DEI in World Language Education: Are We Really Committed to Advocacy "and" Action?

Autor/inn/en	Wassell, Beth; Koch, Julia
Titel	DEI in World Language Education: Are We Really Committed to Advocacy "and" Action?
Quelle	In: NECTFL Review, (2023) 90, S.85-93 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-5965
Schlagwörter	Diversity; Inclusion; Social Justice; Equal Education; Second Language Learning; Second Language Instruction; Access to Education; Educational Practices; Student Needs; Educational Policy; School Districts; Vignettes; Language Teachers; Teacher Attitudes; Race; Socioeconomic Status; Students with Disabilities; Student Characteristics; Teacher Shortage; Culturally Relevant Education; Curriculum Development; National Organizations; Advocacy; Advanced Placement; High School Teachers; Teacher Educators; Institutional Characteristics; New Jersey + Suchen Sie Ihr Suchwort? Inklusion; Soziale Gerechtigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis; Politics of education; Bildungspolitik; School district; Schulbezirk; Language teacher; Sprachunterricht; Lehrerverhalten; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrermangel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialanwaltschaft; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teacher education; Lehrerausbildung; Lehrerbildung
Abstract	The terms diversity, equity, inclusion, and justice have become ubiquitous in schools, institutions, and professional organizations. Yet the extent to which the ideals behind these words are realities in today's world language classrooms is less clear. Are our world language classrooms equitable and accessible to diverse learners, particularly given the new social, emotional, and academic needs of students in our post-pandemic society? In this article, we seek to engage leaders and educators, both within and beyond NECTFL, to think critically about policies and practices in their schools, districts, communities, and states. Using two composite vignettes, broad understandings from recent literature, and findings from a recent study that examined the perspectives of world language educators, we describe and interpret key issues that currently impact world language programs, teachers, classes, and students. These issues include a lack of access to world language study related to students' race, socioeconomic status, and disability; world language teacher shortages; and a need for a more culturally relevant, engaging world language curriculum. The article concludes with recommendations to actualize language educators' support for diversity, equity, and inclusion specific to world language education contexts. (As Provided).
Anmerkungen	Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01