Listen to the Episodes:
- Episode 27: Diversifying the Language Curriculum with Ben Tinsley
- Episode 33: Integrating Can Do Statements and the Social Justice Standards with Cécile Lainé
Listen to the Episodes:
In this episode we discuss the Learning For Justice Social Justice Standards, incredibly necessary topics in the language classroom. One of the biggest hurdles is addressing the topics of Identify, Diversity, Justice and Action in the target language. We do not have to put our language objectives aside when these topics come up. We can integrate them into our Can Do’s. Cécile Lainé, a French teacher in Tennessee, joins me to talk through the Social Justice Standards with suggestions for integrating them into our Can Do Statements.
Cécile speaks about…
Resources that Cécile mentions:
Connect with Cécile Lainé:
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.
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. Then 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.
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.