Diversity without Borders Social Justice in the World

Diversity without Borders: Social Justice in the World Language Classroom Raquel Oxford WAFLT November 7, 2009 Oxford, WAFLT 2009

World language curriculum n n Shaped by standards from ACTFL and National Board for Professional Teaching Standards (NBPTS) Issues such as equity and access Economic realities District priorities Oxford, WAFLT 2009

National Standards n n n Communication: Communicate in Languages Other Than English (1. 1, 1. 2, 1. 3) Cultures: Gain Knowledge and Understanding of Other Cultures (2. 1, 2. 2) Connections: Connect With Other Disciplines and Acquire Information (3. 1, 3. 2) Comparisons: Develop Insight Into the Nature of Language and Culture (4. 1, 4. 2) Communities: Participate in Multilingual Communities at Home and Around the World (5. 1, 5. 2) Oxford, WAFLT 2009

NBPTS revised standards 2008 n n Knowledge of students Knowledge of language Knowledge of culture Knowledge of language acquisition n n Fair and equitable learning environments Designing curriculum and planning instruction Assessment Reflection Professionalism Oxford, WAFLT 2009

Fair and equitable environment n Accomplished teachers of world languages demonstrate their commitment to the principles of equity, strength through diversity, and fairness. Teachers welcome diverse learners who represent our multiracial, multilingual, and multiethnic society, and create inclusive, caring, challenging, and stimulating classroom environments in which all students can actively learn. Oxford, WAFLT 2009

Social justice n n “Social justice has much to do with ideas about legitimacy, about fairness and impartiality, about welfare and mutual advantage, and about political and social consensus” (Corson, 1993, p. 27). Nieto (2008) “defines social justice as a philosophy, an approach, and actions that embody treating all people with fairness, respect, dignity, and generosity. ” Oxford, WAFLT 2009

Empowering our students n n Freire (1970) defines “the practice of freedom: the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. ” (p. 15) Change~ Oxford, WAFLT 2009

Waiting for the World to Change Oxford, WAFLT 2009

How can we embrace diversity and incorporate issues of social justice into our classrooms? Oxford, WAFLT 2009

Diversity by design n n Focus on larger essential questions (Wiggins and Mc. Tighe, 2005) or big ideas defined as “a concept, theme, or issue that gives meaning and connection to discrete facts and skills” (5) What are some examples of big ideas or themes in the world language classroom? Oxford, WAFLT 2009

Essential questions n n Beginning level “Who am I? ”/”Who are you? ” or “What is my/your life like? ” Higher levels of language development with “How do we look at the world? ” (Sandrock, 2002) n “Why do people eat what they do? ” or “How do our food choices impact our lives and the lives of others? ” Oxford, WAFLT 2009

Glastonbury Public Schools: K-12 language for many years! n n n Essential questions were tied as much as possible to social studies or language arts curriculum Meaningful to students, many student generated Age appropriate Oxford, WAFLT 2009

Essential questions/big ideas/thematic units n n Grade 1: How do we name things in a different language? Grade 2: Who are my neighbors? Grade 3: Why is my day the way it is? Is it different from other countries? Grade 4: Why do we explore and what do we find? Oxford, WAFLT 2009

Big ideas/Unit themes n n (continued) Grade 5: Who are the peoples of the Americas? How do they live? Grade 6: How do you unlock the mystery of travel? Grade 7: What is culture? Grade 8: What is foreign? Oxford, WAFLT 2009

Big ideas/Unit themes n n (continued) Grade 9: What happens when two cultures meet? Grade 10: Who are the Spanish/French/Latin/Russians? Grade 11: Who are we? What is selfidentity, especially in diverse societies? Grade 12: How are we transformed by our study of language and culture? Oxford, WAFLT 2009

Recall for a moment and share with a partner (think, pair, share) n n Did you encounter any social justice themes when you first began learning another language? What were those themes and how did they impact you? Oxford, WAFLT 2009

Thematic planning n n n Makes instruction comprehensible Focus becomes use of language Rich context Natural setting Engaging activities Makes connections Oxford, WAFLT 2009

Culture n n n How would you define culture? What challenges are faced when exploring culture in the classroom? Consider products, practices and perspectives Oxford, WAFLT 2009

As you get started n n n Embrace diversity by having broad multicultural representation in your classroom Create a safe learning environment Design as thematically as possible with essential questions Oxford, WAFLT 2009

Teaching World Languages for Social Justice: A Sourcebook for Principles and Practices Osborn encourages problem-posing at the center of the curriculum so students can be more critical thinkers Oxford, WAFLT 2009

Osborn’s Four Thematic Pillars n n Identity Social architecture Language choices Activism Oxford, WAFLT 2009

