The document discusses using social justice themes and global competence when teaching languages. It provides definitions and frameworks for social justice, global competence, and interdisciplinary themes. The document also outlines how to design a thematic unit using topics, focusing lenses, essential questions, learner targets, and assessments. Specifically, it suggests allowing students to choose lenses to view topics through in order to engage them and promote critical thinking about global issues.

1. Catherine
Ousselin
Mount
Vernon
High
School,
Mount
Vernon,
Washington
Toni
Theisen
Thompson
School
District,
Loveland,
Colorado
Theisen-­‐Ousselin
Wikispace
:http://theisen-­‐ousselin2015.wikispaces.com

2. Theisen-­‐Ousselin
Wiki
http://theisen-­‐ousselin2015.wikispaces.com

3. Words
and
Actions:
Teaching
languages
through
the
lens
of
social
justice
s Words
and
Actions:
Teaching
Languages
Through
the
Lens
of
Social
Justice
s By:
Cassandra
Glynn,
Pamela
Wesely,
and
Beth
Wassel
http://www.actfl.org/publications/books-­‐and-­‐brochures/words-­‐and-­‐actions

4. Session
Wiki:
http://theisen-­‐ousselin2015.wikispaces.com/
http://goo.gl/N2RjuQ

5. Agenda
s What
is
social
justice?
s Why
use
social
justice
themes?
s What
is
global
competence?
s How
can
new
lenses
change
a
perspective
of
a
unit?
s Education
for
all
girls
s Examine
unit
plan,
assessments
and
activities

6. Learner
Targets
s I
can
apply
the
concepts
of
Social
Justice
to
a
unit.
s I
can
explain
Global
Competence.
s I
can
use
different
focusing
lenses
to
change
perspectives
of
a
unit.
s I
can
begin
to
design
a
social
justice
unit.

7. Sonia
Nieto’s
4
components
of
social
justice
s It
challenges,
confronts
and
disrupts
misconceptions.
s It
provides
all
students
with
resources
necessary
to
learn
at
their
full
potential.
s It
draws
on
talents
and
strengths
students
bring
to
their
education.
s It
creates
a
learning
environment
that
promotes
critical
thinking
and
agency
for
social
change.
http://www.actfl.org/publications/books-­‐and-­‐brochures/words-­‐and-­‐actions

8. How
social
justice
thematic
global
units
engage
students
Why
create
thematic
units
with
a
social
justice
focus?
s Need
to
prepare
students
to
succeed
in
this
new
global
environment.
s Need
to
cultivate
the
knowledge,
skills
and
passion
in
students
that
will
enable
them
to
recognize
the
challenges
and
opportunities
of
an
interconnected
world.
s Encourage
students
to
contribute
to
its
improvement.
http://sites.asiasociety.org/education/globalcompetence/

9. ACTFL
Global
Competence
Position
Statement
The
ability
to
communicate
with
respect
and
cultural
understanding
in
more
than
one
language
is
an
essential
element
of
global
competence.
http://www.actfl.org/news/position-­‐statements/global-­‐competence-­‐position-­‐statement

10.
Reaching
Global
Competence
is:
s Communicate
in
the
language
of
the
people
with
whom
one
is
interacting.
s Interact
with
awareness,
sensitivity,
empathy,
and
knowledge
of
the
perspectives
of
others.
s Withhold
judgment,
examining
one’s
own
perspectives
as
similar
to
or
different
from
the
perspectives
of
people
with
whom
one
is
interacting.
s Be
alert
to
cultural
differences
in
situations
outside
of
one’s
culture,
including
noticing
cues
indicating
miscommunication
or
causing
an
inappropriate
action
or
response
in
a
situation.
s Act
respectfully
according
to
what
is
appropriate
in
the
culture
and
the
situation
where
everyone
is
not
of
the
same
culture
or
language
background,
including
gestures,
expressions,
and
behaviors.
s Increase
knowledge
about
the
products,
practices,
and
perspectives
of
other
cultures.
http://www.actfl.org/news/position-­‐statements/global-­‐competence-­‐position-­‐statement

11. The
need
for
global
competence
s Need
in
the
Global
Economy
s Need
in
Diplomacy/Defense
s Need
in
Global
Problem-­‐solving
s Need
in
Diverse
Communities
s Need
in
Personal
Growth
and
Development
http://www.actfl.org/news/position-­‐statements/global-­‐competence-­‐position-­‐statement

12. Asia
Society
Global
Matrix
The
Global
Competence
Matrix
was
created
as
part
of
the
Council
of
Chief
State
School
Officers’
EdSteps
Project
in
partnership
with
the
Asia
Society
Partnership
for
Global
Learning.

