Critical Race Pedagogy for More Effective and Inclusive World Language Teaching
Abstract To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and...
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| Published in: | Applied linguistics Vol. 42; no. 6; pp. 1055 - 1069 |
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| Main Author: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
Oxford University Press
01.12.2021
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| ISSN: | 0142-6001, 1477-450X |
| Online Access: | Get full text |
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| Summary: | Abstract
To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such injustices are perpetuated, plus, propose solutions for them. This article discusses racism and anti-Blackness in WL curriculum, materials, and instructional practices. It presents a post-hoc CRT analysis of findings from two studies: (i) an ethnographic study examining Spanish curriculum and instructional practices at two minority serving postsecondary institutions and (ii) a participatory action research collaboration with Spanish instructors examining curriculum at a predominantly white institution—both studies linked by how they reveal endemic racism and anti-Blackness in WL programmes. Ultimately, this article addresses how African Americans can more authentically and successfully participate in WL programmes. It introduces to the field a proposal of CRP for more effective WL teaching to promote practices in antiracism, equity-mindedness, and inclusivity for greater retention and success of Black students. |
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| ISSN: | 0142-6001 1477-450X |
| DOI: | 10.1093/applin/amab068 |