Social justice in the proficiency-oriented language classroom: Frameworks and practices

Social justice in the proficiency-oriented language classroom: Frameworks and practices

LJ Randolph Jr., University of North Carolina Wilmington

The language classroom has the potential to be a space for critical reflection and transformative learning on the path to proficiency in the language studied. This session will examine various frameworks that inform social justice in language education and explore ways to connect critical and social justice-oriented pedagogies to language learning goals. The presenter will share resources and ideas for planning, implementing, and assessing learning experiences at a variety of proficiency levels. Participants will leave with a better understanding of how social justice learning goals and activities can be effectively embedded into their existing curricula.