Social Justice Bibliography

This bibliography provides a curated list of resources in three main categories--general social justice resources; social justice and language education; and language-specific resources. The resources included in each area are broken into subtopics and include scholarly publications, blog posts, podcasts, resource repositories, websites, videos, and the like. 

To help CARLA keep this bibliography current, we invite you to suggest scholarly and practical resources that are missing from the categories below. To suggest a resource, complete this form, and the Social Justice in Language Education project team will review your request. If approved, the suggested resource will be added to the appropriate category of the bibliography.

Click on each subtopic name to see the list of resources.

General Social Justice Resources

Social Justice Learning Standards

+ Defining social justice as a term and a practice; general learning objectives and outcomes for social justice based education.

Chiariello, E., Edwards, J. O., Owen, N., Ronk, T., & Wicht, S. (2018). Social justice standards: The teaching tolerance anti-bias framework [PDF]. Learning for Justice.

Learning for Justice. (n.d.). Learning for justice.

The UIC Social Justice Initiative. (n.d.). Social justice portal project. University of Illinois Chicago.

Critical, Culturally-Responsive, and Culturally-Sustaining Pedagogies

+ Highlighting the need for educational practices that are multicultural, culturally responsible, culturally-responsive, equitable, abolitionist, etc.

Araneta, A., & Maatwk, F. (Hosts). (2021-present). Pedagogies for Social Justice [Audio podcast]. University of Westminster.

Banks, J. A. (1993). Chapter 1: Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19(1), 3–49.

Cherng, H.-Y. S., & Davis, L. A. (2019). Multicultural matters: An investigation of key assumptions of multicultural education reform in teacher education. Journal of Teacher Education, 70(3), 219–236.

Facing History and Ourselves. (2021). Educator resources.  

Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1–16.

Gordon, R. K., Ahmed, K., & Hosoda, M. (Eds.). (2021). Evolving Multicultural Education for Global Classrooms. IGI Global.

J. Murrey Atkins Library. (n.d.). Critical theory pedagogies guide. The University of North Carolina at Charlotte.

Ladson‐Billings, G. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.

Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.

Metropolitan Center for Research on Equity and the Transformation of Schools. (n.d.). Culturally responsive-sustaining education. NYU Steinhardt.

Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25–38.

Navigating Difficult Conversations in Class

+ Discussing high-stakes social justice topics in the classroom; navigating potentially emotionally-charged classroom conversations on difficult topics; establishing an accepting and welcoming classroom environment conducive to difficult conversations.

Center for Research on Learning and Teaching. (2021). Guidelines for discussing difficult or high-stakes topics. University of Michigan. 

Jirard, S. A. (2020, July 1). Having difficult conversations about race in the classroom [Webinar]. Sage.

Kaplowitz, D. R., Lee, J. A., & Seyka, S. L. (2018). Looking to near peers to guide student discussions about race. Phi Delta Kappan, 99(5), 51–55.

McCurtrie, B. (2020, September 18). Teaching: Talking with students about racism. The Chronicle of Higher Education.

Nagda, B. R. A., & Zúñiga, X. (2003). Fostering meaningful racial engagement through intergroup dialogues. Group Processes & Intergroup Relations, 6(1), 111–128.

Poorvu Center for Teaching and Learning. (2021). Inclusive classroom climate. Yale University.

The Program on Intergroup Relations. (2015, February). Video: Preventing and addressing incivility in the classroom [Video]. University of Michigan.

Southern Conference on Language Teaching. (2020, July 2). Courageous classrooms: Hard conversations, intentional design, and critical reflection [Video]. YouTube.

Supiano, B. (2020, July 23). Teaching: When students resist learning about racism. The Chronicle of Higher Education.

University of the Sunshine Coast. (2021). Designing culturally inclusive teaching and learning spaces.

USC Suzanne Dworak-Peck School of Social Work. (2020, November 5). Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege. The University of Southern California.

UCLA’s Intergroup Dialogue Program & Center for the Advancement of Teaching. Setting Classroom Agreements. The University of California, Los Angeles.

Anti-Racist Resources

+ Defining anti-racism; asserting the need for anti-racist practices in education; engaging in anti-racist practices and identifying biases.

Adichie, C. N. (2009, July). The danger of a single story [Video]. TED Conferences.

Anti-Racist Guide. (n.d.). Broaden your understanding and ability to combat racism.

Aryee-Price, A.O. (2017, January 31). Let's talk! Teaching Black Lives Matter [Webinar]. Learning for Justice.

