Conceptualising culture in Spanish/Latin American, and Chinese programs in an Australian University

In Anglosphere countries, scholarship on cultural aspects of world languages is mostly limited to textbooks, and rarely focuses on higher education. This qualitative study explored culture in language programs at an Australian university, examining content and educators’ approaches in Spanish/Latin American and Chinese language programs. The study found that culture representation in both programs was influenced by the language-content divide, educational structures, curricular materials, and language status. The findings contribute to our understanding of intercultural teaching in language programs and highlight the need for a more inclusive, intercultural approach in higher education.