Diversity, Equity and Inclusion in Second Language Teaching

DEI-SLT is an open educational resource website that offers support to educators who want to bridge language teaching and social justice.


Here you will find different bibliographic resources about important articles that deal with second language teaching, diversity, identity and social justice. You will be redirected to those articles that are open to the public by clicking on them. 


Ahearn, L.M. (2001). Language and Agency. Annual Review of Anthropology, 30, 109-137.

Anya, U. (2017). Racialized identities in second language learning: speaking blackness in Brazil. New York, NY: Routledge.

Anya, U., & Randolph, L. J., Jr. (2019). Diversifying language educators and learners. The Language Educator, 14(4), 23-27.

Anya, U. (2020). African Americans in World Language Study: The Forged Path and Future Directions. Annual Review of Applied Linguistics 40, 97-112.

Block, David. (2003). The social turn in second language acquisition. Edinburgh: UK: Edinburgh University Press.

Block, David. (2015). Social Class in Applied Linguistics. Annual Review of Applied Linguistics 25, 1-19.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.

Byram, M. (2008). From foreign language education to education for intercultural citi- zenship. Tonawanda, NY: Multilingual Matters.

Byram, M., Golubeva, I., Han, H., Wagner, M. (Eds.) (2016). From principles to prac- tice in education for intercultural citizenship. Bristol, UK: Multilingual Matters.

Clementi, D., & Terrill, L. (2013). The keys to planning for learning: Effective curricu- lum, unit, and lesson design. Alexandria, VA: American Council on the Teaching of Foreign Languages.

Garrett-Rucks, P. (2013). A discussion-based online approach to fostering deep cultural inquiry in an introductory language course. Foreign Language Annals, 46(2), 191-212.

Glynn, C., Wesely, P., & Wassell, B. (2014). Words and actions: Teaching languages through the lens of social justice. Alexandria, VA: The American Council on the Teaching of Foreign Languages.

Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teach- ing, 44(3), 354-367.

Nelson, Cynthia. (1999). Sexual Identities in ESL: Queer Theory and Classroom Inquiry. TESOL Quarterly 33:3, 371-391.

Nelson, Cynthia. (2009). Sexual Identities in English language education: classroom Conversations. New York, NY: Routledge.

Nieto, S. (2010). Language, culture, and teaching: Critical perspectives. New York, NY: Routledge.

Norton, Bonny, and Toohey, Kelleen. (2011). Identity, language learning, and social change. Lang. Teach 44:4, 412-446.

Norton, Bonny. (2013). Identity and Language Learning. Extending the Conversation. Tonawanda, NY: Multilingual Matters.

Norton, Bonny. (2016). Identity and Language Learning: Back to the Future. TESOL Quarterly 50:2, 475-479.

Osborn, T. (2006). Teaching world languages for social justice: A sourcebook of prin- ciples and practices. Mahwah, NJ: Lawrence Erlbaum.

Parra, M.L., & Serafini, E.J. (2021). “Bienvenidxs todes”: el lenguaje inclusivo desde una perspectiva crítica para las clases de español. Journal of Spanish Language Teaching, 8:2, 143-160. 

Randolph, L.J., & Johnson, S.M. (2017). Social Justice in the Language Classroom: A Call to Action.

Villa, D. J. (2002). The Sanitizing of U.S. Spanish in Academia. Foreign Language Annals, 35:2, 222-230.

Wagner, M., Perugini, D. C., & Byram, M. (Eds.). (2017). Teaching intercultural com- petence across the age range: from theory to practice. Bristol, UK: Multilingual Matters.