Abstract
Classroom language and digital practices play a central role in shaping student participation, equity, and critical thinking. This study examines how combining critical language awareness with critical digital literacies can empower both teachers and students to engage with texts, technologies, and discourse in ways that disrupt systemic inequities. We explore how innovative instructional models, such as the Facilitate–Listen–Engage (FLE) discourse framework, along with the integration of multimodal digital tools, foster inclusive dialogue and critical inquiry. The research is significant because it connects critical pedagogy to practical strategies for navigating the challenges of teaching in an era of uncertainty and digital transformation. It contributes to the fields of pedagogy, curriculum studies, and teacher professional learning by bridging theory and practice across classroom and digital contexts. A qualitative approach underpins the work, drawing on classroom vignettes, practitioner reflection, and analysis of student discourse in both face-to-face and online settings. Activities included analyzing discourse structures, experimenting with digital platforms that amplify student voice, and developing reflective tools for teachers to evaluate their use of language and technology. Findings suggest that adopting CLA and CDL practices expands opportunities for equitable participation, increases critical engagement with digital texts, and positions students as co-constructors of knowledge, though implementation challenges persist in balancing curricular demands with critical goals. The study concludes that integrating CLA and CDL offers a powerful framework for inclusive pedagogy, equipping both teachers and learners with tools to critically navigate linguistic and digital landscapes while fostering agency, resilience, and community in education.
Presenters
Jessica HiltabidelDirector of Culture, Equity, and Access, Inspired Teaching Demonstration School, District of Columbia, United States Shannon Kane
Assistant Clinical Professor, College of Education- Department of Teaching and Learning, Policy and Leadership, University of Maryland, Maryland, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Critical Pedagogy, Critical Language Awareness, Digital Literacies, Teacher Professional Learning