Identity n n n Identity (Who am I? Who are we? ) Affiliation (Who are we? Who are they? ) Conflict, struggle, and discrimination Socioeconomic class The language choices related to self and other impact issues of social justice significantly. Oxford, WAFLT 2009

Social architecture n n n What we believe: ideology Historical perspectives (dialectic format) Schools and languages: hidden curricula Media: entertainment Learning to question one’s own perspectives critically is a prerequisite to positioning oneself to make a difference. Oxford, WAFLT 2009

Language choices n n n Beyond manners: register and political power relations Whose culture is whose? Hybridity Media: journalism and politicians Who is in control? Hegemony Language serves to reflect, resist, and recreate social realities. Oxford, WAFLT 2009

Activism n n Law, rights, resistance, and marginalization Activism brings the learning to a point having personal meaning and social impact—creating a more socially just society. Oxford, WAFLT 2009

Sample structural, grammar or vocabulary themes n Identity: n n n personal pronouns present tense verbs direct and indirect objects adjectives vocabulary about the students’ everyday worlds (identities): family, friends, self, possessions, and daily life (food, drink, residence, city/region, etc), stating opinions Oxford, WAFLT 2009

Sample structural, grammar or vocabulary themes n Social Architecture: n n n past tense verbs (historical perspectives, etc), modal verbs (should, must, can, want, etc) formal vs. informal speech passive voice and agency vocabulary that would help demonstrate the architecture of different societies (school, clothing, health) Oxford, WAFLT 2009

Sample structural, grammar or vocabulary themes n Language choices: n subjunctive and conditional verbs n n advanced constructions of thoughts and desires in differing perspectives n n sociolinguistics of educational language politeness and etiquette expression of “realities vs. ‘alternate’ realities” (dialectics) writing reading speaking vocabulary that is specific to various sociopolitical topics (environment, government, labor, economics) Oxford, WAFLT 2009

Sample structural, grammar or vocabulary themes n Activism n specifics of composition and speech mechanics n n n n essays letter writing debates transitions and conjunctions imperative mode and future tense informative and persuasive structures literature and advanced authentic texts vocabulary that is specific to sociopolitical topics Oxford, WAFLT 2009

Four corners activity Oxford, WAFLT 2009

For your pillar n n n Brainstorm specific social justice topics and connections, vocabulary and structures as well as activities Be prepared to share Ballad of the Two Grandfathers by Nicholas Guillen Zouk Skinheads Oxford, WAFLT 2009

Kubota’s “Four D’s” of a critical approach to teaching culture n n Descriptive rather than prescriptive understandings of culture Acknowledgement of diversity within culture A view of culture as dynamic rather than permanent An exploration of the discursive (deliberate) elements in our construction of cultural selves and others Oxford, WAFLT 2009

Viva La Causa from Teaching Tolerance n n Focuses on the grape strike and boycott led by César Chávez and Dolores Huerta in the 1960 s. What are some of the common themes in our classroom that could be connected to this event? Oxford, WAFLT 2009

Lessons included n n n n n Lesson 1: Exploring the Film Lesson 2: Economic Injustice Affects Us All Lesson 3: Farmworkers and the Union Lesson 4: Committing to Nonviolence Lesson 5: Allies for Justice Lesson 6: Injustice on Our Plates Lesson 7: Worker Exploitation Today Lesson 8: The Immigration Debate Recommended Resources Oxford, WAFLT 2009

From surviving to thriving! n Nieto (2009) teachers need collaborative relationships to nurture action from dispositions n n Action 1: Learning about themselves Action 2: Learning about their students Action 3: Developing allies Actively engage in your professional development beyond survival Oxford, WAFLT 2009

References and resources n n n Derman-Sparks, L. (1989). Anti-Bias Curriculum: Tools for Empowering Young Children. Washington, D. C. : National Association for the Education of Young Children. Nieto, S. (2009). From Surviving to Thriving. Educational Leadership, 66(5), 8 -13. Nieto, S. , & Bode, P. (2008). Affirming diversity the sociopolitical context of multicultural education. Boston: Pearson/Allyn and Bacon. Osborn, T. (2006). Teaching world languages for social justice: a sourcebook of principles and practices. Mahwah, NJ : Lawrence Erlbaum. Petovello, L. R. , Taranko, D. , & Nichols, S. (1998). The Spirit that moves us a literature-based resource guide: teaching about diversity, prejudice, human rights, and the Holocaust: volume I, grades kindergarten through four. Gardiner, Me: n n n Tilbury House Pub. Rethinking Schools http: //www. rethinkingschools. org/ Teaching Tolerance http: //www. tolerance. org Wiggins, G. P. & Mc. Tighe, J. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Oxford, WAFLT 2009