Date: October 3, 2020
Time: 12:00 am - 12:00 am
Location: online

Webinar presented by Stacey Margarita Johnson (Vanderbilt University).

Instructors building social justice into their language teaching often report that they hope their language classrooms will be sites of transformative learning and personal growth. As teachers, we want our teaching to make the world better and inspire students to become engaged citizens. Although we might hope for transformative learning, we don’t always know how it happens or how to guide our students through the process of transformation. This webinar explored the steps in transformative learning, its connection to critical pedagogy and social justice, and, most importantly, ways language teachers can promote transformative learning through instructional choices that align with research and best practices in second language acquisition.

Download the presentation slides (PDF)

This event was one in a three-part webinar series about teaching social justice in the language classroom. The others were presented by LJ Randolph on September 12, and Michelle Nicola on October 17.

Watch presentation in YouTube


Stacey Margarita Johnson is the Assistant Director for Educational Technology at the Center for Teaching, a Senior Lecturer in the Department of Spanish and Portuguese, and Affiliated Faculty in the Center for Second Language Studies at Vanderbilt University.  She is also the editor of Spanish and Portuguese Review and the producer and host of the podcast “We Teach Languages”. She has published books and articleson topics related to postsecondary language classroom practices, hybrid/blended instruction, and adult learning including transformative learning and critical pedagogy. Stacey is currently working on several projects including a monograph about the potential for problem-based learning in the language classroom and an edited collection co-edited with Kelly Davidson and LJ Randolph entitled How We Take Action: Social Justice in K-16 Language Classrooms.

During the registration process, participants can request to receive a certificate of attendance for 1.5 hours of Continuing Education for attending the live event; or participants can request to receive a digital badge after the event.

Participants requiring closed captions at the time of the CERCLL’s events should request this at least a week in advance by emailing CERCLL at