On September 13, 2023, the Department of Romance Languages and Literatures, together with the Language Resource Center, and the Diversity, Equity and Inclusion Committee, welcomed Assistant Professor L. J. Randolph Jr., Ed.D. to deliver his workshop, “Anticolonial and Antiracist Approaches to Language Instruction”.
The discussion examined how language education is impacted by broader, societal-level antiracist and anticolonial movements, making it uniquely positioned to implement change. Professor Randolph provided the tools to present counternarratives and widened perspectives, while still focusing on language proficiency goals. Participants walked away from the workshop with concrete strategies applicable to all languages and levels.
The workshop attracted faculty members from across language departments, including Spanish, Portuguese, Catalan, Dutch, German, Italian, Urdu, Hebrew, and French. Local Middle School and High School language teachers were also in attendance, eager to take fresh strategies back to their classrooms. One language instructor reflected, “We have been doing a lot of intellectual work around anti-racism and anti-colonialism in the classroom. But we did not know how to bring that to our teaching. This workshop was full of great ideas for how to practice anti-racism and anti-colonialism in our classes.”
Professor Randolph encouraged participants to break into small groups to discuss the various ways instructors find colonial and racist ideologies in their own instruction. One French instructor noted that the texts focus “on French as it is spoken in France rather than from around the world.” Another noted that “Many textbooks show only one aspect of culture – neglecting the diversity in present-day countries such as Italy, ignoring the effects of colonialism.” Still another pointed out a lack of inclusive images in Spanish textbooks and an overrepresentation of Spain’s culture while representing Latin America as exclusively comprised of poor communities.
On September 13, 2023, the Department of Romance Languages and Literatures, together with the Language Resource Center, and the Diversity, Equity and Inclusion Committee, welcomed Assistant Professor L. J. Randolph Jr., Ed.D. to deliver his workshop, “Anticolonial and Antiracist Approaches to Language Instruction”.
The discussion examined how language education is impacted by broader, societal-level antiracist and anticolonial movements, making it uniquely positioned to implement change. Professor Randolph provided the tools to present counternarratives and widened perspectives, while still focusing on language proficiency goals. Participants walked away from the workshop with concrete strategies applicable to all languages and levels.
The workshop attracted faculty members from across language departments, including Spanish, Portuguese, Catalan, Dutch, German, Italian, Urdu, Hebrew, and French. Local Middle School and High School language teachers were also in attendance, eager to take fresh strategies back to their classrooms. One language instructor reflected, “We have been doing a lot of intellectual work around anti-racism and anti-colonialism in the classroom. But we did not know how to bring that to our teaching. This workshop was full of great ideas for how to practice anti-racism and anti-colonialism in our classes.”
Professor Randolph encouraged participants to break into small groups to discuss the various ways instructors find colonial and racist ideologies in their own instruction. One French instructor noted that the texts focus “on French as it is spoken in France rather than from around the world.” Another noted that “Many textbooks show only one aspect of culture – neglecting the diversity in present-day countries such as Italy, ignoring the effects of colonialism.” Still another pointed out a lack of inclusive images in Spanish textbooks and an overrepresentation of Spain’s culture while representing Latin America as exclusively comprised of poor communities.
In a second breakout, Professor Randolph encouraged the group to examine commonly covered topics from a level 1 or level 2 language curriculum such as vacations, professions, sports, food, and family. Participants were asked to explain a way to approach the topic from a more anticolonial or antiracist perspective.
Throughout the workshop, participants were introduced to practical strategies, including the development of a syllabus statement aimed at reshaping students' expectations. This innovative approach goes beyond mere language education, urging students to welcome challenges to their cultural perspectives. The statement encouraged students to "become comfortable with being uncomfortable" during critical engagements, advocating for a culture of critical self-reflection by all, including the instructor. Another pivotal strategy involved the selection of resources that present counternarratives, and avoiding oversimplification of diversity or inequity. This approach underscores a commitment to the overarching goal of language proficiency while maintaining a nuanced understanding of societal complexities.
Participant feedback highlighted a genuine appreciation for the innovative approach to presenting topics and ideas. The incorporation of song lyrics and poems as teaching tools was particularly lauded for its creativity and effectiveness in connecting cultural nuances with grammatical structures. “It’s just a really creative and different way to tie it all together, versus sticking to a script,” noted one instructor. Participants also acknowledged the inherent discomfort that often accompanies critical discussions, recognizing that such conversations can be perceived as criticism or even personal attacks. The workshop earned praise for its effectiveness in furnishing valuable tools and resources to skillfully navigate these challenges. It was noted that there has been a noticeable shift over the past two decades in language learning. What was once viewed as “fulfilling a requirement”, second language knowledge is now increasingly valued for its practical applications in travel, and as an invaluable tool in healthcare and other professional industries.
In a second breakout, Professor Randolph encouraged the group to examine commonly covered topics from a level 1 or level 2 language curriculum such as vacations, professions, sports, food, and family. Participants were asked to explain a way to approach the topic from a more anticolonial or antiracist perspective.