Baker-Bell, A., & Kynard, C. (n.d.). Black Language Syllabus

Butler, B., Farinde-Wu, A., & Winchell, M. (Eds.). (2022). Mentoring while white: Culturally responsive practices for sustaining the lives of Black college students. Lexington Books.

Center for Educational Innovation. (n.d.). Anti-racism resources for higher ed. University of Minnesota.

Condon, F., & Young, V. (Eds.). (2017). Performing antiracist pedagogy in rhetoric, writing, and communication. The WAC Clearinghouse; University Press of Colorado.

Ho, J. (2020). Anti-Asian racism, Black Lives Matter, and COVID-19. Japan Forum, 33(1), 148–159.

Krebs, P. M., (2020, May 31). Antiracist resources for your 2020-2021 teaching.

Miller, E. T., & Walker, A. V. (Eds.). (2023). Antiracist pedagogy in action: Curriculum development from the field. Rowan & Littlefield Unlimited Model.

National Association for the Education of Young Children. (n.d.). Anti bias.

National Museum of African American History and Culture (n.d.). Talking About Race.

Pitts, J. (2016). Don’t say nothing. Learning for Justice Magazine, 54.

Pitts, J. (2020, September 11). What anti-racism really means for educators. Learning for Justice.  

Project Implicit. (2011). Frequently asked questions.

Schwartz, K. (2019, December 18). How Ibram X. Kendi’s definition of antiracism applies to schools. KQED.

Schwartz, S., & Will., M. (2020, June 2). 15 classroom resources for discussing racism, policing, and protests. Education Week.

Stewart, D., Caldwell, M., & Hawkins, D. (2022). Facilitating conversations about race in the classroom. Routledge.

Wheaton College. (n.d.). Becoming an anti-racist educator.


+ Defining decolonization and its importance; exemplifying decolonial movements.

Cull, I., Hancock, R. L. A., McKeown, S., Pidgeon, M., & Vedan, A. (2018, September 5). Decolonization and indigenization – pulling together: A guide for front-line staff, student services, and advisors. BCcampus. 

Curiel-Allen, T. (2018, March 4). What decolonization is, and what it means to me. Teen Vogue. 

Decolonial Atlas. (n.d.). Home. 

Native Land Digital. (n.d.). Territories-Languages-Treaties. Native Land.

Twitchell, X̱. L. (2022). The tongue unbroken (Tlél Wudakʼóodzi Ḵaa Lʼóotʼ): Native american language revitalization and decolonization. [Audio podcast].

LGBTQ+ Resources

+ Discovering and understanding the diversity of the LGBTQ+ community; asserting the necessity of LGBTQ+ inclusive education

Anti-Defamation League. (n.d.). LGBTQ pride month and education resources

The Gay, Lesbian, & Straight Education Network. (n.d.). Who we are.

The Gay, Lesbian, & Straight Education Network. (n.d.). Developing LGBTQ-inclusive classroom resources [PDF].

Human Rights Campaign Foundation. (n.d.). Resources for gender and LGBTQ+ inclusive schools.

Pakuła, Ł. (2021). Linguistic perspectives on sexuality in education: Representations, constructions and negotiations. Palgrave Macmillan.

PBS Learning Media. (n.d.). Understanding LBGTQ+ identity: A toolkit for educators.

Pino, M. (2016). The necessity of LGBT-inclusive curriculum. Huffpost.

The Trevor Project. (n.d.). The Trevor project.

Disability Justice

+ Defining disability justice and its relevance to the classroom; exemplifying disability justice as a framework for education.

CAST. (2018). The UDL guidelines.

Disability and Philanthropy Forum. (n.d.). What is disability justice?

Disability Justice. (2021). Disability justice.

Linton, S. (1998). Claiming disability. Amsterdam University Press.

McKenna, J.W. & Adamson, R. (Eds). (2021). Inclusive instruction for students with emotional and behavioral disorders: pulling back the curtain. Lexington Books.

Nave, L. (Host). (2018-present). ThinkUDL [Audio podcast].

Ortiz, N. (2012, October 25). Disability justice framework. Disability Justice.

Project Lets (2020). Disability justice.

University of Colorado Boulder. (n.d.). Destigmatizing neurodiversity [webpage].

Social Justice and Language Education

Professional Learning for Language Educators

+ Underlining the call for social justice in language education; understanding educators’ roles and responsibilities; developing awareness of self and identity within larger society.

Chang-Bacon, C. (n.d.). Blog.