13. How
social
justice
thematic
global
units
engage
students
s Global
Competence
is
the
capacity
and
disposition
to
understand
and
act
on
issues
of
global
significance.
http://sites.asiasociety.org/education/globalcompetence

14. The
Asia
Society
Global
Competence
Matrix
http://asiasociety.org/globalcompetence

15. Interdisciplinary
Themes
• Global
Awareness
• Financial,
Economic,
Business
and
Entrepreneurial
Literacy
• Civic
Literacy
• Health
Literacy
• Communication
• Collaboration
• Critical
Thinking
and
Problem
Solving
• Creativity
and
Innovation
• Information
Literacy
• Media
Literacy
• Technology
Literacy
• Flexibility
and
Adaptability
• Initiative
and
Self-­‐Direction
• Social
and
Cross-­‐Cultural
Skills
• Productivity
and
Accountability
• Leadership
and
Responsibility

16. Pathway
to
a
thematic
unit
s Topic
s Focused
lens
or
lenses-­‐How
can
students
choose
a
lens?
s Essential
question
s Guiding
questions
s 21st
century
skills
s Proficiency
target
s “I
can”
learner
targets
for
language
and
culture
s Learning
scenario
and
assessment/s
s Hook
s Designing
instruction

17.
Focusing:
What
are
topics
and
lenses?
How
do
focusing
lenses
and
topics
impact
student
learning?
Connected,
deeper
understanding
of
new
knowledge

18.
Focusing:
What
are
topics
and
lenses?
Connected,
deeper
understanding
of
new
knowledge

19. Topics

20. What
are
your
topics?

21. Focusing
lens/lenses

22. What
lens/lenses?

24. Pathway
to
a
thematic
unit
s Topic
s Focused
lens
or
lenses-­‐How
can
students
choose
a
lens?
s Essential
question
s Guiding
questions
s 21st
century
skills
s Proficiency
target
s “I
can”
learner
targets
for
language
and
culture
s Learning
scenario
and
assessment/s
s Hook
s Designing
instruction

25. Toutes
à
l’école!
Education
for
all
girls!

26. Focusing
lenses:
School
Unit
• Previous
topic
• School
• Focused
lenses
• Gender
• Fairness
• Equality

27. Essential
and
Guiding
questions
Essential
question:
Why
can’t
all
girls
and
young
women
attend
and
finish
school?
Guiding
questions:
• How
does
my
school
life
compare
to
students
around
the
world?
• How
does
an
education
support
young
women
and
the
communities
in
which
they
live?
• What
cultural,
religious,
or
political
obstacles
to
education
do
girls
and
young
women
face
around
the
world?
• How
can
my
voice
and
actions
impact
the
education
of
young
women?

28. Interdisciplinary
Themes
• Global
Awareness
• Financial,
Economic,
Business
and
Entrepreneurial
Literacy
• Civic
Literacy
• Health
Literacy
• Communication
• Collaboration
• Critical
Thinking
and
Problem
Solving
• Creativity
and
Innovation
• Information
Literacy
• Media
Literacy
• Initiative
and
Self-­‐Direction
• Social
and
Cross-­‐Cultural
Skills
• Productivity
and
Accountability
• Leadership
and
Responsibility

29.
Communication
Students
as
effective
communicators
use
languages
to
engage
in
meaningful
conversation,
to
understand
and
interpret
spoken
language
and
written
text,
and
to
present
information,
concepts,
and
ideas
http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

30. Collaboration
Students
as
collaborators
use
their
native
and
acquired
languages
to
learn
from
and
work
cooperatively
across
cultures
with
glo
bal
team
members,
sharing
responsibility
and
making
necessary
compromises
while
working
toward
a
common
goal.
http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

31. Critical
Thinking
and
Problem
Solving
Students
as
inquirers
frame,
analyze,
and
synthesize
information
as
well
as
negotiate
meaning
across
language
and
culture
in
or
der
to
explore
problems
and
issues
from
their
own
and
different
perspectives

32. Information
Literacy
Students
as
informed
global
citizens
access,
manage,
and
effectively
use
culturally
authentic
sources
in
ethical
and
legal
ways.
http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

33. Technology
Literacy
Students
as
productive
global
citizens
use
appropriate
technologies
when
interpreting
messages,
interacting
with
others,
and
producing
written,
oral,
and
visual
message.
http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

34. Social
and
Cross-­‐Cultural
Skills
Students
as
adept
language
learners
understand
diverse
cultural
perspectives
and
use
appropriate
socio-­‐linguistic
skills
in
order
to
function
in
diverse
cultural
and
linguistic
contexts.
http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

35. Leadership
and
Responsibility
Students
as
responsible
leaders
leverage
their
linguistic
and
cross-­‐cultural
skills
to
inspire
others
to
be
fair,
accepting,
open,
and
understanding
within
and
beyond
the
local
community
http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

36. Proficiency
Target
French
IV
/
Intermediate-­‐Low
http://scsworldlanguages.weebly.com/performance-­‐feedback-­‐tools.html

37. “I
can”
learner
targets

38. “I
can”
learner
targets
• I
can
list
reasons
why
(my)
education
is
important
to
me.
• I
can
list
reasons
why
students
/
girls
don’t
or
can’t
finish
school
in
my
area
and
around
the
world.
• I
can
read
infographics
and
identify
reasons
for
unequal
access
to
education.

