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  • Home
  • Instruction
    • Lessons based on authentic resources
    • Proficiency
    • Communicative Modes
    • Target Language
    • Scaffolds and Supports
    • Tiering Tasks and Text
    • Interpretive Mode
    • Authentic Resources
    • Intercultural Communication
    • Continuous Assessment
    • Assessment in World Languages
    • Responding to Student Data
    • Feedback
    • Grammar in Context
    • Questioning and Discussion
    • Meeting the needs of diverse language learners
    • Learning Centers
    • Supportive Learning Environment
    • Knowing the Learner
    • Student Engagement
    • Student Choice and Voice
    • Flexible grouping
    • Student Reflection and Self-Assessment
    • Varied Approaches
    • Lesson and Unit Planning
    • Guided Instruction
    • Intentional Skill Building
    • Thinking Strategies
    • Immersion Resources
    • Designing Performance Tasks
    • AI Resources for World Languages
    • Diversity, Equity and Inclusion in World Languages
    • Resources for the Shift to Online/Blended Learning
  • Leadership
    • Leadership Resources
    • Teacher Leadership
    • Coaching and Mentoring Skills
    • Professional Learning
    • Effective Meeting Management
    • Team Building
    • Leading Through Change
    • Teacher Recruitment and Retention
    • Growth Mindset
    • Feedback for Teachers
    • Supporting Teachers' Wellbeing
  • Workshops, sessions, and keynotes
  • WLPD4U
  • Blog
  • Reflection Spinner

Diversity, Equity and Inclusion in World Languages
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Resources
ACTFL Position statement on diversity and inclusion in world language teaching and learning

ACTFL Position statement on language as a core component of education for all students

​Teaching culturally and linguistically diverse students

​Valuing diversity in learners. Workshop 6

Supporting all children using the Connecticut early learning and development standards: Meeting the needs of diverse learners

Diversity, equity, inclusion, and languages: What are the connections?  

Diversity, belonging and the second language acquisition of Spanish

Building connections with students from diverse cultural backgrounds through perspective-taking
 

Strategies for Teaching Culturally Diverse Students

Seven ways to support diversity in the classroom  

Diversity, equity, and inclusion Pinterest board

ACTFL resources that address issues of race, diversity, and social justice


Pinterest board with resources for multiple languages on the topic of identity

Pinterest board with resources for multiple languages on the topics of racism, discrimination, and bias

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Pinterest board with resources for multiple languages on the topic of social justice

Diversity Toolkit

How to respect my ethnic name

​Research
Arnett, K., & Mady, C. (2010). A critically conscious examination of special education within FSL and its relevance to FSL teacher education programs. Canadian Journal of Applied Linguistics, 13(1), 19–36

Arnett, K., & Mady, C. (2018). Exemption and exclusion from French second language programs in Canada: Consideration of novice teachers’ rationales. Exceptionality Education International. 28 

Baggett, H. (2016). Student enrollment in world languages: L'Égalité des chances? ACTFL Foreign Language Annals. 49. Alexandria, VA

Glynn, C. (2012). The role of ethnicity in the foreign language classroom: Perspectives on African American students’ enrollment, experiences, and identity. (Publication No. 153574313) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations Publishing.

​Glynn, C., & Wassell, B. (2018). Who gets to play? Issues of access and social justice in world language study in the U.S. College of Education Faculty Scholarship, 11, 18-32.

Lu, X., & Troyan, F. J. (2022). Diversity and inclusion of culturally and linguistically diverse students in K-12 Chinese language education. ACTFL Foreign Language Annals, 55, 684–703. Alexandria, VA.

Wesely, P. (2012). Learner attitudes, perceptions, and beliefs in language 45(1), 98-117. Alexandria, VA.

Wise, N., Cummins, J., Chen, X., Mady, C., & Arnett, K. (2011). Access to special education for exceptional students in French immersion programs: An equity issue. Canadian Journal of Applied Linguistics. 14. 


 
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Social Justice Resources

​Social Justice Standards
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  • Home
  • Instruction
    • Lessons based on authentic resources
    • Proficiency
    • Communicative Modes
    • Target Language
    • Scaffolds and Supports
    • Tiering Tasks and Text
    • Interpretive Mode
    • Authentic Resources
    • Intercultural Communication
    • Continuous Assessment
    • Assessment in World Languages
    • Responding to Student Data
    • Feedback
    • Grammar in Context
    • Questioning and Discussion
    • Meeting the needs of diverse language learners
    • Learning Centers
    • Supportive Learning Environment
    • Knowing the Learner
    • Student Engagement
    • Student Choice and Voice
    • Flexible grouping
    • Student Reflection and Self-Assessment
    • Varied Approaches
    • Lesson and Unit Planning
    • Guided Instruction
    • Intentional Skill Building
    • Thinking Strategies
    • Immersion Resources
    • Designing Performance Tasks
    • AI Resources for World Languages
    • Diversity, Equity and Inclusion in World Languages
    • Resources for the Shift to Online/Blended Learning
  • Leadership
    • Leadership Resources
    • Teacher Leadership
    • Coaching and Mentoring Skills
    • Professional Learning
    • Effective Meeting Management
    • Team Building
    • Leading Through Change
    • Teacher Recruitment and Retention
    • Growth Mindset
    • Feedback for Teachers
    • Supporting Teachers' Wellbeing
  • Workshops, sessions, and keynotes
  • WLPD4U
  • Blog
  • Reflection Spinner