Words and actions: Teaching languages through the lens of social just

Words and actions: Teaching languages through the lens of social justice

Chapter 5

Chapter 4

Chapter 3

Chapter 2

Chapter 1

index

What does social justice look like in the WL classroom?
How can teachers establish an environment inclusive and supportive of social justice educatioin?
Where do the Learning for Justice domains fit into my practice?

Chapter 1

marginalization

dehumanization (Freire, 1993)

multicultural education (Banks & McGee Banks, 2012)

privilege (Peggy McIntosh, 1989)

asset pedagogies*

oppression(Freire, 1993)

equality vs. equity

Concepts and Terminology related to social justice

- According to Nieto (2010) social justice “is a philosophy, an approach, and actions that embody treating all people with fairness, respect, dignity, and generosity” (p. 46). - Nieto (2010) suggests SJE has 4 components: (1) Challenges, confronts, and disrupts the status quo (2) It targets all students to provide them with tools of success (3) Draws on the talents and strengths of students (4) Promotion of critical thinking and student agency - Social justice is for ALL

What is social justice education?

Glynn, C., & Wassell, B. (2018). Who gets to play? Issues of access and social justice in world language study in the U.S.

Social justice must move beyond theory into actionable steps that students are able to develop, exhibit and execute to improve their own classroom environment and beyond

Learning to recognize bias and prejudices in the cultures being studied and the role power dynamics play in the cultures being studied as a way of analyzing one’s own culture.

Systems of oppression
Power (social, cultural, political, etc.)
Implicit biases

“All pedagogical efforts are infiltrated with value judgments and cross-hatched by vectors of power serving particular interests in the name of certain regimes of truth” (Sleeter & McLaren, 1995, p. 18).

There is no one way to be Mexican, Chinese, from the U.S., etc.

As a result, teachers must be aware of their own cultural biases, dominance and power (p. 6)
Comparing and contrasting cultures through respectful curiosity

Focus on empathy, respect, understanding, and connection

Four domains of social justice education

Formerly "Teaching for Tolerance"

learning for justice

ACTION

JUSTICE

DIVERSITY

Using culture as a means of exploring the identities of the culture being studied and one’s own culture

This requires moving beyond vocabulary-focused work (clothing, food, etc.)

Critical thinking about one’s own cultural identity by exploring the cultures in the TL

Which identities are dominant? How? Why?

Remember, students are not “passive recipients of an immutable culture” (González, 2005, p. 36).

IDENTITY

According to ACTFL (2014), global competence is the “ability to communicate with respect and cultural understanding in more than one language” (p. 5)

What’s missing from these definitions?

What is global competence?

Byram (2000) describes intercultural communicative competence as one’s ability to see connections between 2 or more cultures and navigate them.

How do you see the 5 Cs aligning and promoting opportunities for teaching social justice in WLE?
What constitutes SJE? Look at p. 10.

Most often missed are:

Tools for critical analysis
Tools for social change
Tools for action

Why do you think this is the case?

a couple of questions . . .

Vocabulary

The 5 Cs

discussion

When is a vocabulary list more than a vocabulary list? How does that list teach students more than just words? Does it situate you or your student in a particular social class? How could the choices one makes about vocabulary contribute to or reinforce stereotypes, values, or assumptions related to social class, race, gender, etc.?

Which of the World-Readiness Standards (5 Cs) do you think are the most relevant to address in lessons that also address social justice issues?

What is my teacher identity and frame of reference?
How can I center students in the WL classroom?
What pieces should be considered when creating classroom community?

Chapter 2

Things to think about:
frame of reference ≠ identity
Each person enters a space with their own lived experiences and intersectionalities.
Understanding our own biases and tendencies towards certain prejudices
Being cognizant of the apprenticeship of observation
Activity:
Circles of My Multicultural Self (www.edchange.org)
HOW/WHEN/WHY should you use something like this with your students?

Who are you as a teacher?

CSP

CRP

Ensure that All Students are Represented

CRT

Students' Backgrounds & Abilities

Drawing on Students' Assets

P of the O

centering STudents

Be a facilitator, AND actively engage the students.

Be okay with SILENCE.

Be courageous and challenge students with topics and actions.

Capitalize on your students' unique perspectives.

Create a discourse community that encourages discussion.

Creating a such a space involves thinking carefully about the specific teacher practices you engage in (what you do as a teacher during the lesson) and the dispositions you embody toward your learners (your attitudes, beliefs, and how they manifest in your actions).

Building learning communities that bridge differences

Privilege

Circles of my Multicultral Self

discussion

Thinking of Peggy McIntosh's definition of privilege, in what way do you believe that you have benefited from unearned privilege, or in what way have you experienced marginalization? How might these experiences influence the way in which you view learning and teaching?

With your circles in mind, think about and identify the topics of SJ with which you most struggle. Why do you think these would be hardest? How is the difficulty of these topics connected to aspects of your identity and your frames of reference?

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