How to handle socially acute questions in the language classroom

Abstract

In contemporary, culturally diverse classrooms, language teachers increasingly face Socially Acute Questions (SAQs)—complex, controversial issues such as racism, discrimination, and social justice. However, many educators feel ill-equipped to manage these topics due to insufficient training and support. Teachers often report conflict and frustration when trying to navigate such discussions. This often leads to eschewing them all together, despite educational authorities seeking to institutionalize DEI frameworks (Diversity, Equity, and Inclusion).

To address this growing challenge, I propose a customizable, actionable toolbox. It is intended to help educators foster constructive intercultural dialogue while meeting the academic and emotional needs of learners and teachers alike. Although the case study below focuses on racism within a tertiary-level English language course, the tools presented are designed for broader application across levels, languages, academic subjects, and various forms of bias.