Challenges for Instructors

Beyond the failings of mass-market textbooks, there are many other factors holding language instructors back from diversifying or bringing a more critical approach to their curricula. The task may seem overwhelming due to lack of time (both in-class time and course preparation time), lack of training, lack of materials, or lack of institutional support—or some combination of all of these. Moreover, attempting to bring in more critical perspectives focused on anti-racism, social justice, DEI, etc. seems fraught with opportunities to offend. And the fear of offending runs in two directions: Instructors may fear that they will implement these pedagogies incorrectly or naively and potentially harm their students. Or instructors may fear that a successful reorientation of their course could lead to pushback from students, parents, or their institution’s administration.

With the lack of readily available teaching materials and the other constraints faced by instructors, it is easy to become resigned to the status quo. We have both felt this way during our teaching careers. However, what we hope to show with this guidebook is that, firstly, not taking this step is the more serious pedagogical misdeed, and secondly, that you needn’t be an expert in the field to incorporate some of its insights into what you already do. Some of what you teach will change, as will how you do it, but neither will happen as a rupture with your best practices to date. The next section, “Desired Outcomes,” expands on this viewpoint.