Dimension: Journal of the Southern Conference on Language Teaching
In 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.
Glynn, C., & Wassell, B. (2018). Who gets to play? Issues of access and social justice in world language study in the US. Dimension, spring 2018.