Innovation in Language Learning

In the U.S., Anti-Chinese sentiment increased during the pandemic, resulting in a considerable spike in overt violence and hatred directed at Asian American individuals. This has been a wakeup call compelling Chinese language educations to incorporate social justice in their teaching. Teaching for social justice includes incorporating the domains of identity, diversity, justice, and action into what we do as educators, yet it can be challenging to integrate social justice education in the classroom and find the natural connections between these domains and other goals of language teaching (e.g. developing language proficiency and intercultural competence). This presentation reports on how a business Chinese course in the U.S. was revamped to forge connections with Chinese immigrants in the local business communities and create safe spaces for conversations about race, immigration, identity, and social justice. Specifically, classroom activities included story circles with Chinese immigrants centered around sharing personal stories. Reflection essays were assigned for students to reflect on their own personal beliefs and cultural values. Furthermore, students worked on a group project throughout the semester that allowed them to hear stories from Chinese immigrants and gain an understanding of how Chinese businesses navigate the social, cultural, political, and economic obstacles in recent years. This project integrates the development of speaking, listening, reading, and writing proficiencies while fostering social justice awareness and action. Participants of this presentation will examine the principles that frame social justice education and identify specific ways to connect the guidelines with their own language classroom.