High-Impact Practices in a Hispanic Linguistics Course - Facilitating Lessons about Linguistic Diversity and Advocacy

Oct 15, 2026

Investigation into how undergraduate students in a Hispanic linguistics course responded to content and critical pedagogical approaches. The course, “Bilingualism in the Spanish-Speaking World,” used two high-impact practices—service-learning or an undergraduate research investigation—as the final project. End-of-course questionnaires showed both groups strongly endorsed advocating for and educating others about linguistic diversity. Results also indicate both HIPs supported meaningful connections to class-critical topics, with recommendations for K-16 programs to include linguistics lessons emphasizing social justice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages41

Reading Time1 h 43 min

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Abstract

Background

Social justice in world language curricula

Critical Pedagogies in Hispanic Linguistics

Linguistics as scientific study of language

Branches of Hispanic linguistics

High-Impact Practices in a Hispanic Linguistics Course: Facilitating Lessons about Linguistic Diversity and Advocacy Stephanie M. Knouse Furman University Abstract This investigation examines how students responded to the content and critical approach in an undergraduate course in Hispanic linguistics titled “Bilingualism in the Spanish-Speaking World.” To enhance learning, students participated in one of two high-impact practices (HIPs)—service-learning or a research investigation—as their final project. On an end-of-course questionnaire both final project groups strongly indicated that they would advocate for and educate others about linguistic diversity. Findings also suggest that both HIPs fostered meaningful connections to the critical topics covered in class. To conclude, recommendations are offered for how K-16 programs might include “linguistics” lessons that emphasize social justice. Key words: critical pedagogy, Hispanic linguistics, service-learning, undergraduate research, social justice education Background There is growing consensus among educators that social justice should have an integral presence in the world language curriculum (Glynn, Wesely, & Wassell, 2014; Johnson, 2015; Norton & Toohey, 2004; Osborn, 2006; Randolph & Johnson, 2017) . Osborn (2006) defined social justice as the “equitable sharing of social power and benefits within a society”(as cited in Randolph & Johnson, 2017, p. 10) . Scholars are recommending that language practitioners integrate lessons on social justice, along with those designed to develop learners’ proficiency, to create “more welcoming learning experiences for all students”(Glynn et al., 2014, p. i) and to address issues like “immigration, diversity, inclusion, multiculturalism, and globalism […] that relate to and are informed by language and language study”(Randolph & Johnson, 2017, p. 9-10). In this article, I, too, will advocate for including social justice education in the world language classroom, which entails incorporating content and critical pedagogical techniques to address “difference, power, or social stratification in the classroom or in the world”(Johnson & Randolph, 2015, p. 36) . I will describe one specific content course in Hispanic linguistics (HL)—“Bilingualism in the SpanishSpeaking World”—that was particularly conducive to fostering a deeper understanding of critical topics such as language use, language prestige, and the relationship of power and language on the societal level. Along with the guiding principles of social justice education and critical pedagogy, the critical approach of the course was one akin to what Walsh (1991) deemed “critical bilingualism,” where learners became 34 Dimension 2018 aware of their “ability to not just speak two languages, but to be conscious of the sociocultural, political, and ideological contexts in which the languages (and there the speakers) are positioned and function”(p. 127, as cited in Pennycook, 2001, p. 15) . Furthermore, to complement the assertion that world language classrooms are“uniquely suited to challenge, confront, and disrupt misconceptions, untruths, and stereotypes that lead to structural inequality and discrimination based on social and human differences”(Glynn et al., 2014, p. 3), I contend that courses that fall under the general category of HL provide ideal learning environments in which lessons on social justice can be integrated due to the very nature of the discipline itself. I will also explain how two high-impact practices (HIPs) in undergraduate education—or those attested educational opportunities that promote deep learning and provide students from diverse background with considerable learning benefits (Kuh, 2008, p. 9)–helped to not only reinforce course content, but more importantly gave students multiple opportunities to interact with the local Hispanic community in the area. Moreover, the present article serves to show K-16 language practitioners that while the fe

FAQs

What is the main focus of the investigation in this Hispanic linguistics course study?

The study examines how students responded to course content and a critical approach in an undergraduate Hispanic linguistics course titled “Bilingualism in the Spanish-Speaking World.” It focuses on student advocacy for linguistic diversity and connections to critical class topics.

What two high-impact practices were used as final projects?

Students completed either service-learning or an undergraduate research investigation as their final project. Both were treated as high-impact practices intended to support deep learning.

What did the end-of-course questionnaire suggest about student outcomes?

Both project groups indicated they would advocate for and educate others about linguistic diversity. The findings also suggest that both HIPs helped foster meaningful connections to the critical topics covered in class.

Oct 15, 2026

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