Cutler, C. (2018, February 28). “Pink chess gring gous”: Discursive and orthographic resistance among Mexican-American rap fans on YouTube [Video]. Language and Social Justice Talks, The New School.

Davidson, K. F., Johnson, S. M., & Randolph, L. J., Jr. (Eds.). (2023). How we take action: Social justice in PK-16 language classrooms. Information Age Publishing.

Figueroa, M. (n.d.) Scholars to read/know in the field of language.  

Godoy Peñas, J. A., & Quevedo-Webb, C. (2021). Diversity, equity, and inclusion in second language teaching. CERCLL, University of Arizona.

Johnson, S.M. (Producer/Interviewer). (2017, July 21). Teaching racial diversity and growing as a teacher with Laurel Abreu (No. 12) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (Producer/Interviewer). (2018, March 16). A Preview of the 2018 Dimension special issue with Terry A. Osborn (No. 44) [Audio podcast episode]. We Teach Languages.

London, K. D. (2020, May 26). A Call to action: Inclusivity. Trailblaze into Language Learning.

Nicola, M. (2020, October 17). Some considerations for social justice teaching in a world language setting: From self to students to world [Webinar]. CERCLL.

Norton, B., & De Costa, P. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90–112.

Ortactepe, D. (n.d.). Multimedia teaching resources for social justice. Language Teaching for Social Justice, Middlebury Institute of International Studies.

Osborn, T. A. (2020, June 2). A journey of social justice [Video]. ACTFL Critical & Social Justice Approaches Special Interest Group.

Randolph, L. J. (2020, September 12). Cultural and linguistic competence through social justice [Webinar]. CERCLL.

Randolph, L. J. (2021, August 2). Setting the stage for critical language study. COERLL Blog.

Randolph, L. J. (2021, August 16). Finding comfort in the discomfort: Critical moments and courageous conversations. COERLL Blog.

Randolph, L. J. (2021, August 23). Representation, inclusion, and activism: Small steps matter. COERLL Blog.

Randolph, L. J., & Johnson, S. M. (2017). Social justice in the language classroom: A call to action [PDF]. Dimension, 99–121.

Reagan, T. G., & Osborn, T. A. (2001). The foreign language educator in society. Taylor & Francis.

Wassell, B., & Glynn, C. (2022). Transforming world language teaching and teacher education for equity and justice: Pushing boundaries in US contexts. Multilingual Matters.

Critical, Culturally-Responsive, and Culturally Sustaining Pedagogies

+ Highlighting the need for educational practices in the language classroom that are multicultural, intercultural, culturally responsible, culturally responsive, equitable, abolitionist, etc.

Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140–151.

Dorner, L. M., Palmer, D., Cervantes-Soon, C., Heiman, D., & Crawford, E. R. (Eds.). (2022). Critical consciousness in dual language bilingual education: Case studies on policy and practice. Routledge.

Glynn, C., Wesely, P. M., & Wassell, B. A. (2018). Words and actions: Teaching languages through the lens of social justice (2nd ed.). American Council on the Teaching of Foreign Languages (ACTFL). 

Hammond, Z. L. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.

Hird, D. (Ed.). (2023). Critical pedagogies for modern languages education: Criticality, decolonization, and social justice. Bloomsbury Academic.

Johnson, S. M. (Producer/Interviewer). (2018, June 29). Community-based global learning, Part I with Richard Kiely and Eric Hartman (No. 59) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (Producer/Interviewer). (2018, July 6). Community-based global learning, Part II with Richard Kiely and Eric Hartman (No. 60) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (Producer/Interviewer). (2018, October 5). Intercultural communicative competence with Michael Byram (No. 73) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (2020, October 3). Transformative learning in a social justice oriented language classroom [Webinar]. CERCLL.

Johnson, S. M., & Randolph, L. J., Jr. (2015). Critical pedagogy for intercultural communicative competence: Getting started. The Language Educator, 10(3), 36–39.

Muszyńska, B., & Hansen-Thomas, H. (Eds.). (2023). Putting critical language pedagogy into practice. Routledge.

Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. Cambridge University Press.

Osborn, T. A. (2005). Teaching world languages for social justice: A sourcebook of principles and practices. Routledge. 

Parker, J. (2019). Multicultural education as a framework for educating English language learners. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 22–35.

Reagan, T. G., & Osborn, T. A. (2021). World language education as critical pedagogy. Routledge.

