Equity and Agency in World Language Education: A System of Failure or Work in Progress?

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Fostering Equitable Language Learning

Abstract

In response to recent calls for research on access, representation, and equity in language education (WLE) contexts, this study examined educators’ perceptions of equity and justice issues in WLE in two states. Guided by a framework that emphasized the relationship between structures and agency, we used a constructivist grounded theory design to analyze data from questionnaires (N=236) and focus groups (N=11). Participants perceived several key issues that included student access to WL study in connection with race and SES; limited support for multilingual learners and families; teacher shortages and BIPOC teacher representation; and a lack of representation and relevance in curriculum and instruction. We conclude with implications and recommendations for policy, practice, and future research.

Authors

• Beth A. Wassell, Rowan University

• Cassandra Glynn, Concordia College - Moorhead

• Esra Sevinc, Rowan University

• Beatrice Carey, Rowan University