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Osborn  \nStacey Margarita Johnson  \nVanderbilt University  \nAbstract  \nIn this interview with Terry A. Osborn, whose work set the stage for the momentum that is currently building around social justice in language education, Dr. Osborn shares his perspective on the past, present, and future of language education.  \nKey Words: social justice, critical pedagogy, language education, advocacy  \nAs part of this special issue of Dimension, we present an interview with Terry A. Osborn, whose books have set the stage for the momentum that is currently building around social justice in world language education in the United States. At the time of the interview, Dr. Osborn was the Interim Regional Chancellor and Regional Vice Chancellor for Academic and Student Affairs at the University of South Florida, Sarasota-Manatee. An internationally recognized scholar of critical language studies who has published 13 books and 34 articles and chapters, edited 6 academic book series, and was the founding co-editor of the journal Critical Inquiry in Language Studies, he has also been faculty at the City University of New York, the University of Connecticut, and Fordham University.  \nStacey Margarita Johnson, the co-editor of this special issue, caught up with Dr. Osborn in the summer of 2017 to discuss the state of social justice in language education.  \nStacey: In the 12 years since you published Teaching World Languages for Social Justice (2006), what changes have you seen in the field of language teaching? Terry: I should start by saying that my views that I express do not necessarily represent those of the University of South Florida, because when I am dealing with critical theory, those views are a bit controversial in some cases. I am speaking as an academic. I am not speaking as an administrator of this institution where I currently hold an administrative post.  \nI think there have been a lot of differences that have happened since the publication of this book. When I started writing this—in 2003 is when I started writing the book—there was a very limited amount of work that had been done in the area of social justice in foreign language teaching. Really, most of the critical, theoretical type of work or social justice type of work had been done in ESL. TEFL had also done a lot ofit. We had not done so much in foreign language education in the U.S.  \nMy concern as an academic was that we were treating foreign language education as a byproduct of our understanding of second language acquisition. Second language acquisition was understood largely as a natural process that was the same for every human being across the planet. Although that may very well be true, the  \n12 Dimension 2018  \nfact is that, even though the process may be the same, the contexts are very different.  \nFor me, the epiphany came probably back in the late ‘90s, when I was in Istanbul working as a consultant to develop an English for Special Purposes program at Istanbul Technical University. Essentially, they wanted their engineers to be able to speak English because it was important for them in their job market. They did not need to approach foreign language education like we do in the United States, where they talk about hobbies, weather, and all that. They just needed them to know how to talk about engineering topics. There was a real freedom in designing that curricular approach for me because I was not following the usual US foreign language curriculum.  \nI had been reading some of the works of Michael Apple at the time. I went into the faculty lounge over there. I sat down and thought about my experience as a highschool language teacher, thought about, as a foreign language educator, what we did in the United States. I remember thinking,“If you tried to design a system of foreign language education that would not result in bilingual students, you would have a hard time coming up with a better design than what we have in the United States.” ","cbCaisqH8j5gkApp","https://ap.wps.com/l/cbCaisqH8j5gkApp","pdf",87694,"English","# Abstract\n# Interview Overview\n## Background and Institutional Context\n## Changes in Language Teaching Since 2006\n## Curriculum, Power Structures, and Bilingualism\n## Growth of Social Justice Work Since 2005","[{\"question\":\"What is the interview focused on?\",\"answer\":\"The interview focuses on Terry A. Osborn’s perspectives on the past, present, and future of language education in relation to social justice.\"},{\"question\":\"How has the field of language teaching changed since Osborn published his 2006 book?\",\"answer\":\"Osborn describes expanding attention to social justice beyond earlier work concentrated in ESL/TEFL, along with increased articles, special issues, and interest groups since 2005.\"},{\"question\":\"Why does Osborn connect foreign language education with power structures in society?\",\"answer\":\"He argues that curriculum design and learning assumptions can influence who gains or loses power; access to bilingualism can shift power dynamics in broader society.\"}]","An Interview with Terry A. Osborn | PDF",1792091619,11]