Sato, S., Hasegawa, A., Kumagai, Y., & Kamiyoshi, U. (2017). Content-based instruction (CBI) for the social future: A Recommendation for critical content-based language instruction (CCBI). L2 Journal, 9(3), 50–69.

Curriculum, Pedagogy, and Instructional Materials

+ Developing thematic units rooted in social justice principles and frameworks; utilizing authentic resources within the language education curriculum; incorporating age- and level-appropriate social justice curricular materials.

Alexander, C. (2020, October 6). Developing a social justice unit in English language arts. Edutopia.

Amado, A., Conlon Perugini, D., & Lindstrom, S. (2020, June 2). Enacting social justice in early language classrooms through critical cultural awareness [Video]. ACTFL Language Learning for Children Special Interest Group.

Caballero-García, B. (2018). Promoting social justice through 21st century skills: Thematic units in the language classroom [PDF]. Dimension, 130–145.

Cannizzo, H. (2021). Implementing feminist language pedagogy: Development of students’ critical consciousness and L2 writing. Education Sciences, 11(8), 393.

Conlon Perugini, D., Johnson, S. M., & Randolph, L. J. (2019, November 23). Authentic resources for proficiency, interculturality, and social justice [Google Slides]. Paper presented at the Annual Convention of the American Council on the Teaching of Foreign Languages, Washington DC.

Crane, C., & Sosulski, M. J. (2020). Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning. Foreign Language Annals, 53(1), 69–95.

Johnson, S. M. (Producer/Interviewer). (2018, March 23). Thematic units and social justice with Anneke Oppewal and Jennifer Wooten (No. 45) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (2021, January 12). Current events in the language classroom. Stacey Margarita Johnson.

Madison, S., & Randolph, L.J. (2020, October 29). Counter-narratives as resistance: Social justice in the WL classroom [Webinar]. IALLT.

Meredith, B., Geyer, M., & Wagner, M. (2018). Social justice in beginning language instruction: Interpreting fairy tales [PDF]. Dimension, 90-112.

Ortaçtepe Hart, D. (2023). Social justice and the language classroom: Reflection, action, and transformation. Edinburgh University Press.

Paesani, K., Goodspeed, L., Menke, M., & Ruf, H. (2023). Creating social justice instructional templates: Frameworks, process, and lessons learned. L2 Journal, 15(1).

Randolph, L. J., Jr. (2021, August 9). Comprehension of authentic resources. COERLL Blog.

Randolph, L. J., Jr. (2021, August 30). Literature for transformation: Nicolás Guillén’s “Negro bembón.” COERLL Blog.

Siegel, C. (Interviewer), & Johnson, S. M. (Producer). (2018, September 28). One approach to a content-based, upper-level course with Elena Morgan and Rachel Frenkil (No. 72) [Audio podcast episode]. We Teach Languages.

Volkmer, A. (2018). Language justice curriculum. Center for Participatory Change.

Wassell, B. A., Wesely, P., & Glynn, C. (2019). Agents of change: Reimagining curriculum and instruction in world language classrooms through social justice education. Journal of Curriculum and Pedagogy, 16(3), 263–284.

Linguistic Diversity

+ Understanding questions of monolingualism, multilingualism, and translingualism in language education; promoting linguistic legitimacy of diverse language learners; drawing attention to differences of accent and pronunciation.

Conlon Perugini, D. (Interviewer), & Johnson, S.M. (Producer). (2020, June 12). Language legitimacy and imagining new educational contexts with Jonathan Rosa (No. 142) [Audio podcast episode]. We Teach Languages.

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171.

Gillon, C., & Figueroa, M. (Hosts). (2017-present). The vocal fries podcast [Audio podcast].

Johnson, S. M. (Producer/Interviewer). (2019, December 6). Diverse images of Spanish-speakers and reaching “reluctant” learners with Rhoda Nunez-Donnelly (No. 127) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (Producer/Interviewer). (2020, January 24). Language ideologies and translanguaging with Emma Trentman (No. 132) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (Producer/Interviewer). (2020, May 9). Heritage language maintenance with Angelica Amezcua (No. 140) [Audio podcast episode]. We Teach Languages.

Johnson, S. M. (Interviewer/Producer). (2020, June 5). Accent, race, work, and teaching pronunciation with Vijay Ramjattan (No. 141) [Audio podcast episode]. We Teach Languages.

Knouse, S. M. (2017). High-impact practices in a Hispanic linguistics course: Facilitating lessons about linguistic diversity and advocacy [PDF]. Dimension, 33-73.

Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217.

