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How We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.
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This chapter aimed at exploring how technology-mediated project-based language learning (PBLL) could be leveraged to foster 24 language learners’ awareness of social justice issues. Specifically, the study examined students’ perceptions regarding the potential benefits and challenges of technology-mediated PBLL for promoting social justice in a Spanish course. We used a grounded, iterative design and Teacher Action Research to analyze the data that comprised student-generated products (i.e., memes and written descriptions) and students’ perceptions of the benefits and challenges of using social justice projects in a Spanish course. In addition to revealing an array of perceived benefits and challenges of social justice projects for learning Spanish, the findings suggested the importance of using short, authentic multimodal texts and providing micro-scaffolding.
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This chapter explores the impact of implementing a partnership agreement to grant incoming university students credit based on their documented language proficiency. In 2018, an agreement was forged between an urban university and public school district, and, by extension, any high school offering the Seal of Biliteracy (SoBL) to offer students who hold the SoBL university credit for their language proficiency in a world language. This chapter examines the evolution of that agreement over a five-year period and its potential impact on students’ decision to pursue a minor/major in Spanish. Through semi-structured interviews, we also examined multiple university stakeholders’ perceptions and/or experiences about the value of the SoBL, the agreement to grant credit by examination (CBE), as well as other challenges, including the university’s reduction of their language requirement, transitions in leadership, and differing ideas about if and how best to award students credit based on examination.
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