Social Justice in LCTL Classrooms: Understanding Teacher Knowledge

854 

Session 

Non-language specific 

English 

Kate Paesani  
University of Minnesota

Kate Paesani  
University of Minnesota

Lauren Goodspeed  
University of Minnesota

Mandy Menke  
University of Minnesota

Helena Ruf  
University of Minnesota

Teaching for social justice (SJ) is an imperative in language education, as is the use of critical pedagogies that develop learners' proficiency and empower them to question how language and culture embody, maintain, or challenge structural inequities and biases. Yet little is known about how language educators–-particularly those teaching LCTLs–-understand and teach for SJ. LCTL teachers face unique challenges related to materials, professional development (PD), and collaboration; understanding how they approach teaching for SJ is thus crucial for addressing these challenges. This presentation provides insights into four LCTL teachers' conceptualizations of SJ in language education based on their participation in a curriculum development project. After discussing the study's findings, presenters and attendees explore practical implications for PD and teaching materials that meet LCTL teachers' needs and support widespread adoption of critical and SJ pedagogies in language education.

Participants can describe their understanding of social justice in language education and relate it to research findings

Participants can relate research findings and implications to their own experiences and teaching contexts

Participants can identify professional development and instructional materials LCTL teachers need to implement critical and social justice pedagogies

Attendees will be engaged in three ways. (1) They will share words they associate with SJ in language education and challenges they face in implementing SJ in instruction using a Mentimeter poll. This activity relates to Outcomes 1 and 2 and serves as a point of entry for discussing the study's key findings. (2) Attendees will consider the challenges they face in relation to those encountered by the LCTL teachers in our study. This activity relates to Outcomes 2 and 3 and will be followed by a large-group discussion about the unique needs of LCTL teachers and the contexts in which they teach. (3) Small groups of attendees will discuss their own professional development and instructional materials needs related to social justice in language education. This activity relates to Outcome 3 and allows attendees to contribute to ongoing--and needed--discussions around support for LCTL teachers learning about and implementing critical and social justice pedagogies in language education.

How do LCTL teachers understand social justice in language education? This presentation provides insights into four LCTL teachers' conceptualizations of social justice in the language classroom and its underlying critical pedagogies, and pinpoints implications for the unique professional development needs of LCTL teachers.

Post-Secondary

Equitable and Inclusive Practices