Mori, J., & Sanuth, K. K. (2018). Navigating between a monolingual utopia and translingual realities: Experiences of American learners of Yorùbá as an additional language. Applied Linguistics, 39(1), 78–98.

Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (2022). Activating linguistic and cultural diversity in the language classroom. Springer.

Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford Academic.

Reagan, T. (2019). Linguistic legitimacy and social justice. Palgrave Macmillan.

Rusa, J. (Interviewer/Producer). (2020, May 8). Critical approaches to heritage language education: A conversation with J. Eik Diggs & Dr Cushing-Leubner [Audio podcast episode]. What in the World? Language Podcast.

Siegel, C. (Interviewer), & Johnson, S. M. (Producer). (2019, September 13). Linguistic variation and serving diverse heritage learners with Damian Vergara Wilson (No. 116) [Audio podcast episode]. We Teach Languages.

Anti-Racist Resources

+ Integrating anti-racist resources and pedagogies into the language classroom; discussing questions of race and power within the language classroom.

Conlon Perugini, D. (Interviewer), & Johnson, S.M. (Producer). (2020, March 3). Speaking Blackness in Brazil, identity, and investment with Uju Anya (No. 136) [Audio podcast episode]. We Teach Languages.

Flores, N. (n.d.). The educational linguist.

Flores, N., & Chaparro, S. (2018). What counts as language education policy? Developing a materialist anti-racist approach to language activism. Language Policy, 17, 365–384

Hines-Gather, K.. (2020, June 2). Navigating difficult dialogues [Video]. ACTFL Critical & Social Justice Approaches Special Interest Group.

Hines-Gaither, K. (2020, November 24). Antiracist world language classroom: Charting a new path. Vista Higher Learning.

Hines-Gaither, K., & Accilien, C. (2022). The antiracist world language classroom. Routledge.

Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice. Teachers College Press.

Rusa, J. (Interviewer/Producer). (2020, January 17). Confronting our whiteness with Jay Wamsted [Audio podcast episode]. What in the World? Language Podcast.

Shin, R., Bae, J., & Song, B. (2022). Anti-Asian racism and racial justice in the classroom. Multicultural Perspectives, 24(2), 93-104.

Von Esch, K. S., Motha, S., & Kubota, R. (2020). Race and language teaching. Language Teaching, 53(4), 391–421.


+ Exemplifying decolonization within language education curricula; implementing decolonial resources in language classrooms.

Anya, U., McIvor, O., & Motha, S. (2021, July 10). Race, racial justice and indigenous language revitalization [Webinar]. American Association for Applied Linguistics.

Devon. (2021, June 10). What does decolonize your curriculum mean for world language? La Libre Language Learning.

Gerald, J. (2020). Worth the risk: Towards decentring Whiteness in English language teaching. BC TEAL Journal, 5(1), 44–54.

Hird, D. (Ed.). (2023). Critical pedagogies for modern languages education: Criticality, decolonization, and social justice. Bloomsbury Academic.

Macedo, D. (Ed.). (2019). Decolonizing foreign language education. Routledge.

Randolph, L. J. (n.d.). Decolonize language.

Seward, M. (2019, April 11). Decolonizing the classroom: Step 1. National Council of Teachers of English.

LGBTQ+ Resources

+ Discussing LGBTQ+ lives in the language classroom; establishing queer-inclusive curricula, conversations, and spaces; considering gender (e.g., nonbinary and transgender) in the language classroom.

Chappell, S. V., Ketchum, K. E., & Richardson, L. (2018). Gender diversity and LGBTQ inclusion in K-12 schools: A guide to supporting students, changing lives. Routledge.

Coda, J. (2017). Disrupting standard practice: Queering the world language classroom [PDF]. Dimension, 74-89.

Coghill-Behrends, W. (2020, November 11). How do language teachers make sense of LGBTQ identites and queer-inclusive practices in class?  [Video]. The Language Collaboratory.

DiBianca, G. (2019, July 28). Including LGBTQ voices in Spanish classes through two new amazing readers (lots of good information for all teachers too :). My Mosaic World of Language Teaching.

DiBianca, G., & Robles-Fernández, R. (2018). Building a more inclusive environment for LGBTQ students in world languages [Handout PDF]. Presentation at the Annual Convention of the American Council on the Teaching of Foreign Languages, New Orleans, LA.

Hansen, J., Oaknin, M., Smulewska-Dziadosz, M., & Toffel, S. (2021, June 14). Recognizing and including LGBTQ+ identities in language teaching. University College London.

