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This chapter is situated within the complex and changing context of Spanish language education in the U.S. and is an answer to the present-day call for changing paradigms in Spanish language scholarship and teaching (e.g., Valdés 2017; Charity Hudley & Flores 2022). Our contribution addresses crucial matters related to minoritized Latinx Spanish students in the U.S. who have historically faced many struggles in relation to their identities as well as their cultural and linguistic practices. We argue that it is our responsibility as educators to promote student agency and social justice in the current historical context. For this purpose, this paper examines the state of critical language education, particularly in Spanish language instruction in the United States. It presents an analytical framework that suggests a way in which transforming language curriculum is possible through critical literacy, including antiracist approaches that focus on critical historicity and reflexivity. And it includes an example of how scholars and educators can engage in class reflections that promote antiracist critical literacy in their courses and programs through the Critical Sociocultural Linguistic Literacy (CriSoLL) framework (Holguín Mendoza, 2022).
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