Olga Chaves Carballo,  Ph.D. Nuria Villalobos  Ulate , M.A. Facultad de Filosofía y Letras Escuela de Literatura y Ciencia...
Universidad Nacional  (Costa Rica)
The Language Program at UNA <ul><li>Programs: </li></ul><ul><li>- English Teaching in the Elementary and Secondary School ...
<ul><li>“ The implication here is that we can't call our English teaching successful if our students, however fluent, are ...
The Transformation of English Teaching  and Learning Setting <ul><li>Students’ expectations when learning the language </l...
<ul><li>Learners’ Role </li></ul><ul><li>Explore their inner potential to respond to this quest </li></ul><ul><li>Adapt to...
<ul><li>Educators ’ Role    </li></ul><ul><li>Strive for lifelong learning in order to strengthen their professional knowl...
Implementing Social Justice Projects <ul><li>Social justice project:  Think, Share, Act (TSA) </li></ul><ul><li>  - TSA we...
Implementing Social Justice Projects <ul><li>1.  Selection of social concern </li></ul><ul><li>* Reflection </li></ul><ul>...
Implementing Social Justice Projects <ul><li>3.  Action plan </li></ul><ul><li>* Name for project, logo and slogan </li></...
Language Learning Experiences <ul><li>Creation of student blogs </li></ul><ul><li>Recordings for language  </li></ul><ul><...
The Impact of Social Justice Projects <ul><li>Leadership </li></ul><ul><li>Collaboration </li></ul><ul><li>Conflict resolu...
The Impact of Social Justice Projects <ul><li>Sensitivity  </li></ul><ul><ul><li>Appreciation of life, family and  </li></...
Students’ Social Justice Projects
Samples of Student-Documentaries
“ Our Right is to Know Our Rights” <ul><li>Vanessa Salazar </li></ul><ul><li>Jonathan Alfaro </li></ul><ul><li>Carolina Qu...
The Role of Attitudes in Second  Language Learning  <ul><li>Attitude    success in acquiring a SL/FL  </li></ul><ul><li>St...
Students’ Attitudes towards Social Projects <ul><li>Get to know themselves better </li></ul><ul><li>Grow as individuals an...
TSA Participants
 
 
 
 
“ TSA has been an amazing experience  that has given to me a lot of happiness and I think that it has made me be a better ...
“ The social project,  Remembering our Grandparents,  improved my writing skills and enhanced my speaking skills. But the ...
Social Project: A Lesson of Life  “ In this semester, in the English course, the teacher told us that we had to work on a ...
Integrated English I: International Relations Major
Pronunciation Vowels: English Major
Integrated English I : English Teaching in Elementary School Major
Concluding Remarks <ul><li>Social justice projects    effective tool for students to: </li></ul><ul><li>*  Improve their l...
Links to Documentaries and TSA Website <ul><li>Aid to the Students’ Community of Hatillo 2 </li></ul><ul><li>http://www.yo...
References <ul><li>Akbari, R.  (2008). Transforming lives: introducing critical pedagogy into ELT classrooms.  ELT Journal...
<ul><li>THANK YOU! </li></ul><ul><li>Nuria:  [email_address] </li></ul><ul><li>Olga:  [email_address] </li></ul>
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Re-imagining the Classroom through Social Justice Projects-Portraying Students' Attitudes

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This presentation shows the reaction of EFL students at Universidad Nacional, Costa Rica, towards social justice projects implemented in the language classroom. It reflects how students improved their language proficiency, developed leadership and interpersonal skills and demonstrated positive attitudes while conducting social projects.

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Re-imagining the Classroom through Social Justice Projects-Portraying Students' Attitudes