Knisely, K. (n.d.). Trans-affirming queer inquiry-based pedagogies. Resources for Educators.

Knisely, K. A. (2016). Language learning and the gendered self: The case of French and masculinity in a US context. Gender and Language, 10(2), 216−239.

Knisely, K. (2020, September 11). Un-boxing gender: Toward trans-affirming L2 pedagogies [Webinar]. Berkeley Language Center.

Knisely, K. (2022) Gender-just language teaching and linguistic competence development. Foreign Language Annals, 55(3), 644-667.

Knisely, K. (2022). Gender-justice and the development of intersectional thinking: Evidence from an intermediate French course. CFC Intersections, 1(1), 147-160.

Knisely, K. and Paiz, J. M. (2021) Bringing trans, non-binary, and queer understandings to bear in language education. Critical Multilingualism Studies, 9(1), 23-45

National Council for Teachers of English. (2016, June 14). Resources for teaching in these times.

Paiz, J., & Coda, J. (Eds.). (2021). Intersectional perspectives on LGBTQ issues in modern language teaching and learning. Palgrave Macmillan.

Parodi-Brown, J. (2020, November 17). Finding LGBTQ+ voices in the world language classroom [Video]. Northeast Conference on the Teaching of Foreign Languages (NECTFL).

Representing Diverse Learners in the Language Classroom

+ Understanding marginalized and underrepresented learners’ attitudes toward and opportunities to access language education; highlighting the need for diverse learners and educators in language classrooms.

Anya, U. (2011). Connecting with communities of learners and speakers: Integrative ideals, experiences, and motivations of successful Black second language learners. Foreign Language Annals, 44(3), 441–466.

Anya, U. (2020). African Americans in world language study: The forged path and future directions. Annual Review of Applied Linguistics, 40, 97–112.

Anya, U., & Randolph, L. J., Jr. (2019). Diversifying language educators and learners [PDF]. The Language Educator, 10(3), 36–39.

Conlon Perugini, D. (Interviewer), & Johnson, S.M. (Producer). (2018, December 7). Social justice and representation with LJ Randolph (No. 82) [Audio podcast episode]. We Teach Languages.

Davis, J., & Markham, P. L. (1991). Student attitudes toward foreign language study at historically and predominantly Black institutions. Foreign Language Annals, 24(3), 227–237.

Glynn, C., & Wassell, B. (2018). Who gets to play? Issues of access and social justice in world language study in the U.S. [PDF]. Dimension, 18-32.

Kubota, R., Austin, T., & Saito-Abbott, Y. (2003). Diversity and inclusion of sociopolitical issues in foreign language classrooms: An exploratory survey. Foreign Language Annals, 36(1), 12–24.

M’Balia, T. (2013). The problematization of racial/ethnic minority student participation in U.S. study abroad. Applied Linguistics Review, 4(2), 365–390.

Supporting Learners with Disabilities

+ Catering to and supporting the diverse needs of language learners with disabilities.

Berberi, T., Hamilton, E., & Sutherland, I. M. (Eds.). (2008). Worlds apart?: Disability and foreign language learning. Yale University Press.

Johnson, S. M. (Producer/Interviewer). (2019, November 15). Teaching languages to students with disabilities with Cheyenne Staten and Julie Glosson (No. 124) [Audio podcast episode]. We Teach Languages.

Konyndyk, I. B. (2011). Foreign languages for everyone: How I learned to teach second languages to students with learning disabilities. Edenridge Press LLC.

McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D’Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research and Practice, 20(1), 1–5.

Morales, B. (2019, October 1). Teaching languages to students with learning disabilities. Kid World Citizen.

Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Multilingual Matters.

Schneider, E., & Crombie, M. (2004). Dyslexia and foreign language learning. Taylor & Francis.

Schwarz, R. L. (n.d.). Learning disabilities and foreign language learning. LD Online.

Scott, S., & Edwards, W. (2018). Disability and world language learning: Inclusive teaching for diverse learners. Rowman & Littlefield Publishers.

Language-Specific Resources



Reagan, T., Matlins, P. E., & Pielick C. D. (2020). Teaching deaf culture in American Sign Language courses: Toward a critical pedagogy. Foreign Language Annals, 53, 270–291.



Diao, W. (2020). Speaking against racism: Stories of successful Chinese L2 learners of color in China. Critical Inquiry in Language Studies, 18(2), 105–132.

Kong, K. (2022). Crossing the river by feeling the stones: Understanding and integrating social justice in Chinese language class.  Modern Language Journal, 106(4), 726-743.

