Webinar FLENJ 2015 · (Glynn, Wesely, & Wassell, 2015) 14 ! Global Competence: “The ability to communicate with respect and cultural understanding in more than one language” (ACTFL,

9/24/15

1

Beth Wassell, Ed.D

Rowan

University

9|24|15

INCORPORATING SOCIAL JUSTICE INTO THE

WORLD LANGUAGE CLASSROOM

(Glynn, Wesely, & Wassell, 2015) 10

1.  Foundations, Key Concepts, and Rationale

2.  Categories and Activities 3.  Steps to Adapting a

Textbook Chapter 4.  Questions

WEBINAR AGENDA


“A philosophy, an

approach, and actions that

embody treating all people

with fairness, respect,

dignity, and generosity.”

(Nieto, 2010, p. 46).

WHAT IS SOCIAL JUSTICE?


9/24/15

2

1.  It challenges, confronts, and disrupts misconcep?ons, untruths, and stereotypes that lead to structural inequality and discrimina?on

2.  It provides all students with the resources necessary to learn to their full poten?al.

3.  It draws on the talents and strengths that students bring to their educa?on.

4.  It creates a learning environment that promotes cri?cal thinking and agency for social change.

(Nieto, 2010)

FOUR COMPONENTS OF SOCIAL JUSTICE EDUCATION


“If we are to teach for and about social justice, understanding what it looks, sounds, and feels l ike is crit ical” (Wade, 2007, p. 4). ¡  Equality ¡  Equity ¡  Privilege ¡  Marginalization ¡  Oppression ¡  Dehumanization

KEY CONCEPTS


¡  Global Competence: “The abil ity to communicate with respect and cultural understanding in more than one language” (ACTFL, 2014).

¡  Intercultural Communicative Competence: Supports students to see relationships among dif ferent cultures and mediate among them (Byram, 2000).

¡  Expanded Outcomes: Moves beyond language teaching and learning for pragmatic and instrumental purposes.

LINKS BETWEEN SOCIAL JUSTICE EDUCATION AND WORLD LANGUAGE EDUCATION


9/24/15

3

¡  The WL classroom is uniquely suited to challenge, confront, and disrupt misconceptions, untruths, and stereotypes that lead to structural inequality and discrimination based on social and human dif ferences. §  WL teachers are halfway there §  Direct comparisons, question stereotypes and myths students have of

people of other cultures.

¡  The WL classroom has great potential to provide all students with the resources necessary to learn to the full potential, including material and emotional resources. §  “Care, love and solidarity – or the absence of them – are among the

constitutive building blocks of one’s identity” (Apple, 2013).

WHY THE WORLD LANGUAGE CLASSROOM?


¡  The world language classroom regularly draws on the talents and strengths that students bring to their education. §  Students are regularly invited to look at their own cultures and

identities. §  Extend beyond the visible to the invisible.

¡  The world language classroom easily transforms into a learning environment that promotes critical thinking and agency for social change. §  Teachers do more than teach content; they teach students how to

think, whom to trust, what to believe, what to value, and more.

WHY THE WORLD LANGUAGE CLASSROOM?


18 (Glynn, Wesely, & Wassell, 2015)

CATEGORIES OF SOCIAL JUSTICE ISSUES AND

ACTIVITY TYPES

9/24/15

4

1.   Products: Social jus?ce issues that focus on access to and rela?onships with tangible and intangible resources.

2.   Prac9ces: Social jus?ce issues that arise from how people interact.

3.   Perspec9ves: Social jus?ce issues stemming from aWtudes and values.

CATEGORIES OF SOCIAL JUSTICE ISSUES


¡  Products : access to clean water and fresh foods, immigrat ion laws, educational systems and language pol ic ies.

¡  Practices : act iv ist movements, language usage and i ts impl icat ions in various contexts, ways communit ies express themselves in face of oppression.

¡  Perspectives : impact of bel iefs about the humanity of individual groups on access to employment or other oppor tunit ies, evolut ion of bel iefs about homosexual i ty and marr iage laws, ways that pol i t ic ians and pol i t ical wri ters express bel iefs through speeches.

SOME EXAMPLES


1.   Problem-‐posing ac9vi9es: Focus on discussion, cri?cal inquiry, and interac?ve par?cipa?on (Reagan & Osborn, 2002).

2.   Text analysis ac9vi9es: Ac?vi?es with not just the wriZen word, but also the spoken word, audio and videotape, media elements, images, etc. (Kramsch, 1993).

