How can we focus in our classrooms on teaching for social justice and on proficiency development at the same time? In this interactive workshop, participants will deepen their understanding of the compatibility of social justice and proficiency-oriented approaches to foreign language teaching. After reviewing examples developed by the presenter, participants will practice adapting course units to align with both approaches simultaneously. They will also explore assessments and activities that support students’ growth as language users and as engaged members of their local and global communities.
The ACTFL proficiency guidelines, “5 Cs” of the World Readiness Standards, and principles of backward design will provide a framework for the workshop. Examples presented will be in Arabic, but teachers of all languages are invited to attend.
After this workshop, participants will be able to:
- describe the essential components of a social justice approach to foreign language teaching;
- explain the compatibility of social justice and proficiency approaches in the foreign language classroom;
- formulate meaningful essential questions for course units focused on social justice; and
- develop or adapt activities or assessments to suit a curriculum that works on social justice and proficiency development at once.
Katrien Vanpee (Ph.D., Georgetown University) is the Director of Arabic Language Instruction at the University of Minnesota. Her interests include language program direction and curriculum design, social justice pedagogy, the development of reflective and lifelong learning skills, and the less commonly taught Arabic dialects.
Target Audience: Secondary and postsecondary foreign language instructors who teach at the advanced level. Not appropriate for those who teach Novice/beginning levels. Not designed for DLI or elementary/middle school teachers.
While teachers of all languages are welcome to participate, teachers of less commonly taught languages are especially encouraged to attend.