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STaRLT 2024 Presentation
Jason N. Smith
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Transcript
CRITICAL Intercultural Competency:
Why it is paramount in WLE
Jason N. Smith, Ed.D.
Coocoo bananas about equitable language teaching, learning, and research Veteran French and Spanish educator Program Coordinator of WL Teacher Education - University of Wisconsin-Madison
@languagedorkjns
www.jasonnsmith.net
"Language is the road map of a culture. It tells you where its people come from and where they are going." - Rita Mae Brown
Why use a critical lens?
Who, What, When, Why, How much does it benefit?
Everyone Everything Everytime Equity, Visibility, & Voice Infinitely
More than a state of mind
WHY you should take the time to understand and get to know your students
A student’s life experiences and identity/identities
What you see in the classroom
A few acknowledgements:
Our goals:
- Teaching language is difficult work.
- Saying “I don’t know” is powerful.
- Without our students, there is no us.
- Textbooks aren’t gospel and should not be treated as though they are.
- Nothing you do or say in class is missed.
- Observing how criticality in teaching and learning is crucial
- Understanding and acknowledging inclusive practices are lifetime processess
- Learning how to begin the journey of uncovering your own biases and prejudices
Critical Interculturality
According to Guilherme and Dietz (2015) critical interculturality “is explicitly determined to address constellations of conflicts and relations of power between the various elements participating in intercultural interactions, to unveil implicit tensions between multiple ethnic cultures, to question taken-for-granted ruling principles of intercultural communication and interaction in hegemonic societies, and to be active in transforming long-lasting societal structures” (p. 7).
Guilherme, M., & Dietz, G. (2015). Difference in diversity: Multiple perspectives on multicultural, intercultural, and transcultural conceptual complexities. Journal of Multicultural Discourses, 10 (1), 1–21. https://doi.org/10.1080/17447143.2015.1015539
Zoning*
83.3% in private schools
55%
Info
* NCES, 2022 ; ** Taie & Lewis, 2022
Critical Intercultural Competency Self-Reflection Framework
Four Phases:
- Exposure & Discovery
- Learning & Struggling
- Practice & Collaboration
- Reiteration
Four Nodes:
- False bliss
- Passive engagement
- Active engagment
- Guiding principles
Phase 1: Exposure & Discovery
- What privileges as a _________ do I have?
- What are my implicit biases and prejudices?
- How do they manifest?
- Where do they manifest?
- Who are my students?
- How might I be othering my students (curriculum, content, practices, texts, etc.)?
©Jason N. Smith, 2023
Celebration of selfSelf-portraitPoemCollage
Phase 2: Learning & Struggling
- Where do I start?
- How do my students feel in my class?
- How do they feel at school?
- How do I modify my current textbook and resources?
- What do I do if policies are restrictive?
QuotesGraphicsSocial MediaMusicArt
©Jason N. Smith, 2023
Phase 3: Practice & Collaboration
- What human resources do I have?*
- Where do I find connections with other teacher-allies?*
- How do I as a ________ teacher explore topics tied to othered groups with my students?
- How do I know I’m doing “enough”?
*Association fallacy
Social MediaBook GroupsFeedback SurveysCommunity Resources
©Jason N. Smith, 2023
Phase 4: Reiteration
Just because you've gone through the framework once, doesn't mean you're "done". In fact, you're just beginning a lifelong journey.
STOP
©Jason N. Smith, 2023