Pedagogy, Equity and Social Justice in the Second Language Classroom

One of the main reasons language teachers are adopting CI-based practices, is because it creates an environment in which all kinds of students (especially marginalized students) can be successful, without compromising proficiency goals. Here is a collection of links to articles and blog posts which elaborate on this important connection.

This post by Grant Boulanger really makes a clear connection between pedagogy and inclusivity at the upper levels.

http://stacieberdan.com/creating-a-nationofadvocates-from-90-target-language-to-90-retention/

Grant’s article inspired me to write this post on the Inclusive Latin Classroom

https://mrpeto.wordpress.com/2014/01/03/the-grammar-syllabus-is-worth-fighting-against/

https://senorab1972.wordpress.com/2012/01/01/why-i-can-no-longer-give-grammar-based-exams/

https://somewheretoshare.com/2016/04/23/the-g-word/

Stephen Krashen addresses the problem with viewing language learning as skill building with delayed gratification:

http://www.sdkrashen.com/content/articles/why_support.pdf

http://www.trippsscripts.com/#!Rigor-in-the-World-Language-Classroom-An-Interview-with-Robert-Harrell/c1uxc/572ed9230cf25326f6c823a0

John Cowart on his experience teaching language in urban schools:
https://martinabex.com/2016/07/28/teaching-languages-in-urban-schools-guest-post/

Non cognitive skills. Their role in academic success:

http://www.epi.org/publication/the-need-to-address-noncognitive-skills-in-the-education-policy-agenda/

http://www.npr.org/2016/06/30/484129501/researchers-examine-family-income-and-childrens-non-cognitive-skills

Stephen Krashen on teacher activism:

http://skrashen.blogspot.fr/2013/05/the-end-of-teaching-profession.html?m=1