3.  R ights and policy inves9ga9ons: Explores how groups and individuals might be affected by externally-‐imposed rules and regula?ons, o`en in the form of policy and laws.


TYPES OF SOCIAL JUSTICE ACTIVITIES

9/24/15

5

TYPES OF SOCIAL JUSTICE ACTIVITIES (CONT.)

4.  Individual experience investigations: The activities allow students to see the individual perspective in new ways through face-to-face interviews, simulations, social media, online communities, etc.

5.  Reflective activities : Journaling, multicultural awareness tasks, comparisons to others, etc. Allow students to see how social justice issues affect (or don’t af fect) their daily l ives.

¡  What are some textbook topics that work well with topics of social justice?

¡  How can a vocabulary list be more than just a vocabulary list? How does social justice come into play with vocabulary?

¡  How can action be a par t of the WL classroom? How can teachers and students take the next step?

REFLECT: ADAPT WHAT YOU ALREADY DO

¡ Identify Desired Results ¡ Determine Acceptable

Evidence ¡ Plan Learning

Experiences and Instructions

(Wiggins & McTighe, 2011)

BACKWARD DESIGN

9/24/15

6

25 (Glynn, Wesely, & Wassell, 2015)

OUR STEPS TO ADAPTING A

TEXTBOOK CHAPTER

Identify the point of entry, connect with NJCCCS and ACTFL (national) standards, and identify the social justice take-away understandings. As you look through the text:

•  Is there a history behind this cultural topic that might reveal past or present inequali?es?

•  Are there accepted truths about this topic that can be challenged?

•  Is this a topic that people from different groups might view differently?

STEP 1

Topic: Les saines habitudes du monde francophone Point of Entr y: Healthy Li festy les Social Just ice Take- Away Understandings: ¡  There are numerous v iews of a

healthy l i festy le in the f rancophone wor ld.

¡  The abi l i ty to maintain a healthy l i festy le is dependent on access to resources.

¡  The empowerment of indiv iduals in their own communit ies can lead to sustainable sources of f resh foods and income.

FRENCH EXAMPLE

9/24/15

7

Les saines habitudes du monde francophone ¡ World Readiness

Standards: §  Interpersonal Communication §  Interpretive Communication §  Relating Cultural Practices to

Perspectives §  Making Connections §  Cultural Comparisons §  School and Global

Communities

¡ Types of Social Justice Issues Addressed: §  Products §  Practices §  Perspectives

¡ Social Justice Activity Types: §  Rights and Policy

Investigations §  Problem-posing Activities

FRENCH EXAMPLE (CONT.)


Iden9fy social jus9ce objec9ves and language objec9ves.

•  What should students know and how will they make sense of topics of social jus?ce in this unit?

•  Is there any overlap between these social jus?ce and the textbook-‐provided language objec?ves? Can they be ar?culated jointly?

STEP 2

Les saines habitudes du monde francophone ¡  Social Justice Objectives

§  Students will be able to explain the way in which socioeconomic status influences French-speakers’ ability to maintain healthy lifestyles in France, Canada, Senegal and Haiti.

§  Students will be able to discuss the mission of Heifer International and how empowerment of people in their own communities can have long-lasting benefits.

§  Students will be able to recognize and describe how their agency as students to work toward sustainability in Haiti and Senegal can carry over to agency in other aspects of their own lives.

§  Students compare and contrast the availability of fresh foods in large cities, such as Montreal and Paris, with large cities in the United States.

FRENCH EXAMPLE


9/24/15

8

¡  Language Objectives: §  Students will be able to name foods, activities, and habits related to a

range of healthy and unhealthy lifestyles. §  Students will be able to describe their healthy and unhealthy practices

using reflexive verbs.

¡  Social Justice and Language Objectives: §  Students will be able to describe the types of animals and resources they

will provide for Haiti and Senegal through Heifer International and how such as resources can be used by the community.

§  Students will be able to list and describe the types of foods that are often missing urban areas due to food deserts.


FRENCH EXAMPLE

Create and adapt the assessments. Option 1: Use and adapt the publisher-supplied assessments. §  Alter the context or background material of the assessment

items. §  Extend the assessment to add a social justice component. Option 2: Develop original summative and formative authentic assessments.

