Social justice and critical pedagogies have become an increasingly important focus in language education in recent years. Although instructional and professional development resources are increasingly available, little is known about how language teachers understand social justice and related pedagogies, particularly in postsecondary contexts. Relatedly, little is known about how teachers understand critical pedagogies that prioritize language-content integration through a simultaneous focus on proficiency development and engagement with target language texts. This multiple case study addresses these research gaps by examining postsecondary French, German, and Spanish teachers' conceptualizations of social justice in language education as they created social justice curricular units. Findings show that these conceptualizations are complex and multifaceted and span the what, why, and how of social justice in language education. Insights gleaned from these findings have important implications for language teacher professional development and future research.

中文翻译：

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法国、德国和西班牙高等教育教师对社会正义的概念化：案例研究

近年来，社会正义和批判性教学法已成为语言教育日益重要的焦点。尽管教学和专业发展资源越来越多，但人们对语言教师如何理解社会正义和相关教学法知之甚少，特别是在高等教育背景下。与此相关的是，人们对教师如何理解通过同时关注能力发展和与目标语言文本的互动来优先考虑语言内容整合的关键教学法知之甚少。这项多案例研究通过研究法国、德国和西班牙高等教育教师在创建社会正义课程单元时对语言教育中社会正义的概念化来解决这些研究空白。调查结果表明，这些概念是复杂且多方面的，涵盖了语言教育中社会正义的内容、原因和方式。从这些发现中收集的见解对语言教师的专业发展和未来的研究具有重要意义。