Critical Content Based Instruction for the Transformation of World Language Classrooms

Abstract

This interpretive multiple-case study examines the practices and perspectives of four mid-level and secondary world language teachers in diverse teaching contexts as they design and implement critical content-based instruction units in their classes. Knowing that content can be defined as either cultural or academic content (Spenader, Wesely, & Glynn, 2018), the middle and high school level teachers in this study aimed to use a critical approach in their curricula and to integrate topics of social justice into the cultural content, promoting inquiry and critical thinking among students. Using data collected from recorded videos of teaching and individual semi-structured interviews, this study aims to answer the following research question: How is Critical Content-Based Instruction (CCBI) (Sato, Hasegawa, Kumagai, & Kamiyoshi, 2017) being employed by U.S. Spanish teachers to examine complex topics through a lens of social justice? Findings indicate that teachers feel compelled to integrate topics of social justice into their curriculum to promote criticality (critical thinking) and to encourage students to effect change in their own communities and beyond. The discussion supports consideration of teachers' roles in the development of student agency through their curriculum and instruction. Implications are addressed for educational research, teacher education, and professional development.

For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom

“…However, as Quan (2020) notes, "the work of dismantling inequities should not fall solely on marginalized populations" (p. 900). We concur and support research that shows how this approach is equally important in less diverse contexts to allow students to become aware of their ideologies and privilege as well as social injustices that affect others (e.g., Glynn & Spenader, 2020;Quan, 2020;Magro, forthcoming). Future research should continue to explore the impact of this approach and other critically oriented approaches on different types of populations and contexts.…”

“…Advocates for critical approaches in language education have highlighted the need to embrace CLA and critical pedagogy in the language classroom as a way to promote social change (Alim, 2010;Crookes, 2012;Del Valle, 2014;Glynn & Spenader, 2020;Leeman, 2018Leeman, , 2014Leeman & Serafini, 2016;Martinez, 2003;Norton & Toohey, 2004;Osborn, 2006;Parra, 2016;Pennycook, 2001Pennycook, , 2017Quan, 2020Quan, , 2021. Alim (2010) identifies the language ideologies of an educator teaching English to an ethnically, racially, and linguistically diverse (70% Black, 25% Latino) high school student population.…”

The presence and absence of race in world language education literature

“…Finally, the literature included in this systematic historical analysis centered WL teaching and learning by selecting journals published by WL professional organizations where scholarship and classroom practice most often meet. While this decision served to delineate the field of WL and eliminate overlaps with related fields, it is also limiting because important work related to equity in WL has been published in broader journals (e.g., Baggett, 2018Baggett, , 2020Glynn & Spenader, 2020). Future work can cultivate interdisciplinary connections across fields such as applied linguistics and bilingual education where important equity work is taking place (see Charity Hudley et al, 2020).…”