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Language Teacher Identity and Social Justice Instructional Practices: A History-in-Person Perspective

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Title: Language Teacher Identity and Social Justice Instructional Practices: A History-in-Person Perspective
Language: English
Authors: Kate Paesani (ORCID 0000-0003-3697-8863)
Source: Foreign Language Annals. 2026 59(1):82-102.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Sponsoring Agency: Department of Education (ED)
Contract Number: P229A220007
Document Type: Journal Articles
Reports - Research
Descriptors: Language Teachers, Professional Identity, Social Justice, Second Language Instruction, German, Instructional Innovation, Teacher Attitudes, Beliefs, Reflective Teaching, Faculty Development, Integrated Curriculum
DOI: 10.1111/flan.70049
ISSN: 0015-718X
1944-9720
Abstract: This qualitative case study used history-in-person (Holland & Lave, 2001, 2009) as a theoretical lens to investigate the identities and instructional practices of two U.S. postsecondary German teachers. The participants had similar professional backgrounds, worked in the same language program, and adopted innovative pedagogies to create and implement a social justice curricular unit over a 2-year period. Findings showed that although the participants grappled with the same institutional struggles, their personal histories, beliefs, and experiences manifested differently in their instructional practices. Moreover, aspects of participants' language teacher identity became more salient over time and motivated them to adjust their newly adopted pedagogical practices. Findings point to the challenges of adopting innovative practices, particularly for experienced teachers, and to the importance of reflective teaching and focused professional development for empowering teachers as they integrate social justice content and pedagogies into language curricula.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500435
Database: ERIC
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  Data: Language Teacher Identity and Social Justice Instructional Practices: A History-in-Person Perspective
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  Data: <searchLink fieldCode="AR" term="%22Kate+Paesani%22">Kate Paesani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3697-8863">0000-0003-3697-8863</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink>
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  Data: This qualitative case study used history-in-person (Holland & Lave, 2001, 2009) as a theoretical lens to investigate the identities and instructional practices of two U.S. postsecondary German teachers. The participants had similar professional backgrounds, worked in the same language program, and adopted innovative pedagogies to create and implement a social justice curricular unit over a 2-year period. Findings showed that although the participants grappled with the same institutional struggles, their personal histories, beliefs, and experiences manifested differently in their instructional practices. Moreover, aspects of participants' language teacher identity became more salient over time and motivated them to adjust their newly adopted pedagogical practices. Findings point to the challenges of adopting innovative practices, particularly for experienced teachers, and to the importance of reflective teaching and focused professional development for empowering teachers as they integrate social justice content and pedagogies into language curricula.
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      – SubjectFull: Social Justice
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