STEP 3

Les saines habitudes du monde francophone ¡  French (Novice-Mid to Novice-High)

Integrated Performance Assessment ¡  OVERVIEW: Students complete three tasks

( interpretive, interpersonal, and presentational) at the end of the unit that allow them to compare and contrast food deser ts in Montréal, Canada and Paris, France with those in urban areas of the United States.


FRENCH EXAMPLE

9/24/15

9

¡  Interpret ive Task: Students complete a Webquest that al lows them to read and l isten to cl ips about food deser ts in Montréal , Paris, Los Angeles, and Washington D.C. Students complete a comprehension guide that asks them to compare and contrast food deser ts in each of these locations.

¡  Interpersonal Task: The World Health Organizat ion (the teacher) br ings representat ive from the four urban areas together. In groups of four, students play the roles of the representat ives. They discuss the si tuat ions in their communit ies and their eat ing habits due the existence of food deser ts.

¡  Presentat ional Task: Working in the same groups assigned to them by the World Health Organizat ion, students write the scr ipt for a v ideo campaign ad to create awareness of this issue in various ci t ies around the world.

FRENCH EXAMPLE


Develop the learning activities. •  What kinds of authentic materials are provided in the textbook, and

which materials must I f ind on my own to suppor t these activit ies? •  I f direct, teacher-centered instruction is needed to introduce

material, which types of activit ies can help students to process the material?

•  Which activit ies could provide oppor tunities for students to investigate and examine products, practices, and perspectives of the target culture through a lens of social justice?

STEP 4

¡  Profiles of Habits of French Speakers: Students receive profi les of French speakers from France, Senegal, and Haiti and must adopt this profi le as their own.

¡  Preparation for Heifer International in Senegal and Haiti : Students examine the animals and resources on the Heifer International website, identifying them in French. They choose the animals and resources most appropriate for Senegal and Haiti and justify their choices by l isting ways the resources they chose could provide sustainabil ity .

FRENCH SAMPLE ACTIVITIES

9/24/15

10

Textbook Chapter : C ity or Country (Komm Mit , chapter 7, level 2)

Proficiency Level: Novice High Unit Theme: Wo und wie wir wohnen

(Where and how we l ive) Social Jus9ce Take-‐Away

Understanding: Where and how we l ive is influenced some by choices, but a lso by a var iety of outs ide factors imposed on us.

ACTFL Standards 1 .1 : S tudent s engage i n conver sa?on , p rov ide

and ob ta in i n fo rma?on , exp res s f ee l i ng s and emo?ons , and exchange i n fo rma?on .

1 .2 : S tudent s under s tand and i n te rp re t wr iZen and spoken l anguages on a va r i e t y o f top i c s .

1 .3 : S tudent s p resen t i n fo rma?on , concep t s and i deas to an aud ience o f l i s t ene r s on a va r i e t y o f top i c s .

2 .1 : S tudent s demons t ra te an under s tand ing o f the re l a?onsh ip be tween the p rac?ces and pe r spec?ves o f the cu l tu re s tud ied .

2 .2 : S tudent s demons t ra te an under s tand ing o f the re l a?onsh ip be tween the p roduc t s and pe r spec?ves o f the cu l tu re s tud ied .

3 .1 : S tudent s re in fo r ce and fu r the r the i r know ledge o f o the r d i s c i p l i nes th rough the fo re i gn l anguage .

4 .2 : S tudent s demons t ra te under s tand ing o f the concept o f cu l tu re th rough compar i sons o f the cu l tu res s tud ied and the i r own .

GERMAN EXAMPLE: WHERE AND HOW WE LIVE

Social Jus9ce Objec9ve(s): 1.  Students wi l l be ab le to iden?fy

groups of people who l i ve in par?cular areas of German-‐speak ing c i?es ( inner-‐c i ty versus suburbs) and in rura l areas of German-‐speak ing countr ies .

2.  Students wi l l be ab le to descr ibe and exp la in factors such as SES , ethn ic i ty , interests , benefits , etc . that influence where and how people l i ve .

Language Objec9ve(s) 1.  Students wi l l be ab le to descr ibe

var ious op?ons for where and how people l i ve in German-‐speak ing countr ies us ing appropr iate vocabulary , ad jec?ves and prepos i?ons .

