Student Engagement |
Materials and Resources |
Products and Outcomes |
|
---|---|---|---|
Lead discussion on culture and meaning represented through language Lead discussion on the use and importance cultural objects and artifacts |
Explain your own culture (underlining assumptions, beliefs, values) with your team members Identify and share their own artifacts, their cultural meaning Develop cultural and linguistic maps of their current location and the state in which they hope to live and work Write a critical self reflection |
Ting-Toomey & Chung (2005) Wierzbicka (1997) |
Cultural map Linguistic map Self-reflection paper (should also include some analysis of the meanings of their cultural artifacts and objects). Revised language policies that are more equitable for speakers of languages other than English |
Lead discussion on language policy – serves as a form of exclusion Explain language policies in Senegal Give examples of how it excludes |
Identify and rewrite overt and covert language policies in the US Identify underlying assumptions inherent in those overt and covert assumptions |
Brock-Utne & Hopson Crawford Trudell Artifact #2: Say it in Wolof Artifact #3: Trilingual Dictionary Artifact #4: Go for English Use artifacts 2, 3, and 4 to support discussion of language policies in Senegal. Information in this lesson can be supplemented with web page content, Language Policy and Literacy (Hyter), and Senegal: Language and Diversity (Ruddy). Web page is located at http://www.cultureconnections.org |
Beginning stages of alternative policies for schools and for communication and language services Use theoretical frameworks to develop ways to intervene or work in Senegal (or other countries from which members of your caseload might come) |