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It connects Communities and Cultures standards with critical pedagogy and transformative learning, then outlines lesson planning, course design, and professional development directions before issuing a teacher-centered call to action.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/social-justice-in-the-language-classroom-a-call-to-action/600905/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/social-justice-in-the-language-classroom-a-call-to-action/600905.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the paper call for social justice education in language classrooms?","Question",{"text":63,"@type":64},"Because language study is inherently shaped by social, historical, and political contexts, and social justice aligns curricular elements and instructional choices with equitable sharing of social power and benefits.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which scholarship strands are used to inform social justice in language education?",{"text":68,"@type":64},"The paper highlights critical pedagogy and transformative learning, building from Communities and Cultures standards to support effective social justice instruction.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges do teachers face when adding social justice themes to world language instruction?",{"text":72,"@type":64},"World language curricula are often already overloaded, and teachers must balance the Five C’s alongside the additional social justice element within practical day-to-day teaching constraints.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600905,1792165544,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Social Justice in the Language Classroom: A Call to Action  \nLinwood J. Randolph Jr.  \nUniversity of North Carolina—Wilmington  \nStacey Margarita Johnson  \nVanderbilt University  \nAbstract  \nThe goals of language education in the United States have always been informed by the social, historical, and political contexts in which the instruction takes place. In this paper, we make the case for social justice education in all language classrooms, and we explore the different threads of scholarship that inform social justice in language education. We begin with the Communities and Cultures standards, and then discuss critical pedagogy and transformative learning. Avenues and opportunities are explored for effective social justice instruction at the lesson planning and course design level, and for professional development. This paper concludes with a call to action for all language teachers.  \nKey Words: Social Justice, Critical Pedagogy, Intercultural Communicative Competence, Transformative Learning, World-Readiness Standards  \nBackground  \nThe goals of language education in the United States have always been informed by the social, historical, and political contexts in which the instruction takes place. These contexts have influenced methodologies (from grammar-translation to proficiency-based approaches) as well as language offerings (from classical language curricula to modern world and community language curricula) with specific languages experiencing varying degrees of popularity throughout history. Although functional proficiency in the target language is often touted as a goal of language programs and an expectation for students, the structure of language programs in the UShas never been ideal for fostering such fluency; many students do not begin language study until mid to late adolescence and will not achieve the amount of contact hours necessary to become proficient in the language of study (Johnson, 2015) .  \nMany researchers (e.g., Johnson & Randolph, 2015; Leeman, 2007; Norton & Toohey, 2010; Osborn, 2006) have challenged the idea of a purely practical, proficiency-based language classroom and have called upon language educators to take a more critical approach to curriculum development that recognizes the political nature of language study. In fact, the current political climate of our nation is often dominated by questions of immigration, diversity, inclusion, multiculturalism, and globalism—all issues that relate to and are informed by language and language study.  \n100 Dimension 2017  \nThe recently released “Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic Competitiveness” (U.S. Department of Education International Affairs Office, 2017) is a testament to the high urgency of such issues.  \nGenerally, social justice can be defined as the equitable sharing of social power and benefits within a society (Osborn, 2006) . In the context of language education, this would include the curricular elements as well as the instructional choices implemented to aid in that endeavor. Although social justice has emerged in the last decade as a popular line of inquiry in language pedagogy scholarship, the foundations for social justice education have been present for much longer. For decades, researchers have been concerned about the superficial treatment of culture in world language curriculum development and instruction and have called for more critical approaches (Garrett-Rucks, 2016; Koning, 2010; Kubota, 2008; Nieto, 2002; Tedick & Walker, 1994; Weinberg, 1982). Although social justice education is compatible with the world language curriculum and can be rewarding, it is also challenging and intentional work. Incorporating this type of pedagogy requires the critical deconstruction of various political, institutional, and linguistic power structures that exist as well as their explicit and implicit influences in the organization and operation of schools and in the development","cbCaiqMsK4Q1VmJV","https://ap.wps.com/l/cbCaiqMsK4Q1VmJV","pdf",218301,23,"English","# Abstract\n# Background\n## Language education goals and political context\n## Challenging proficiency-only approaches\n# Defining social justice in language education\n## Cultural power structures and institutional impacts\n# Rationale for integrating social justice\n## The Five C’s and curricular overload","[{\"question\":\"Why does the paper call for social justice education in language classrooms?\",\"answer\":\"Because language study is inherently shaped by social, historical, and political contexts, and social justice aligns curricular elements and instructional choices with equitable sharing of social power and benefits.\"},{\"question\":\"Which scholarship strands are used to inform social justice in language education?\",\"answer\":\"The paper highlights critical pedagogy and transformative learning, building from Communities and Cultures standards to support effective social justice instruction.\"},{\"question\":\"What challenges do teachers face when adding social justice themes to world language instruction?\",\"answer\":\"World language curricula are often already overloaded, and teachers must balance the Five C’s alongside the additional social justice element within practical day-to-day teaching constraints.\"}]","Social Justice in the Language Classroom - A Call to Action | PDF",1792091609,58]