When language is taught in classroom settings, it is “curricularized” (Valdés, 2015; Kibler & Valdés, 2016). The “curricularization” of language is part of a complex interacting system that includes: conceptualizations of language, theories of acquisition/development, language policies, traditions of instruction, ideologies of language, teaching materials, and end-of-course assessments. This presentation will invite teachers to examine the mechanisms (e.g., policies, sequence of instruction, text materials, student categorizations) that are part of their own practice and to consider how they may be influenced by ideologies of language, expected outcomes, traditional methods and approaches, and departmental goals and expectations that are deeply engrained in the language-teaching profession itself. Guadalupe Valdés is Bonnie Katz Tenenbaum Professor of Education at Stanford University In English