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Social Justice in the Language Curriculum: Interrogating the Goals and Outcomes of Language Education in College

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Diversity and Decolonization in German Studies

Abstract

This chapter suggests ways of rethinking the language curriculum at the collegiate level in ways that are more inclusive and expansive than outlined in the World-Readiness Standards for Learning Languages and connecting it to the sociopolitical realities facing us today. Such curriculum is based on a more nuanced understanding of the 5 Cs and adds new dimensions to the existing model: (1) criticality and civil courage to communication, (2) complexity to cultures, (3) context to comparisons, (4) connectedness to connections, and (5) concern, care, and compassion to communities. Tarnawska Senel argues that language instruction must include social justice initiatives related to both broader global contexts and specifically local issues and advocates engaging in a deliberately political teaching that is informed by cultural studies and critical pedagogy.

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Notes

  1. 1.

    A similarly worded passage is a part of my profile on the website of the Department of Germanic Languages at UCLA.

  2. 2.

    The distinction between diversity and inclusivity was brought up during the EPIC seminar (Excellence in Pedagogy and Innovative Classrooms) I attended as a Mellon Fellow in Fall 2017 at UCLA.

  3. 3.

    The Identity Chart activity is available in different versions online. I have adapted the versions available on the website Facing History and Ourselves and in Glynn et al., pp. 14–15.

  4. 4.

    For specific questions see Glynn et al. (2014, pp. 14–15). For a sample identity chart see “Identity Charts.”

  5. 5.

    Also referenced in Osborn (2006, pp. 60–61).

  6. 6.

    Sandy Avetic and Jamie Zelechowski.

  7. 7.

    This book choice was inspired by Erika Berroth. Adapting Akim rennt for teaching was a collaborative effort by Kathryn Sederberg and Magda Tarnawska Senel.

  8. 8.

    This book choice was inspired by Faye Stewart.

References

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Author information

Authors and Affiliations

  1. University of California Los Angeles, Los Angeles, CA, USA

    Magda Tarnawska Senel

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  1. Magda Tarnawska Senel
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Correspondence to Magda Tarnawska Senel .

Editor information

Editors and Affiliations

  1. Department of Languages and Literatures, University of North Carolina Asheville, Asheville, NC, USA

    Regine Criser

  2. Department of Central, Eastern and Northern European Studies, University of British Columbia, Vancouver, BC, Canada

    Ervin Malakaj

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Tarnawska Senel, M. (2020). Social Justice in the Language Curriculum: Interrogating the Goals and Outcomes of Language Education in College. In: Criser, R., Malakaj, E. (eds) Diversity and Decolonization in German Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34342-2_4

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