How German language teachers understand social justice

In recent years, social justice and critical pedagogies have gained an increasingly prominent focus in language instruction. Despite the increased availability of instructional and professional development tools, more is needed to know how German language instructors comprehend social justice and associated pedagogies, particularly in postsecondary settings.

Social justice is emphasised in the German language

Social justice in language education entails "promoting positive cross-national and cross-cultural understanding" and allowing students and instructors to "come to a greater understanding of or [to] make progress towards equity in society" when they engage with target languages and cultures. We define social justice in language education in this article as a critical lens that emphasizes diversity, equity, inclusion, and access across languages, cultures, and language users; investigates issues of power and privilege, including how language can contribute to marginalization and empowerment; and provides students with the tools they need to make positive change in both local and global contexts.

How teachers included social justice in German language education

Previous studies have evaluated teachers' sense of social justice in social studies, mathematics, and science; however, few studies have explicitly looked at postsecondary foreign language educators. 

Several studies have found that setting, students, curriculum, and pedagogy all impact teachers' knowledge and application of social justice in German language instruction. Furthermore, these findings highlight the complexities of teaching for social justice and the influence of professional development on teacher knowledge.

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Conclusion

In order to successfully integrate social justice into German language instruction, more than simply language expertise and critical pedagogies are required. Social justice in language education is complicated and varied, including consideration of relationships between language, subject matter, pedagogy, and students' identities. Despite this intricacy, these curriculum authors recognized social justice as having the capacity to influence individuals and society via language instruction. According to the findings, instructors will require assistance as they embrace critical pedagogies, such as chances to enhance their integration pedagogical content knowledge (I-PCK), time to modify or construct curriculum, and cooperation with other language educators. Social justice is not a destination but rather a continuous, ongoing process that transforms teachers and their practices; through individual and collaborative learning, we can move closer to realizing the promise of social justice in language education and beyond.