In this episode we talk about equity in the in language classroom, but it’s really about equity in any classroom. [sign up for Talking Points]
I am joined by A.C. Quintero who helps us to understand the importance of creating a classroom and student experience that moves beyond equality and focuses on an authentic equity.
A.C. speaks about…
- what students “bring” to the classroom that language teachers need to be aware of.
- how we can assess in ways that are equitable and recognize students’ skills in different areas.
- culturally responsive teaching and how this benefits student.
- teaching equitably in intentional ways.
- biases and our responsibility as teachers to recognize them.
Connect with A.C. Quintero:
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This activity gives students a chance to express themselves confidently at their current proficiency level. It is easily adapted by simply prompting students as to how they should speak (text type).
Typically I have students work in pairs or in groups of 3. Begin by setting up a sheet with 12 categories on it that are number 1-12. Provide 2 dice along with this paper. Give each pair or group a small bag (not transparent) with small slips of colored paper along with a sheet that has a point value assigned to each color. For fun I also include a “Zut” or “Caramba” color which has no points assigned. You could also put slips of parer with point values in the bag, but I like to keep it more engaging and colorful. You can project the category sheet that the entire class can reference, but again I prefer to keep the activity centered in the group, so I provide an individual reference sheet. The plastic frames that can hold a sheet of paper have come in very handy for me with various activities.
Students begin by each individually rolling 1 or both dice and attend to the category of the number. If done correctly (group consensus), the student chooses a colored slip out of the bag and keeps a running total of points. He/She puts the slip back in the bag. After a predetermined amount of play time, the “winner” is the students with the highest points.
The teacher can easily adapt the speaking to the proficiency level of the students by using the tasks/functions and text types by ACTFL proficiency level. You can learn more about these asks/functions and text types on the ACTFL OPI website. Be sure to download the OPI Familiarization Manual.
If the students are at the novice level, they will give one word answers or short phrases, most likely giving an example of something in that category. If they are at the intermediate level they can speak using a series of sentences or be required to ask a question of another player about the topic. If students are at the advanced level they can speak at length in paragraph form. The categories at this level will need to be more complex in nature, perhaps pertaining to world events or characters and plot in a story.