K-12 Chinese Language Teaching, Issue 5

society (Adams & Bell, 2016; Apple, 2010; Banks, 2004; Nieto & Bode, 2018). Social justice is
defined as “a philosophy, an approach, and actions that embody treating all people with fairness,
respect, dignity, and generosity” (Nieto, 2010, p. 46). Social justice in education “challenges,
confronts, and disrupts misconceptions, untruths, and stereotypes that lead to structural
inequality and discrimination based on race, social class, gender, and other social and human
differences,” “provides all students with the resources necessary to learn to their full potential,”
“draws on the talents and strengths that students bring to their education,” and “promotes critical
thinking and supports agency for social change” (Nieto, 2010, p. 46). All students need to be
cared and respected for their own different racial/ethnic, linguistic, and cultural identities and
backgrounds and to be taught to their strengths for success. Including social issues such as
power, privilege, discrimination, and equity, in particular voices from the marginalized
communities will promote students’ democratic thinking, social justice awareness, and agency
for social change. In regards to classroom practices, scholars from social studies education,
mathematics education, and science education have examined how social justice issues and other
critical concepts have been integrated into P-20 curriculum and instruction, but no studies to date
have examined how social justice education has been incorporated into world language education
(Wassell, Wesely & Glynn, 2019).
In recent years, scholars have emphasized the importance of social justice education to be
implemented in world language classrooms (Osborn, 2005; Reagan & Osborn, 2020; Glynn,
Wesely & Wassell, 2018). Randolph and Johnson (2017) indicated that language classrooms
provided the ideal context for incorporating a critical and transformative approach informed by a
social justice framework, which complemented the curricular goals outlined in the World-
Readiness Standards (NSCB, 2015) and supported the development of students’ language
proficiency and intercultural communicative competence. In an interpretive multiple case study,
Wassell, Wesley, and Glynn (2019) examined the experiences of twelve K-16 world language
teachers who employed social justice education in their curriculum and instruction. The findings
showed that teacher participants expanded their traditional language and culture curriculum by
incorporating social justice themes. Some of the teachers addressed social issues as the
centerpiece of their units while others explored such topics as added to the curriculum. Teachers
saw themselves raising awareness and encouraging students to respond to social problems. The
students in a few post-secondary cases supported and participated in social justice education