Building communities of critical inquiry in the language classroom

Abstract

Addressing issues of power, difference, and social stratification is essential in language education, where systemic inequities shape classroom experiences. This study examines the design and impact of three targeted modules implemented in beginner and intermediate French courses at two U.S. institutions. Grounded in critical pedagogical principles, the modules focused on language and power, inclusive language practices, and cultural and intercultural awareness. They aimed to foster critical inquiry through individual reflection and engagement with socially relevant topics. Analysis of student reflections and survey responses indicates that the modules supported learners in critically examining how language reinforces or challenges inequities, particularly in relation to gender biases and colonial legacies. Students reported increased awareness of linguistic hierarchies, a stronger sense of agency, and deeper reflection on language’s sociopolitical dimensions. The modules also encouraged engagement with inclusive language and cultural diversity. While the interventions promoted critical awareness and personal growth, findings point to limited peer interaction and community-building. This suggests a need for more structured opportunities for dialogic learning. Overall, the study highlights the transformative potential of critical pedagogy in language education and the importance of designing inclusive curricula that prepare students to reflect on and challenge systemic inequities.