is social inequalities in pedagogy and curricula implementation.
The main questions are:
1-How is the ecology of the Linguistic Diversity in Kurdistan Region-Iraqi Federal?
2-Does Linguistic Diversity affect the curricula of Humanity Sciences studies with the influences of social justice, equity pedagogy towards development according to the national and international professional proficiencies?
The study hypothesizes that there are Linguistic Diversity problems that affect the achievements of the curricula linguistic and content objectives. There are inequalities and prejudices in the linguistic rights, curriculum pedagogy and design and the balance between theoretical and practical knowledge comprehension and adaptation.
The study explores and investigates the weaknesses and problems arise in the impact of the Linguistic Diversity and effects of inequality pedagogy on the curricula and content integration of the Humanity Science studies at Salahaddin University-Erbil, that affect graduates’ outcomes, productions and academic theoretical and practical knowledge construction in the local, national and international contexts, it tries to confirm or approve the reasons and causes of those problems. So, the study is regarded as exploratory to confirmatory of philology in curriculum implementation.
The methodology of the study is both qualitative and quantitative. In which, the methods are compatible and parallel questionnaires for students, teachers and an interview checklist for decision makers. The participants are senior students 336/1600 = 21%, teachers 58/490 =14.87%, and decision makers 13 people. Regarding the results, 74.576 of the overall items was positively acknowledged, and %25.423 of the overall items was negatively acknowledged.
It has been found that the majority of the participants’ quantitative and qualitative attitudes were positive regarding the linguistic rights, respect of identities, proper interactions, and theoretical knowledge construction. Also, the negative points are that Linguistic Diversity is not properly implemented in the curricula of Humanity Science studies; it causes problems of learning, knowledge re/construction and sustainable development. Some urgent problems are in pedagogy concerning balancing between theoretical and practical knowledge, evaluation approach concerning balancing between assessment and measurement, language and translation skills, linguistic and content objectives. In which, they affect the lack of students’ knowledge achievements; they will not be able and capable of being active academicians, leaders and entrepreneurs. It causes weaknesses in academic linguistic professional proficiencies, techniques of teaching and strategies of learning, translation skills, student as researcher, practical knowledge construction, and assessments.
The study can be beneficial for making better developments in the pedagogical implementations, content-based curriculum development and regular evaluation approach.