  1. 1. Olga Chaves Carballo, Ph.D. Nuria Villalobos Ulate , M.A. Facultad de Filosofía y Letras Escuela de Literatura y Ciencias del Lenguaje Re-imagining the Classroom through Social Justice Projects: Portraying Students’ Attitudes
  2. 2. Universidad Nacional (Costa Rica)
  3. 3. The Language Program at UNA <ul><li>Programs: </li></ul><ul><li>- English Teaching in the Elementary and Secondary School </li></ul><ul><li>- English for Other Majors </li></ul><ul><li>Mission </li></ul><ul><li>To contribute to the Costa Rican development in the areas related to language and its different fields: linguistics, literature, second language teaching and translation through teaching, investigation and production. </li></ul>
  4. 4. <ul><li>“ The implication here is that we can't call our English teaching successful if our students, however fluent, are ignorant of world problems, have no social conscience or use their communication skills for international crime, exploitation, oppression or environmental destruction.” </li></ul><ul><li>New Trends in Global Issues and English Teaching </li></ul><ul><li>Kip A. Cates (1997) </li></ul>Why Teaching Social Justice?
  5. 5. The Transformation of English Teaching and Learning Setting <ul><li>Students’ expectations when learning the language </li></ul><ul><li>Professors’ focus on linguistic components </li></ul><ul><li>Learning English can also be the tool for </li></ul><ul><li>advocacy and greater social good </li></ul><ul><li>Learners Opportunity </li></ul><ul><li>Educators Agents, inspiration </li></ul>
  6. 6. <ul><li>Learners’ Role </li></ul><ul><li>Explore their inner potential to respond to this quest </li></ul><ul><li>Adapt to the new changes and challenges of this century </li></ul><ul><li>Must be prompted to explore their attitudes toward a more global interdependence and responsibility for the planet Earth </li></ul><ul><li>Become critical thinkers and social reformers </li></ul>
  7. 7. <ul><li>Educators ’ Role   </li></ul><ul><li>Strive for lifelong learning in order to strengthen their professional knowledge, methodology and attitudes towards implementing critical pedagogy </li></ul><ul><li>Become agents of educational renewal </li></ul><ul><li>Actively get involved in critical analysis, reflection and creative response to their teaching by developing skills in conducting research on social issues </li></ul><ul><li>Empower themselves so that their students can reconstruct their own learning </li></ul><ul><li>Have a potential to inspire students to transform their lives </li></ul><ul><li>Make a difference in guiding learners to find social reform </li></ul>
  8. 8. Implementing Social Justice Projects <ul><li>Social justice project: Think, Share, Act (TSA) </li></ul><ul><li> - TSA website </li></ul><ul><li>Different groups of students </li></ul><ul><li>Select a social issue of their interest </li></ul><ul><li>Do research and fieldwork </li></ul><ul><li>Carry out the project </li></ul><ul><li>Create a documentary about the journey </li></ul>
  9. 9. Implementing Social Justice Projects <ul><li>1. Selection of social concern </li></ul><ul><li>* Reflection </li></ul><ul><li>* Discussion </li></ul><ul><li>* Sharing </li></ul><ul><li>2. Research on issues </li></ul><ul><li>* Access material </li></ul><ul><li> ( Internet, books, magazines, newspapers, videos, interviews, surveys ) </li></ul><ul><li>* Reports </li></ul>
  10. 10. Implementing Social Justice Projects <ul><li>3. Action plan </li></ul><ul><li>* Name for project, logo and slogan </li></ul><ul><li>* Documentation of participation </li></ul><ul><li>( Pictures, video clips, notes, interviews, surveys ) </li></ul><ul><li>4. Student-created documentary </li></ul><ul><li>* Experiences, challenges and insights </li></ul>
  11. 11. Language Learning Experiences <ul><li>Creation of student blogs </li></ul><ul><li>Recordings for language </li></ul><ul><li>improvement </li></ul><ul><li>Written papers </li></ul><ul><li>Awakening gatherings </li></ul><ul><li>Closing ceremony </li></ul>
  12. 12. The Impact of Social Justice Projects <ul><li>Leadership </li></ul><ul><li>Collaboration </li></ul><ul><li>Conflict resolution </li></ul><ul><li>Good interpersonal skills </li></ul><ul><li>Self-reflection </li></ul><ul><li>Values </li></ul><ul><li> </li></ul>
  13. 13. The Impact of Social Justice Projects <ul><li>Sensitivity </li></ul><ul><ul><li>Appreciation of life, family and </li></ul></ul><ul><ul><li>opportunities </li></ul></ul><ul><ul><li>Recognition of people’s needs </li></ul></ul><ul><li>Commitment </li></ul><ul><ul><li>Fundraising </li></ul></ul><ul><ul><li>Advocacy </li></ul></ul>
  14. 14. Students’ Social Justice Projects
  15. 15. Samples of Student-Documentaries
  16. 16. “ Our Right is to Know Our Rights” <ul><li>Vanessa Salazar </li></ul><ul><li>Jonathan Alfaro </li></ul><ul><li>Carolina Quirós </li></ul>
  17. 17. The Role of Attitudes in Second Language Learning <ul><li>Attitude success in acquiring a SL/FL </li></ul><ul><li>Students' attitude towards the SL/FL is usually influenced by several factors: exemplified teacher-student relationships, a positive classroom atmosphere, the use of innovative tools, motivation, authentic teaching materials and activities . </li></ul><ul><li>Social justice projects contribute to the learning process motivate students to learn </li></ul>
