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www.jasonnsmith.net

@languagedorkjns

Coocoo bananas about equitable language teaching, learning, and researchVeteran French and Spanish educatorProgram Coordinator of WL Teacher Education - University of Wisconsin-Madison

Jason N. Smith, Ed.D.
Why it is paramount in WLE

CRITICAL Intercultural Competency:

"Language is the road map of a culture. It tells you where its people come from and where they are going." - Rita Mae Brown

EveryoneEverythingEverytimeEquity, Visibility, & VoiceInfinitely

Who, What, When, Why, How much does it benefit?

Why use a critical lens?

What you see in the classroom

A student’s life experiences and identity/identities

WHY you should take the time to understand and get to know your students

More than a state of mind

  • 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
  • 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.
Our goals:
A few acknowledgements:

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

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).

Critical Interculturality

55%
83.3% in private schools

Info

* NCES, 2022 ; ** Taie & Lewis, 2022

Zoning*

Critical Intercultural Competency Self-Reflection Framework

  • False bliss
  • Passive engagement
  • Active engagment
  • Guiding principles

Four Nodes:

  • Exposure & Discovery
  • Learning & Struggling
  • Practice & Collaboration
  • Reiteration

Four Phases:

©Jason N. Smith, 2023

  • 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.)?

Phase 1: Exposure & Discovery

Celebration of selfSelf-portraitPoemCollage

©Jason N. Smith, 2023

  • 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?

Phase 2: Learning & Struggling

QuotesGraphicsSocial MediaMusicArt

©Jason N. Smith, 2023

*Association fallacy
  • 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”?

Phase 3: Practice & Collaboration

Social MediaBook GroupsFeedback SurveysCommunity Resources

©Jason N. Smith, 2023

STOP

Just because you've gone through the framework once, doesn't mean you're "done". In fact, you're just beginning a lifelong journey.

Phase 4: Reiteration

Create an anitracist/anti-discriminatory program for HS students

Resources & Ideas

Link to resources

Merci, gracias, Vielen Dank, 谢谢你, ありがとう, شكرًا, obrigado, 감사합니다, grazie, спасибо, , Thank you!