Discourses of Diversity: A Qualitative Case Study of World Language Pedagogies Through an Intersectional Lens

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Summary

Schools are becoming more linguistically and racially diverse in K-12 settings, yet there is relatively little research that explores how language teachers incorporate student and community diversities in their pedagogies. Situated at one, northeastern public secondary school in the United States, this research offers a qualitative case study of language pedagogies through an intersectional lens to investigate the mechanisms and contexts through which inequities arise. Data is collected from the following sources: teacher interviews, classroom observations, teachers’ syllabi, and student de-identified work. This study employs intersectionality (Collins & Bilge, 2016; Crenshaw, 1989, 2010) as a primary theoretical lens and critical discourse analysis (Fairclough, 2010; Gee, 2014a, 2014b) as a methodological strategy to study the construction and function of discourse in language pedagogies.