  18. 18. Students’ Attitudes towards Social Projects <ul><li>Get to know themselves better </li></ul><ul><li>Grow as individuals and students </li></ul><ul><li>Feel proud of themselves </li></ul><ul><li>Realize their inner interests </li></ul><ul><li>Become aware of different social conditions </li></ul><ul><li>Give back to society by doing something useful </li></ul><ul><li>Face challenges and overcome them </li></ul><ul><li>Have a feeling of belonging to the university </li></ul>
  19. 19. TSA Participants
  20. 24. “ TSA has been an amazing experience that has given to me a lot of happiness and I think that it has made me be a better person .” Sofía Avenda ño “ The project contributed to build new opportunities and a better future for orphan girls. The most beautiful feeling that I experienced was to give my affection to them because they need love.” Ana Beatri z Arguello “ This project was the difference in this semester, and of course, I love it , I think that working with children, especially when you know that they come from broken homes or problematic families and you can do something for them, is amazing, I have never felt something like that and I wish that I could keep working with this because for me it was an amazing experience, and I am sure my classmates loved it too .” Jonathan Porras
  21. 25. “ The social project, Remembering our Grandparents, improved my writing skills and enhanced my speaking skills. But the most essential thing is that it made me a better person. Working with old people taught me values, patience and appreciation of life. I realized that I can make a difference in people’s life. It also taught me things that nobody could ever teach me in a class , I could just learn it by myself. So after finishing this project I felt very pleasant and satisfied because of all the laughter and happy faces that the elders showed me that this project was really worth it”. Priscilla Morera
  22. 26. Social Project: A Lesson of Life “ In this semester, in the English course, the teacher told us that we had to work on a social project. At the beginning I did not want to because I thought I did not have time to do it, but when my classmates and I were planning the activity, I thought that it was a good experience. In this moment I learned that the university is not just for studying a major, but also for growing as a person ” . María José Jara
  23. 27. Integrated English I: International Relations Major
  24. 28. Pronunciation Vowels: English Major
  25. 29. Integrated English I : English Teaching in Elementary School Major
  26. 30. Concluding Remarks <ul><li>Social justice projects effective tool for students to: </li></ul><ul><li>* Improve their language skills </li></ul><ul><li>* Make a difference in the world </li></ul><ul><li>Educators working for social justice should help students open their minds to take action in social justice concerns. </li></ul><ul><li> Mission in life </li></ul>
  27. 31. Links to Documentaries and TSA Website <ul><li>Aid to the Students’ Community of Hatillo 2 </li></ul><ul><li>http://www.youtube.com/watch?v=ClccF52_FxM </li></ul><ul><li>Pet’s Love </li></ul><ul><li>http:// www.youtube.com/watch?v=eR74Zxtp35c </li></ul><ul><li>TSA Social Pr oject Website </li></ul><ul><li>http://sites.google.com/site/thinkshareact </li></ul>
  28. 32. References <ul><li>Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal , 62 (3): 276-283. </li></ul><ul><li>Freire, P. (2009) Education for critical consciousness. London: Continuum. </li></ul><ul><li>Freire, P. (2005). Teachers as cultural workers: Letters to those who dare teach . Boulder: Westview Press. </li></ul><ul><li>Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern Language Review 59, 282-290. </li></ul><ul><li>Nieto, S. (2000). Placing equity front and center. Journal of Teacher Education, 51 (3): 180-88. </li></ul><ul><li>Novak, M. (2000). Defining social justice. Retrieved from the web on Feb 18 th , 2010 http://www.firstthings.com/ftissues/ft0012/opinion/novak.html </li></ul><ul><li>Oliphant, S in Crookes, G. (2003). A practicum in TESOL: Professional Development through Teaching Practice. New York: Cambridge University Press. Rose, D. Social justice and equity: A teacher’s Educator’s journey within. Retrieved from the web on Feb 16 th , 2010 http://www.aspr.ac.at/epu/research/Ross.pdf </li></ul><ul><li>Pulvernes et al (2002, Jan.). Resource material for social, cultural, and political issues. ELT Journal. Vol 56: 1. P. 71-86 </li></ul><ul><li>Ross. D. Social Justice and Equity: A Teacher Educator’s Journey Within. Retrieved from the web on February 5 th , 2010 www.aspr.ac.at/epu/research/Ross.pdf </li></ul><ul><li>Russo, P. (2004, June). What does it mean to teach for social justice? Retrieved from the web on Feb 16 th , 2010 http://www.oswego.edu/~prusso1/Russos_what_does_it_mean_to_teach_for_s.htm </li></ul><ul><li>Teachers for social justice in Chicago. Curriculum: Something is wrong; exploring the roots of youth violence . </li></ul><ul><li>Feb 1, 2010. Retrieved from the web on Feb 17 th , 2010 http://www.teachersforjustice.org/ </li></ul>
  29. 33. <ul><li>THANK YOU! </li></ul><ul><li>Nuria: [email_address] </li></ul><ul><li>Olga: [email_address] </li></ul>

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