39. “I
can”
learner
targets
• I
can
understand
videos
that
describe
organizations
that
promote
equal
access
education.
• I
can
discuss
my
opinions
on
education
with
my
classmates
and
global
participants.
•
I
can
create
multimedia
awareness
messages
to
promote
educational
equality.

40. Hook:
Le
droit
à
l’éducation
https://youtu.be/_lGjeFflLXk

41. Hook:
Un
jour,
elle
ira
à
l’école
https://youtu.be/Wu8QgBnTNJc

42. Learning
Scenario
-­‐
Assessments
Knowing
that
school
is
important,
learners
will
research
why
not
all
girls
around
the
world
have
access
to
education.
The
Interpersonal,
Interpretive,
and
Presentational
modes
of
communication
will
be
assessed
through
an
IPA.

43. Designing
Instruction

44. Designing
Instruction

45. Designing
Instruction

46. Designing
Instruction

47. Formative
assessments
Interpretive
Mode:
• Listening
and
interpreting
short
videos
on
NGO
groups
and
their
goals
to
support
education
for
all.
• Completion
of
an
EdPuzzle
video
with
questions
about
Malala
Yousafzai
• Reading
articles
about
Malala
and
her
efforts
in
promoting
educational
equality
for
girls.

48. Formative
assessments
Interpersonal
Mode:
• Informational
gap
tasks
with
partner
about
reasons
for
dropouts
in
your
school
/
state.
• Twitter
or
email
messages
about
the
culture
of
education
in
countries
around
the
world.
Discuss
values
and
reasons
for
education.

49. Formative
assessments
Presentational
Mode:
• Short
class
narrative
discussing
personal
educational
goals
and
(possible)
obstacles
to
that
goal.
• Present,
summarize,
and
critique
a
student-­‐
curated
video
or
Web
site
that
discusses
girls’
education
in
a
Francophone
country.

50. Formative
assessments
Other
Evidence:
• Contextualized
close
quiz
on
opinion/should/
ought
to
statements.
• Contextualized
quiz
on
school
life
vocabulary,
routines,
classes,
etc.

51. Interpretive
Readings

52. Interpretive
Readings

53. Images

54. Infographics

55. Infographics

56. Infographics

57. Infographics

58. Infographics

59. Video:
1
Jour1Actu
–
Qui
est
Malala?
http://1jour1actu.com/info-­‐animee/cest-­‐qui-­‐malala/

60. IPA
Assessment
Integrated
Performance
Assessment
Adair-­‐Hauck,
B.,
E.
Glisan,
and
F.
Troyan.
2013.
Implementing
Integrated
Performance
Assessment.
Alexandria,
VA:
American
Council
on
the
Teaching
of
Foreign
Languages

61. Interpretive
Mode
• Connect
with
a
non-­‐governmental
organization.
•
Learn
how
to
become
a
participant
in
the
efforts
to
support
education
for
all.
• Consult
the
“Plan
France”
Web
site
“Agissez”
to
choose
an
option
to
become
involved.
• Read
the
options
from
the
site
and
complete
the
accompanying
“Comprehension
Guide.”

62. Interpersonal
Mode
s Talk
with
a
NGO
volunteer
who
is
working
in
N’djamena,
Chad
to
promote
women’s
rights.
s Compare
and
contrast
reasons
why
girls
do
not
finish
school
in
your
area
and
in
Chad.
s Ask
questions,
offer
suggestions,
and
try
to
find
as
many
similarities
and
differences
as
possible.

63. Presentational
Mode
s Create
a
flier
or
a
multimedia
project
in
which
you
promote
an
#educationforall
awareness
campaign
connected
social
media.
s Include
information
about
a
specific
person
or
school
that
you
learned
about,
ways
to
support
your
campaign,
and
facts
that
motivate
others
to
participate.

64. Curating
resources
• Connect
with
World
Language
teachers
on
Twitter
through
#langchat
#frenchteachers
#authes
hashtags.
• Follow
WL
teachers
on
Pinterest,
Storify,
Delicious,
and
other
Social
Media
outlets.
• Query
searches
in
the
target
language
on
language-­‐specific
sites.
(.fr
/
.mx
/
.de)

65. Curating
resources
• Organize
your
curated
resources
in
thematic
folders.
• Diigo
/
Delicious
• Livebinders
• Pinterest
• Google
Chrome
bookmarks
• Add
comments
to
your
curated
resources
to
remind
you
of
their
usefulness.

66. Further
resource
sites
• Government
/
Language-­‐specific
Web
sites
• Non-­‐governmental
organizations
(NGOs)
• Private
groups

67. Real
World
Applications
s Connected
to
US
Embassy
in
N’Djamena,
Chad.
s Created
poetry
books
for
a
school
in
Haiti
s Raised
money
for
Malala
fund

69. It’s
your
turn
to
create…
s It’s
your
turn
to
create…
s Use
the
template-­‐
“Designing
Learning”
s Find
a
topic
from
the
“topic
chart”
s Align
your
topic
with
a
new
“focusing
lens”
s Create