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Through interpreting the fairy tale Cinderella, 16 university students examined gender roles and (in)equality in both historical and present-day contexts. The authors describe several activities within a 75-minute online session, showing how students use the target language to reflect on complex, real-life issues such as stereotypes.",{"@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":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-justice-in-beginning-language-instruction-interpreting-fairy-tales/600916/",{"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/social-justice-in-beginning-language-instruction-interpreting-fairy-tales/600916.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning activity do the authors use to discuss social justice in an introductory German course?","Question",{"text":112,"@type":113},"Students interpret the fairy tale Cinderella to explore gender roles and (in)equality across historical and contemporary contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theoretical areas does the chapter integrate for designing the unit?",{"text":117,"@type":113},"The framework combines intercultural communicative competence (ICC), intercultural citizenship, and teaching languages for social justice.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the online session structured in the study described?",{"text":121,"@type":113},"The authors present a 75-minute synchronous online session and include information about homework completed before and after the meeting, with some tasks in the target language and some in students’ preferred language.","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},600916,1792415524,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"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":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Social Justice in Beginning Language Instruction: Interpreting Fairy Tales  \nBritta Meredith  \nUniversity of Connecticut  \nMareike Geyer  \nUniversity of Connecticut  \nManuela Wagner  \nUniversity of Connecticut  \nAbstract  \nThis chapter bridges theories of social justice (e.g., Osborn, 2006) and intercultural citizenship (e.g. Byram, 2008) to classroom practices in an introductory German course ata research university. By interpreting a fairy tale [Cinderella], 16 university students reflected on issues of gender roles and (in)equality both in historical and current contexts. Several activities in a 75-minute online session are described. In this brief intervention, students demonstrated the ability to contemplate complex, real-life issues such as gender roles and stereotypes using the target language.  \nKey Words: intercultural competence, social justice, intercultural citizenship, beginning language instruction, online teaching, fairy tales  \nBackground  \nYet we don’t get our hands too dirty…We don’t usually listen to stories of escaping war and finding refuge and racism in a new land, despite the fact that these events occur in settings where so many of the languages taught in classrooms around the world are spoken. (EnnserKananen, 2016, p.557)  \nIn the quote above Ennser-Kananen (2016) laments the fact that world language (WL) educators tend to shy away from talking about painful and important issues in the WL classroom. Likewise, introductory WL textbooks often tend to cover rather simple topics, such as family, food, and similar aspects of life. WL educators have long advocated the inclusion of real-world scenarios (Oura, 2001; Willis & Willis, 2013), task-based instruction (Byrnes & Manchón, 2014; Nunan, 2006; Pica, 2008; Skehan, 2003), content-based instruction (Grabe & Stoller, 1997; Stoller, 2008; Stryker & Leaver, 1997; Tedick, Jorgensen & Geffert, 2001), and problem-based instruction (Hung, 2015; Hung, Jonassen, & Liu, 2008; Jonassen & Hung 2008; Schmidt, Van der Molen, Te Winkel & Wijnen 2009; Tiwari, Lai, So & Yuen, 2006) . These concerns are also reflected in conversations on teaching WLs for a) social justice (e.g., Guilherme, 2002; Osborn, 2006), b) intercultural competence (Byram, 1997), and in-  \nSocial Justice in Beginning Language Instruction: Interpreting Fairy Tales 91  \ntercultural citizenship (Byram, 2008), c) symbolic competence (Kramsch, 2011), as well as d) curriculum planning (e.g., Clementi and Terrill, 2013), just to name a few.  \nIn this chapter we demonstrate one potential means for providing beginning language learning students with opportunities to express themselves in meaningful ways about topics that are important to them and society by using a communicative approach through content-based instruction (Grabe & Stoller, 1997; Stoller, 2008; Stryker & Leaver, 1997; Tedick et al., 2001) as well as drawing from theories of intercultural communicative competence (ICC) (Byram, 1997) and social justice (Chapman, Hobbel, & Alvarado, 2011; Glynn, Wesely, & Wassell, 2014; Guilherme, 2002; Nieto, 2010; Osborn, 2006) . The goal was to challenge students to think critically about issues related to social justice, while engaging in negotiations in the target language (TL) .  \nBy applying theory in practice, we address the question “How can teachers help adult learners in an introductory world language course use the target language to discuss and learn about important issues, such as gender equality?” We share how beginning language learners can engage in critical reflection in the TL in the (online) classroom (at the example of one 75-minute synchronous online meeting, forthwith referred to as ‘the online session’). We also provide information about the homework prior and after the meeting, some of which occurred in the TL and some in the students’ language of choice. The theoretical framework for the reported activities integrates ICC (Byram, 1997), intercultural citizenship (ICit) (Byram, 2008), and te","cbCaitBdp0byzn1x","https://ap.wps.com/l/cbCaitBdp0byzn1x","pdf",338978,23,"English","# Abstract\n# Background\n# Theoretical Framework\n## Teaching Languages for Social Justice","[{\"question\":\"What learning activity do the authors use to discuss social justice in an introductory German course?\",\"answer\":\"Students interpret the fairy tale Cinderella to explore gender roles and (in)equality across historical and contemporary contexts.\"},{\"question\":\"What theoretical areas does the chapter integrate for designing the unit?\",\"answer\":\"The framework combines intercultural communicative competence (ICC), intercultural citizenship, and teaching languages for social justice.\"},{\"question\":\"How is the online session structured in the study described?\",\"answer\":\"The authors present a 75-minute synchronous online session and include information about homework completed before and after the meeting, with some tasks in the target language and some in students’ preferred language.\"}]","Social Justice in Beginning Language Instruction - Interpreting Fairy Tales | PDF",1792091630,35]