Liu, P. (2020, January 20). #14: Does social justice belong in the Chinese classroom? [Video]. The Bad Chinese Teacher Podcast.

Xu, W. (2023). Pedagogic practices, student engagement and equity in Chinese as a foreign language education: In Australia and beyond. Routledge.



Banegas, D., Beacon, G., & Berbain, M. (Eds.). (2021). International perspectives on diversity in ELT. Palgrave Macmillan.

Canagarajah, S. (2023). Decolonization as pedagogy: a praxis of “becoming” in ELT. ELT Journal, 77(3), 283-293.

Crawford, J. & Filback, R. A. (Eds.). (2022). TESOL guide for critical praxis in teaching, inquiry, and advocacy. IGI Global.

Gerald, J.P.B. (2022). Antisocial language teaching: English and the pervasive pathology of Whiteness. Multilingual Matters.

Gerald, J.P.B. (Host). (2019-present). Unstandardized English [Audio podcast].

Jain, R., Yazan, B., & Canagarajah, S. (Eds.). (2021). Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners. Multilingual Matters.

Paiz, J. M. (2019) Queering practice: LGBTQ+ diversity and inclusion in English language teaching. Journal of Language, Identity & Education, 18(4), 266-275.

Paiz, J. M. (2020). Queering the English language classroom: A practical guide for teachers. Equinox Publishing.

Peercy, M. M., Tigert, J., & Fredricks, D. (2023). Core practices for teaching multilingual students: Humanizing pedagogies for equity. Teachers College Press.

Poteau, C., & Winkle, C. (Eds.). (2022). Advocacy for social and linguistic justice in TESOL: Nurturing inclusivity, equity, and social responsibility in English language teaching. Routledge.

Smith, A.M. (Ed.) (2020). Activities for inclusive language teaching: Valuing diversity in the ELT classroom. Delta Publishing.

TESOL International Association. (n.d.). TESOL Talks Podcast.

Vinogradova, P., & Shin, J. K. (Eds.) (2021). Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications. Routledge.



Bouamer, S., & Bourdeau, L. (Eds.). (2022). Diversity and decolonization in French studies: New approaches to teaching. Palgrave Macmillan.

Diversity, Decolonization, and the French Curriculum Collective. (n.d.). Diversity, decolonization, and the French curriculum.

Fanjul, J., & M’bon, R. (Directors). (2022). Je suis noires [Becoming a Black woman; film]. Akka Films.

Knisely, K. A. (2020). Le français non‐binaire: Linguistic forms used by non‐binary speakers of French. Foreign Language Annals, 53(4), 850−876.

Knisely, K. A. (2020). Subverting the culturally unreadable: Understanding the self-positioning of non-binary speakers of French. The French Review, 94(2), 173−192.

Knisely, K. A. (2021). A starter kit for rethinking TGNC representation and inclusion in French L2 classrooms. In E. N. Meyer & E. Hoft-March (Eds.), Teaching diversity and inclusion: Examples from a French-speaking classroom. Routledge.

Learning for Justice. (n.d). Exploring the diversity of the Francophone world.

Meyer, E. N., & Hoft-March, E. (Eds.). (2021). Teaching diversity and inclusion: Examples from a French-speaking classroom. Routledge.



Benjamin, J., Donohue-Bergele, D., Fuchs, K., & Lorenz., A. (n.d.). Alles offen: Öffentliche Verkehrsmittel und Weltoffenheit (It’s all open: Public transportation and cosmopolitanism) [Lesson plan].

Black Central Europe. (n.d.). Black Central Europe.

Carleton College. (n.d.). Environment and engagement in German studies: A resource hub for ecocriticism, pedagogy, and academic civic engagement.

Criser, R., & Malakaj, E. (Eds.). (2020). Diversity and decolonization in German studies. Palgrave.

Diversity, Decolonization, and the German Curriculum (n.d.). Diversity, decolonization, & the German curriculum: A scholarly collective & forum for transnational and transdisciplinary German studies.

EGS. (n.d.). Working towards an equitable German studies.

Florvil, T., & Plumly, V. (Eds.). (2018). Rethinking Black German studies: Approaches, interventions, and histories. Peter Lang.

Goethe-Institut. (n.d.). Social justice.

Twerk, J. E., & Hildebrandt, A. (Eds.). (2015). Envisioning social justice in contemporary German culture. Boydel & Brewer.

Waterloo Centre for German Studies. (n.d.). Inclusion and diversity in German studies. University of Waterloo.



