Beth Wassell is Professor in the Department of Language, Literacy, and Sociocultural Education, Rowan University, USA. Her research interests include language teaching and learning, teacher education, critical and social justice approaches, and qualitative research.Cassandra Glynn is Associate Professor in the Department of Education, Concordia College, USA. She is the author (with Pamela Wesely and Beth Wassell) of Words and Actions: Teaching World Languages Through a Lens of Social Justice (2018, ACTFL).

This book is a must-read for world language teachers, administrators, teacher educators, and researchers. Each chapter is a powerhouse doing invaluable work calling out the need for critical reflection and urgent change in our field while also calling in collaborators to be agents of purposeful, positive impact and showing them concrete steps to take meaningful action for equity and social justice within their immediate spheres of influence and beyond.

• ContributorsAcknowledgments           Editors’ NoteChapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field            Part 1: Disrupting Teaching Stance and Practice in the Classroom         Chapter 2. Hannah Baggett: What Tension?  Exploring a Pedagogy of Possibility in World Language ClassroomsChapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural CitizenshipChapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global HealthChapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina CounterstoriesChapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher’s Story of Teaching Spanish through and beyond her Latina IdentityPart 2: Resisting and Reworking Traditional World Language Teacher PreparationChapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical ReflectionChapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language PedagogyChapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice ProgramChapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods CourseIndex

Beth Wassell is Professor in the Department of Language, Literacy, and Sociocultural Education, Rowan University, USA. Her research interests include language teaching and learning, teacher education, critical and social justice approaches, and qualitative research.Cassandra Glynn is Associate Professor in the Department of Education, Concordia College, USA. She is the author (with Pamela Wesely and Beth Wassell) of Words and Actions: Teaching World Languages Through a Lens of Social Justice (2018, ACTFL).

This book is a must-read for world language teachers, administrators, teacher educators, and researchers. Each chapter is a powerhouse doing invaluable work calling out the need for critical reflection and urgent change in our field while also calling in collaborators to be agents of purposeful, positive impact and showing them concrete steps to take meaningful action for equity and social justice within their immediate spheres of influence and beyond.

• ContributorsAcknowledgments           Editors’ NoteChapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field            Part 1: Disrupting Teaching Stance and Practice in the Classroom         Chapter 2. Hannah Baggett: What Tension?  Exploring a Pedagogy of Possibility in World Language ClassroomsChapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural CitizenshipChapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global HealthChapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina CounterstoriesChapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher’s Story of Teaching Spanish through and beyond her Latina IdentityPart 2: Resisting and Reworking Traditional World Language Teacher PreparationChapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical ReflectionChapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language PedagogyChapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice ProgramChapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods CourseIndex

Beth Wassell is Professor in the Department of Language, Literacy, and Sociocultural Education, Rowan University, USA. Her research interests include language teaching and learning, teacher education, critical and social justice approaches, and qualitative research.Cassandra Glynn is Associate Professor in the Department of Education, Concordia College, USA. She is the author (with Pamela Wesely and Beth Wassell) of Words and Actions: Teaching World Languages Through a Lens of Social Justice (2018, ACTFL).

This book is a must-read for world language teachers, administrators, teacher educators, and researchers. Each chapter is a powerhouse doing invaluable work calling out the need for critical reflection and urgent change in our field while also calling in collaborators to be agents of purposeful, positive impact and showing them concrete steps to take meaningful action for equity and social justice within their immediate spheres of influence and beyond.

• ContributorsAcknowledgments           Editors’ NoteChapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field            Part 1: Disrupting Teaching Stance and Practice in the Classroom         Chapter 2. Hannah Baggett: What Tension?  Exploring a Pedagogy of Possibility in World Language ClassroomsChapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural CitizenshipChapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global HealthChapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina CounterstoriesChapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher’s Story of Teaching Spanish through and beyond her Latina IdentityPart 2: Resisting and Reworking Traditional World Language Teacher PreparationChapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical ReflectionChapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language PedagogyChapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice ProgramChapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods CourseIndex