This article involves the work of four language educators/researchers collaborating on an ongoing longitudinal multilingual participatory action research (PAR) project in a Bachelor of Arts (BA) language teaching program in Oaxaca, Mexico. Overall, this PAR project aims at the co-construction of social justice in ELT in Mexico. In particular, it explores an approach that would encourage learners to make full(er) use of their language resources to challenge the colonial othering discourses of inferiority, disability, and backwardness inherent in ELT in Mexico. The analyses reported in this article zooms in on the English learning experiences of three Indigenous background, low-socioeconomic status, female undergraduate students, and their alleged struggle with speaking English in teaching–learning and assessment activities. The purpose of this article is to illustrate how a local English teacher co-constructed social justice with these three students. To fulfill this purpose, we succinctly present the focal students life stories and address three emergent themes: (i) unveiling alienating practices in the classroom; (ii) carving out spaces for multilingualism in the English classroom; and (iii) authoring assessment as a way to enact social justice.

中文翻译：

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共建社会正义：挑战墨西哥殖民实践的语言教育者

本文涉及四位语言教育工作者/研究人员的工作，他们在墨西哥瓦哈卡的文学学士 (BA) 语言教学项目中合作开展正在进行的纵向多语言参与式行动研究 (PAR) 项目。总的来说，这个PAR项目旨在共建墨西哥ELT的社会正义。特别是，它探索了一种方法，鼓励学习者充分（更好地）利用他们的语言资源来挑战墨西哥 ELT 固有的自卑、残疾和落后的殖民其他话语。本文报告的分析放大了三个土著背景、社会经济地位低下、女本科生的英语学习经历，以及她们在教学和评估活动中所谓的英语学习困难。本文旨在说明一位当地英语教师如何与这三位学生共同构建社会正义。为了实现这一目的，我们简洁地介绍了焦点学生的生活故事并解决了三个新兴主题：（i）揭示课堂上的疏离行为；(ii) 在英语课堂上为多语种开辟空间；(iii) 将评估作为实现社会正义的一种方式。