Schools are becoming more diverse in K-12 settings, yet there is relatively little research exploring how student diversity is incorporated in world language pedagogies. This presentation offers an overview of a qualitative case study that investigates the mechanisms and contexts through which inequities arise. In this study, I collect data from four sources: teacher interviews, classroom observations, teachers’ syllabi, and student de-identified work. Situated at one public secondary school in the northeastern United States, my research employs intersectionality as primary theoretical lens and critical discourse analysis as a methodological strategy to study the construction and function of discourse in language pedagogies. My study intends to inform and support educators and policy makers as they consider cultural and linguistic plurality, inequalities that arise, and inequities that are sustained across contemporary educational landscapes.
