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Issues of Access and Social Justice in World Language Study in the U.S.","","Argues that access to world language study in the U.S. is a major social justice concern for minoritized students, students from under-resourced schools, and students with disabilities. Evidence synthesizes current scholarship and enrollment data to show inequities worsen through devaluation of students’ languages and cultures, the elitist nature of language study, and a one-sided curriculum. Proposes four actionable interventions across classroom, school/district, and policy levels to expand advanced access.",{"@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/who-gets-to-play-issues-of-access-and-social-justice-in-world-language-study-in-the-us/600906/",{"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/who-gets-to-play-issues-of-access-and-social-justice-in-world-language-study-in-the-us/600906.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which student groups are described as facing inequitable access to world language study?","Question",{"text":112,"@type":113},"Minoritized students, students from under-resourced schools, and students with disabilities are identified as groups experiencing unequal access.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What three issues are used to explain why access is inequitable?",{"text":117,"@type":113},"The paper highlights devaluation of students’ languages and cultures in schools, the elitist nature of language study, and the one-sided nature of the curriculum.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence is used to examine whether students persist to advanced study?",{"text":121,"@type":113},"Student completion of the Advanced Placement (AP) exam in world languages is used as an indicator for persistence into advanced coursework.","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},600906,1792208578,{"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":29,"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","Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S.  \nCassandra Glynn  \nConcordia College, MN  \nBeth Wassell  \nRowan University, NJ  \nAbstract  \nIn this paper, we draw on the current literature to argue that access to world language study for students from minoritized groups, students from under-resourced schools, and students with disabilities is a significant social justice issue. This inequitable access is exacerbated by three key issues: the devaluation of students’ languages and cultures in schools; the elitist nature of language study; and the one-sided nature of the curriculum. However, in response, we offer four concrete suggestions, at the classroom, school/ district, and policy levels, that can disrupt these historic trends and ensure that all students have access to advanced study of world languages and cultures.  \nKeywords: world language education, minoritized students, access, social justice  \nIntroduction  \nIn this paper, we synthesize recent literature on social justice and world language education alongside the current data on Advanced Placement (AP) test completion to argue that access to world language study for students from minoritized groups is a significant social justice issue in our field. The term minoritized students is deliberately used here as alternative to minority students and students of color because it emphasizes the social construction of minority status or of the action of minoritization that students experience in certain contexts (Benitez, 2010; Stewart, 2013). Minoritized students’ inequitable access to world language study is supported by U.S. public school enrollment data and is exacerbated by three key issues: the devaluation of students’ languages and cultures in schools (e.g., Valenzuela, 2010); the elitist nature of language study (Reagan & Osborn, 2002); and the one-sided nature of the curriculum (Kleinsasser, 1993) . In response to these issues, we offer three concrete suggestions, at the classroom, school/district, and policy levels, that can disrupt these trends and ensure that all students have access to advanced study of world languages and cultures.  \nMore than two decades ago, scholars described the United States as one of the most unequal school systems in the industrialized world. Disparities between White students and minoritized students prevented equal access to rigorous academic coursework and particular programs (Darling-Hammond, 1998; Kozol, 1991; Ladson-Billings & Tate, 1995) . Despite a number of dominant reform models such as high stakes testing and charter schools (Mordechay & Orfield, 2017), relatively  \nWho Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S. 19  \nfew gains have been made in terms of equity and access for U.S. students (DarlingHammond, 2015; Howard, 2016) . In many schools, it is common to see an overrepresentation of White students and an absence of students of color in college preparatory courses (Farkas, 2003; Welton & Martinez, 2014). World language study is a key example of this phenomenon. Language classes, especially at threshold levels (three years of study or more), are comprised of predominantly White students (National Center for Education Statistics, 2007) . When compared with other ethnic groups, African American students are least likely to study a world language and to continue it through year three or beyond at the high school level (National Center for Education Statistics, 2007) . These statistics suggest that in world language study, not all students “get to play.” However, the literature related to access and equity in world language education provides little insight as to why.  \nAccess According to the Numbers  \nDisparities in access to world language study, particularly at upper levels of study, are evident at both the K-12 and postsecondary levels. In 2014, public school enrollment in the U.S. was comprised of 24.9 million (50%) White students, 12.8 m","cbCaidNnuxG9McbC","https://ap.wps.com/l/cbCaidNnuxG9McbC","pdf",281216,15,"English","# Abstract\n# Introduction\n## Access According to the Numbers","[{\"question\":\"Which student groups are described as facing inequitable access to world language study?\",\"answer\":\"Minoritized students, students from under-resourced schools, and students with disabilities are identified as groups experiencing unequal access.\"},{\"question\":\"What three issues are used to explain why access is inequitable?\",\"answer\":\"The paper highlights devaluation of students’ languages and cultures in schools, the elitist nature of language study, and the one-sided nature of the curriculum.\"},{\"question\":\"What evidence is used to examine whether students persist to advanced study?\",\"answer\":\"Student completion of the Advanced Placement (AP) exam in world languages is used as an indicator for persistence into advanced coursework.\"}]","Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S. | PDF",1792091613,38]