When it comes to cataloging language learning materials, it begs the question, "What exactly is a language learning material?" Generally, language textbooks and bilingual dictionaries are included in this category. But, if bilingual dictionaries are included, then monolingual dictionaries could be included as well. Many language learners read books in their target language, so could world language materials then be included? If you include world language materials, would books in the national language(s) of your service area be included as well? What about people who read picture books as part of their language learning process, would picture books have to be considered language learning materials? If you include picture books, do you only count the ones in the adult or general section of the library, or do you also count the ones in the children's section? If books that are typically read to others are included, would audiobooks then be included too? How about music or film, could those who listen to material in their target language be included?

The point is, since libraries at their core support ongoing learning efforts, any material offered by the library could be considered a language learning material. Bordonaro reports that much language learning takes place in libraries in the form of self-directed learning, predominately online; through many different aspects of the collection; and including the physical space in the library itself (2018, p. 7). So, the question then becomes "How can libraries utilize their collection to best support language learners?" The language someone speaks is just one aspect of their identity. The language also has ties to their culture, the way they view the world, how they interact with or define information, and shows clues to their values and how they see themselves within the world around them. A patron having access to materials in both their native language and their target language allows them access to a significantly wider range of information and opportunity. Therefore, equity of access for language learners is imperative.

Libraries can support language learners through information literacy instruction. Hicks supports this, explaining how information is interpreted differently among different cultures. Therefore, information literacy must be taught in a way that is specific to a community which can be adapted for different communities to which one belongs (Hicks, 2015). Linguists have different views on language application in daily life, and much debate surrounds their theories. One of the primary theories is that of linguistic relativity, which explains how language influences our worldview by shaping the way we think including topics such as direction, time, memory, sense of self, and personality (Koblin, 2023). Operating under this theory, the idea of information can be expanded to include the broad range of cultures and their worldviews. Going back to Hicks' article, she states, "if information is culturally specific (information that is valued in one community may not be valued in another, for example), then information literacy will introduce students to knowledge that is only available through the world language" (2015).

The importance of cataloging comes into play when we discuss the practical methods of making said information accessible for the general public. World language materials typically provide a source of difficulty when creating a catalog, as not all catalogs support multiple character sets. One method of inclusion is through transliteration, a method by which the words are written in the closest available approximation of letters or characters of a different language's script. When a catalog system supports multiple character sets, including both the original language and its transliteration is the most accessible option. The hardest part about this, as Tainton points out, is consistency, stating, "many nations have their own way of sounding out words in foreign languages, which leads us to a complicated overlap of texts described different ways depending on timeframe, language of describer, and linguistic interplay" (2016). One way to overcome this barrier is through providing a document, which is available to and easily searchable by patrons, listing the cataloging standards for foreign materials and providing instructions on how to search for these materials.

Additionally, because different cultures may think of information in different methods, this presents a source of confusion when it comes to metadata and organization. The language used in subject headings is a common way for bias to sneak into a library catalog. Bach describes how this could be through the use of American-centric terms or through offensive out-of-date language (2022). By listening to the people a particular resource is by, about, or for, libraries can begin to start learning and using the terminology they prefer. In order to create equity of access through our cataloging methods, as librarians we need to adopt a stance of cultural humility through which we are able to learn about the people we share and partake in community with.