2.  Students wi l l be ab le to compare and contrast the benefits and drawbacks of d ifferent p laces to l i ve us ing compara?ves and super la?ves .

3.  Students wi l l be ab le to express op in ions about l i v ing in the c i ty , suburbs , or rura l areas .


Social Justice and Language Objectives:

(1) Students wi l l be able to compare and contrast the factors that inf luence the way in which groups of people in German-speaking countr ies and in the Uni ted States l ive .

What might our assessments

look like?


9/24/15

11

Textbook Topic : Na?onal i?es Proficiency Level: Novice Mid/

High Unit Theme: ¿De dónde somos?

(Where are we from?) Social Jus9ce Take-‐Away

Understanding: The ways that individuals choose to iden?fy themselves are o`en very different than the labels that are typical ly ascr ibed to them by others.

SPANISH EXAMPLE: IDENTITY, NATIONALITIES AND NATIVISM

Social Jus9ce Objec9ve(s): ¡  Students wi l l be able to explain the

impl ica?ons of using catch-‐al l terms l ike “La?no” or “Hispanic” versus labels that individuals choose themselves.

¡  Students wi l l be able to descr ibe the concept of na?vism (the idea that certain immigrant groups are infer ior, whi le na?ve-‐born US c i?zens are superior) .

Language Objec9ve(s): ¡  Students wi l l be ab le to descr ibe

ind iv idua ls ’ ethn ic i?es in Spanish .

¡  Students wi l l be ab le to descr ibe the i r countr ies of or ig in and those of others us ing ser + de .

Social Jus9ce and Language Objec9ves: ¡  Students wi l l be ab le to iden?fy the

countr ies of or ig in and ethn ic i ty descr iptors for the top 10 immigrant groups to the US.


¡  Interpret ive Task: Students wi l l analyze data char ts in Spanish publ ished by the U.S. Census that depict the diversity of ethnicit ies represented and populat ion representat ion across states. A worksheet wi l l help guide them to create a simpl i f ied graph and prof i les of f ict ional individuals’ backgrounds and basic demographic information.

¡  Interpersonal Task: Based on the prof i les, students wi l l interview one

another and wi l l ask and answer questions about the individual ’s name, countr y of or igin, preferred ethnic descript ion, and current state of residence.

¡  Presentat ional Task: Students wi l l create a bul let in board geared toward

other high school students that depicts the student immigrant prof i les and a few basic stat ist ics related to Lat ino immigrants today.

What might our key instructional activit ies/formative assessments look l ike?


9/24/15

12

“ We l i ve in a wo r l d i n w h i c h we

n e e d to s h ar e r e s p o n s i b i l i t y.

I t ’ s e a s y to say, I t ’ s no t my ch i ld ,

n o t my c o mmun i t y,

n o t my wo r l d , n o t my p r o b l e m. ”

T h e n th e r e a r e those who se e the

n e e d an d r e s p o n d . I

cons id e r t hose p e o p l e my

h e r o e s . ” - - Fre d Roge r s

( 1 9 9 4 )

CLOSING THOUGHTS

Please contact me with questions or

comments! [email protected]

QUESTIONS?

¡  Apple, M. (2013). Can education change society? NY: Routledge. ¡  Byram, M. (1997). Teaching and assessing intercultural communicative

competence . Clevedon: Mult i l ingual Matters. ¡  Glynn, C. , Wesely, P. , & Wassel l , B. (2015). Words and actions: Teaching

world languages through the lens of social justice . Alexandria, VA: ACTFL. ¡  Kramsch, C. (1993). Context and culture in language teaching. Oxford:

Oxford University Press. ¡  Nieto, S. Language, culture, and teaching: Cultural perspectives. New York:

Routledge. ¡  Wade, R. C. (2007). Social Studies for social just ice: Teaching strategies

for the elementary classroom . New York: Teachers Col lege Press. ¡  Wiggins, G. , & McTighe, J . (2011). The Understanding by Design guide to

creating high-quality units . Alexandria, VA: ASCD.

45

REFERENCES

Documents

Webinar FLENJ 2015 · (Glynn, Wesely, & Wassell, 2015) 14 ! Global Competence: “The ability to communicate with respect and cultural understanding in more than one language” (ACTFL,