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An intermediate Spanish course paired with a required first-year credit course guided activities that build social consciousness, empathy, collaboration, diversity appreciation, civic engagement, personal responsibility, and leadership. Recommendations for language educators are supported by literature, curriculum design work, qualitative data, and instructor reflections.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-social-justice-through-21st-century-skills-thematic-units-in-the-language-classroom/600913/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-social-justice-through-21st-century-skills-thematic-units-in-the-language-classroom/600913.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the course structure support social justice learning targets?","Question",{"text":112,"@type":113},"The LLC model ties multiple courses through a shared topic, enabling interdisciplinary connections. The Spanish intermediate course combines with a required first-year credit course to develop community and apply a social justice lens.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What frameworks guide the design of the thematic units?",{"text":117,"@type":113},"The course uses a critical pedagogy approach grounded in Freire’s theory and the ACTFL 21st Century Skills Map. It also incorporates community-based learning approaches such as civic ethos, civic literacy, civic inquiry, and civic action.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the role of critical consciousness in the paper’s pedagogy?",{"text":121,"@type":113},"Freire’s critical consciousness, or conscientização, is presented as awareness of self through recognizing social, political, and economic contradictions. This awareness supports taking action against oppressive elements of reality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600913,1792165721,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Promoting Social Justice through 21st Century Skills: Thematic Units in the Language Classroom  \nBegoña Caballero-García  \nWofford College  \nAbstract  \nThis article demonstrates the ways in which the Spanish curriculum at one private university integrated social justice learning targets guided by the ACTFL 21st Century Skills Map and the Partnership for 21st Century Skills in a Living Learning Community (LLC) course called “Social Consciousness and Developing 21st Century Skills.”The LLC interdisciplinary approach combined an intermediate Spanish course with a compulsory one credit course for all first year students. Examples from four thematic units in the Spanish intermediate class illustrate activities intended to foster learners’social consciousness, empathy, collaboration, diversity appreciation, civic engagement, personal responsibility, and leadership. This article draws on the existing literature, the curriculum design process and product, qualitative data collection, as well as instructor reflections to make suggestions on how language educators can inspire students not only to understand the complexity of the world we live in, but also to take action by targeting 21st Century Skills through thematic units and authentic resources. Key words: social justice, 21st Century Skills, critical pedagogy, 21st Century Skills Map for World Languages, World-Readiness Cultures Standards, living learning communities, authentic resources, National Coalition Building Institute  \nBackground  \nLiving Learning Communities (LLCs) allow students to register for multiple courses that are tied together by a common topic, allowing them to make connections through an interdisciplinary approach. In an LLC, a group of students in their first semester of university share two or more courses and live in the same dorm to afford them the opportunity to develop a sense of community within a smaller group. The World-Readiness Standards for Learning Languages (ACTFL, 2015) defines one of the 5 Cs, connection, as the ability to “connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations.” In this way, LLCs are a perfect platform not only to follow one of the ACTFL Cs, but to delve into concepts potentially related to social justice across disciplines.  \nThe “Social Consciousness and Developing 21st Century Skills” LLC aimed to make students more socially aware of their own cultural frames of reference, especially about stereotypes, prejudices, and social disparities within their own culture. In order to obtain those objectives, a critical pedagogy approach based on Freire’s (1970) theory and the ACTFL 21st Century Skills Map (ACTFL, 2011) had an im-  \nPromoting Social Justice through 21st Century Skills Thematic Units in the Language Classroom 131  \nportant role in this course. Furthermore, several approaches from community based learning (National Task Force, 2012, p.15) such as civic ethos, civic literacy, civic inquiry, and civic action were also included in this LLC. With those frameworks in mind, learners analyzed and compared products, practices and perspectives through a social justice lens. The new World-Readiness Standards for Cultures (ACTFL, 2015) stated that “Learners use the language to investigate, explain, and reflect on the relationship between the products and practices with the perspectives ofthe cultures studied.” Furthermore, by promoting 21st Century Skills, the four units that will be explained below focus on how social justice is interconnected with the new WorldReadiness Cultures Standards. This paper will outline the merger of two course curricula in an LLC and the creation of a space for learners to engage critically through thematic units in a world language class.  \nLiterature Review  \nWhen the goal of language education is to change societal structures, educational practices must be selected with equality and liberation ","cbCainB1xnwTI01X","https://ap.wps.com/l/cbCainB1xnwTI01X","pdf",165150,16,"English","# Abstract\n# Background\n## Living Learning Communities and ACTFL connections\n## Course goals and critical pedagogy framework\n# Literature Review\n## Freire’s critical consciousness and social change\n## Critical pedagogy and social justice in language curricula","[{\"question\":\"How does the course structure support social justice learning targets?\",\"answer\":\"The LLC model ties multiple courses through a shared topic, enabling interdisciplinary connections. The Spanish intermediate course combines with a required first-year credit course to develop community and apply a social justice lens.\"},{\"question\":\"What frameworks guide the design of the thematic units?\",\"answer\":\"The course uses a critical pedagogy approach grounded in Freire’s theory and the ACTFL 21st Century Skills Map. It also incorporates community-based learning approaches such as civic ethos, civic literacy, civic inquiry, and civic action.\"},{\"question\":\"What is the role of critical consciousness in the paper’s pedagogy?\",\"answer\":\"Freire’s critical consciousness, or conscientização, is presented as awareness of self through recognizing social, political, and economic contradictions. This awareness supports taking action against oppressive elements of reality.\"}]","Promoting Social Justice through 21st Century Skills - Thematic Units in the Language Classroom | PDF",1792091625]