In this presentation I reflect on the role of L2-teachers-with-critical-(socio)linguistic-background on practices that can help challenge exclusive linguistic ideologies (native-speakerism, monolingualism, etc.) and adopt approaches that favour social justice and inclusiveness within and outside L2 classes. From a methodological point of view, this contribution is based on a self-ethnography (Adams et al. 2014): by reporting personal practices based on 15 years of pedagogical experience, I will discuss the strategies adopted to make a L2 class not only a fairer space, but also a place where exclusive language ideologies can be challenged, and fairer ideologies promoted/spread. The presentation briefly discusses 5 points which I consider as key for the introduction and implementation of inclusive and democratic linguistic ideologies: 1) The self-awareness of L2 teachers and conscience about their role in the spread and de facto implementation of linguistic ideologies, be they exclusive or inclusive. 2. The linguistic practice(s) in the target language or in the language medium of instruction (which variety is used and why?). 3. The language taught or target language (which variety/varieties?). 4. The metalinguistic or metadiscursive practices surrounding the target language and/or other languages, as instances of linguistic ideologies and as opportunities to explicitly refer to them. 5. The teaching methodology or pedagogical approach adopted (in the present case, plurilingual, communicative-functional, and action-oriented). The ultimate goal of the presentation is to share experiences and best practices as to spark discussion and contribute to the ongoing conversation about (in)justice in L2 classes.
