Diversity, inclusion, equity, and social justice in the Spanish language classroom

This chapter aims to provide language educators with definitions and theoretical tools to reflect on what “inclusion,” “equity,” and “social justice” mean for our Spanish language classes. It also includes a range of possibilities to translate these concepts into concrete actions and pedagogical activities in the classroom. A central goal of these activities is to foster a critical awareness of the structures, mechanisms, and ideologies that contribute to language inequalities and injustices affecting minoritized language users, such as Spanish heritage learners (SHLs). The overall purpose is to create language learning environments where all students can thrive as they develop their translingual and transcultural capabilities and form meaningful connections with peers and communities.