Tag Archives: equity

58: Equitable Feedback Practices with Ben Tinsley


This episode was recored live during the National Foreign Language Center’s Virtual Summit.  Ben Tinsley, a French teacher in Pennsylvania, joins me to talk about equitable feedback in the language classroom.  We all know how essential feedback is for students in their language learning process, but does feedback look the same for all students.  Ben Tinsley provides insights along with actionable suggestions.

Video of live recording during the NFLC Virtual Summit.

Topics in this episode:

  •  Culturally Responsive Teaching and how it benefits students.
  • Important terminology:
    -Equity vs. Equality
    -Inclusive Teaching vs. Anti-Racist Teaching
  • Common inequitable ways of grading/assessment and providing feedback and what we teachers can do so that we are being more equitable.
  • How we can be more intentionally equitable.

Connect with Ben Tinsley:

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10: Equity in the Language Classroom with A.C. Quintero

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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Equity & Social Justice in the World Language Classroom

The world language classroom is certainly a place where we can highlight and embrace equity, equality and social justice.  Given that we engage in discussions of cultural almost every day we should keep this equity lens front and center. Before we even begin to think about language learning, or learning of any kind, we need to create welcoming classroom environments where every student feels safe, valued and understood for who they are.

Social Justice in the World Language Classroom

I’ve been familiar with the work and publications of Teaching Tolerance for many years.  Despite the good work of the organization I have always had a problem with the word “tolerance.”  It seems like such a low bar.  I was very happy to see that they decided to change their name to Learning for Justice.  So much better.

There are lots of resources on the LFJ website.  One that I think we can all use in the language classroom is the Social Justice Standards and Anti-Bias Framework.  They are set of anchor standards and age-appropriate learning outcomes divided into four domains—Identity, Diversity, Justice and Action.  The anchors provide common language and they guide teachers and administrators as they seek to make schools more just, equitable and safe.

I particularly appreciate how the standards are leveled for K–12 education.  They remind me of how the ACTFL Can Do Statements are organized.

There are 5 anchor standards for each domain. Social Justice in the World Language ClassroomThen there are grade level and developmentally appropriate outcomes and goals for each anchor. Here is an example of the goals for the Action Anchors for grades 9-12. Social Justice in the World Language Classroom

It is interesting to track a goal through the developmental levels. Let’s take #17 under Action for example:

17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.

K-2:  I can and will do something when I see unfairness—this includes telling an adult.

3-5: I know it’s important for me to stand up for myself and for others, and I know how to get help if I need ideas on how to do this.

6-8: I know how to stand up for myself and for others when faced with exclusion, prejudice and injustice.

9-12: I take responsibility for standing up to exclusion, prejudice and injustice.

You can see the progression from “can do something,” and “know how to get help” to “stand up for myself and others” and “take responsibility.”  The outcomes and goals make the anchors very concrete and understandable.

Since we are often in the proficiency-level head space these Social Justice Standards blend well, particularly in the language classroom where we have infinite opportunities to take on issues of equity and equality.