Throughout the workshop, participants were introduced to practical strategies, including the development of a syllabus statement aimed at reshaping students' expectations. This innovative approach goes beyond mere language education, urging students to welcome challenges to their cultural perspectives. The statement encouraged students to "become comfortable with being uncomfortable" during critical engagements, advocating for a culture of critical self-reflection by all, including the instructor. Another pivotal strategy involved the selection of resources that present counternarratives, and avoiding oversimplification of diversity or inequity. This approach underscores a commitment to the overarching goal of language proficiency while maintaining a nuanced understanding of societal complexities.
Participant feedback highlighted a genuine appreciation for the innovative approach to presenting topics and ideas. The incorporation of song lyrics and poems as teaching tools was particularly lauded for its creativity and effectiveness in connecting cultural nuances with grammatical structures. “It’s just a really creative and different way to tie it all together, versus sticking to a script,” noted one instructor. Participants also acknowledged the inherent discomfort that often accompanies critical discussions, recognizing that such conversations can be perceived as criticism or even personal attacks. The workshop earned praise for its effectiveness in furnishing valuable tools and resources to skillfully navigate these challenges. It was noted that there has been a noticeable shift over the past two decades in language learning. What was once viewed as “fulfilling a requirement”, second language knowledge is now increasingly valued for its practical applications in travel, and as an invaluable tool in healthcare and other professional industries.
"This workshop was full of great ideas for how to practice anti-racism and anti-colonialism in our classes."
L. J. Randolph Jr. is an assistant professor of World Language Education at the University of Wisconsin-Madison. He received his Ed.D. in Curriculum and Instruction from the University of North Carolina at Chapel Hill. Spanning twenty years, Dr. Randolph’s teaching career includes a decade as a Spanish and ESL (English as a Second Language) teacher at the secondary level. At the post-secondary level, he has taught undergraduate and graduate courses in Spanish language, contemporary Latina/o/x cultures, as well as second language teaching methods. He has also directed study abroad programs in China, Mexico, Spain, and the Dominican Republic for secondary, undergraduate, and graduate students. His research, publications, and professional engagement have focused on a variety of critical issues in language education, including teaching Spanish to heritage and native speakers, incorporating justice-centered/anti-racist/anti-colonial pedagogies, and centering Blackness and Indigenousness. He has authored and co-authored several publications and given dozens of scholarly presentations on those topics. He is a co-editor of the book How We Take Action: Social Justice in PreK-16 Classrooms.
An advocate for equitable, accessible, and transformative language education, Dr. Randolph has served in leadership roles in various language organizations, including president-elect of ACTFL (originally founded as the American Council on the Teaching of Foreign Languages), president of the Foreign Language Association of North Carolina (FLANC), president of the North Carolina Chapter of the American Association of Teachers of Spanish and Portuguese (AATSP), coordinator of the Cape Fear Foreign Language Collaborative (CFFLC), and founding vice-chair of ACTFL’s special interest group for Critical and Social Justice approaches.
Despite the work ahead, the workshop provided optimism for the future of language instruction. “No matter how critical we are of what we do,” reflected one instructor, “there is always room to improve.” This dedication to continual growth and the capacity to bring about positive change, the instructor emphasized, is a fundamental reason for her passion and love for the job.
L. J. Randolph Jr. is an assistant professor of World Language Education at the University of Wisconsin-Madison. He received his Ed.D. in Curriculum and Instruction from the University of North Carolina at Chapel Hill. Spanning twenty years, Dr. Randolph’s teaching career includes a decade as a Spanish and ESL (English as a Second Language) teacher at the secondary level. At the post-secondary level, he has taught undergraduate and graduate courses in Spanish language, contemporary Latina/o/x cultures, as well as second language teaching methods. He has also directed study abroad programs in China, Mexico, Spain, and the Dominican Republic for secondary, undergraduate, and graduate students. His research, publications, and professional engagement have focused on a variety of critical issues in language education, including teaching Spanish to heritage and native speakers, incorporating justice-centered/anti-racist/anti-colonial pedagogies, and centering Blackness and Indigenousness. He has authored and co-authored several publications and given dozens of scholarly presentations on those topics. He is a co-editor of the book How We Take Action: Social Justice in PreK-16 Classrooms.
An advocate for equitable, accessible, and transformative language education, Dr. Randolph has served in leadership roles in various language organizations, including president-elect of ACTFL (originally founded as the American Council on the Teaching of Foreign Languages), president of the Foreign Language Association of North Carolina (FLANC), president of the North Carolina Chapter of the American Association of Teachers of Spanish and Portuguese (AATSP), coordinator of the Cape Fear Foreign Language Collaborative (CFFLC), and founding vice-chair of ACTFL’s special interest group for Critical and Social Justice approaches.
Despite the work ahead, the workshop provided optimism for the future of language instruction. “No matter how critical we are of what we do,” reflected one instructor, “there is always room to improve.” This dedication to continual growth and the capacity to bring about positive change, the instructor emphasized, is a fundamental reason for her passion and love for the job.