Calabretta-Sajder, R., Conrad, S., Caponetto, R. G., Melita, M., & Nathan, V. (2023). Diversity, Transformation, and Italian Studies. University of Arkansas.

Fabbian, C., & Carney, E. Z. (2018). Critical pedagogy, social justice, and prosocial identities in the Italian classroom (Part I). Italica, 95(2), 241–271.

Formato, G. (2018). Instilling critical pedagogy in the Italian language classroom. Journal of Language Teaching and Research, 9(6), 1117-1126.

Gibby, S., & Tamburri, A. (Eds.). (2021). Diversity in Italian studies. John D. Calandra Italian American Institute.

Negretto, G., & Gaspar, B. (2023). Transformative experiences of beginner L2 learners in the Italian classroom for social justice. SCOLT Dimensions, 58, 34-55.

Uyangoda, N., Fernando, N., & Mancuso, M. (Hosts.). (2021-present). Sulla razza [Audio podcast].



American Association of Teachers of Japanese. (n.d.). Announcements.

American Association of Teachers of Japanese. (n.d.). Teaching & classroom resources.

Dachs. (2019). ヒトはそれを『発達障害』と名づけました [They call them “developmental disorders”]. Tsukuba University Accessibility and Career Center.    (English version)

Kawakami, I. (Ed.). (2017). 公共日本語教育学: 社会をつくる日本語教育 [Public Japanese language education: Japanese language education that builds society]. Kurosio Publishers.

Kubota, R. (2012). Memories of war: Exploring victim-victimizer perspectives in critical content-based instruction in Japanese. L2 Journal, 4(1), 37–57.



Yun, S., & Shin, H. (2021). Social justice-oriented activity models for young learner's biliteracy development in a Korean language classroom. NABE Journal of Research and Practice, 11(1-2), 13-21.



American Association of Teachers of Spanish and Portuguese (AATSP). (n.d.). Inclusivity resources.

Tanzi Neto, A. (2021). Linguística aplicada de resistência: Transgressões, discursos e política. Pontes Editores.



American Council of Teachers of Russian. (n.d.). Resources for diversity, inclusion and equity in the classroom.

Garza, T. J. (2021). Here, there, and elsewhere: Reimagining Russian language and culture course syllabi for social justice. Russian Language Journal / Русский Язык, 71(3), 41–64.



American Association of Teachers of Spanish and Portuguese (AATSP). (n.d.). Inclusivity resources.

Banegas, D. L., & López, M. F. (2019). Inclusive language in Spanish as interpellation to educational authorities. Applied Linguistics, 42(2), 342–346.

Granda, C. (2021). Addressing antiracism in an undergraduate Spanish class with authentic materials. Hispania, 104(3), 340-346.

Grupo INTER. (2005). Racismo: ¿qué es y cómo se afronta? Una guía para hablar sobre racismo [PDF]. UNED.

Herlihy-Mera, J. (2022). Decolonizing American Spanish: Eurocentrism and foreignness in the imperial ecosystem. University of Pittsburgh Press.

Holguín Mendoza, C., Davis, R. L., Cabal Jiménez, M., Weise, J., Howarth, K., & Quarles, H. Empowering learners of Spanish.

Johnson, S. M. (Interviewer/Producer). (2020, July 17). Highlighting Black communities and culture in the Spanish classroom with Regina O’Neal (No. 143) [Audio podcast episode]. We Teach Languages.

Learning for Justice. (n.d.). Incorporating Afro-Latinx culture into the Spanish world language classroom.

Parra, M. L., & Serafini, E. J. (2022). “Bienvenidxs todes”: el lenguaje inclusivo desde una perspectiva crítica para las clases de español. Journal of Spanish Language Teaching.

Ransom, L. (2012). Teaching about identity in Spanish class. Learning for Justice Magazine, 41.

Sánchez, G. K. (2021, October 13). Recursos antirracistas en español [Resource list].

Spanish for Social Justice Teacher Network. (n.d.). Spanish for Social Justice.

Universidad Autónoma de Baja California. (2023). La guía de comunicación incluyente.

Vázquez, K. E., & Wright, M. (2018). Making visible the invisible: Social justice and inclusion through the collaboration of museums and Spanish community-based learning projects [PDF]. Dimension, 113-129.

This bibliography was created by Heidi Beckman (University of Minnesota) and updated by Yoko Hama (University of Minnesota), in collaboration with the Social Justice in Language Education initiative team.

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