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UID:20260102T165230EST-4884v9Vlfp@132.216.98.100
DTSTAMP:20260102T215230Z
DESCRIPTION:Abstract\n\nLanguage education has traditionally been viewed as
  teaching a second\, foreign\, or heritage language to speakers of the sam
 e first language. Rooted in colonialism\, this approach is tied to a monol
 ingual bias in Second Language Acquisition and Language Teaching\, where t
 he monolingual native speaker is positioned as the goal for language learn
 ers. This perspective has led to a one-size-fits-all model that often over
 looks learners’ diverse linguistic\, cultural\, and educational background
 s. In contrast\, recent critical and social justice approaches prioritize 
 students' linguistic and cultural experiences\, identities\, and the socio
 cultural contexts in which learning occurs. This presentation offers an ov
 erview of these critical approaches\, examining whether our instructional 
 practices reinforce ideologies\, social hierarchies\, and power dynamics. 
 It also explores classroom strategies to resist such practices\, encouragi
 ng student agency in language choices\, identity construction\, and langua
 ge activism\n
DTSTART:20241003T200000Z
DTEND:20241003T210000Z
LOCATION:680 Sherberooke W\, room 1041 (10th floor)\, Sherbrooke  688\, CA\
 , QC\, Montreal\, H3A 3R1\, 688 rue Sherbrooke Ouest
SUMMARY:Critical and Social Justice Approaches to Teaching in the World of 
 Language Classroom
URL:/langlitcultures/channels/event/critical-and-socia
 l-justice-approaches-teaching-world-language-classroom-359983
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