Equity, Access, and Inclusion in K-12 World Language Education: A System of Failure or Work in Progress?

This qualitative study examined world language (WL) educators’ perceptions of equity in WL education. Using a sociocultural framework that emphasized the relationship between structures and agency, the analysis revealed that WL educators perceived structural equity issues to include a lack of access to WL study related to students’ race, socioeconomic status, and disability; world language teacher shortages; and a lack of culturally relevant, engaging curriculum. The participants described ways that they drew on their agency to effect change through professional development, curricular redesign, advocating for multilingual families, and engaging in efforts to overhaul policy and other institutional structures. The discussion and implications illuminate a need for a more systemic response to issues of WL access, equity, and inclusion that will require collaboration and action among educators, stakeholders, policymakers, community members, and professional organizations.