Commitment to Instilling Global & Cultural Awareness
(ECI 524 Theory & Research in Global Learning)
The pursuit of most Dual Language programs extends beyond second language learning to engage students in global cultural awareness. The mission of one such elementary school is stated as: "Where we ensure that all students are bilingual and biliterate and develop cultural awareness". This goal is more easily articulated than achieved: how does an educator measure the cultural or global awareness of a student? In my experience, language and literacy goals are much more easily measured for student success; the students are speaking and reading in a language that is not their native tongue. On the other hand, it is harder to measure whether students are also developing true cultural awareness simply based on the nationalities of their peers.
As I studied cosmopolitanism and global education through the NLGL program, I came to see that my compelling question should, and ultimately already does, have an additional layer of complexity. “How can educators use a biliteracy program to help close the achievement gap for English Language Learners?” is a question that implies inherently the value of both languages of instruction, as well as the people and culture behind each language. Although the intention may be to support all students in the development of bilingualism, biliteracy and cultural awareness, we must acknowledge the status the English language holds in the school
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"In order to optimally close the achievement gap between ELLs and students of other subgroups, the ELL student (as well as her native English-speaking peer) must begin to recognize and acknowledge the inherent value of other cultures, as well as to develop a confident yet realistic view of her place in the world." |
environment and beyond. English is the majority language of this area and also the language of highest social status. This makes the elevation of the Spanish language that much more critical to the success of a DL program that intends to provide equal status to its languages and cultures in the classroom and throughout the school (Beeman, 2012). Teachers at all grade levels are, in some capacity, moral educators. Cosmopolitanism therefore has implications for educators of all levels. The interpretation of cosmopolitanism here is structured around the recognition of our obligation to other human beings (Appiah, 2006). Cosmopolitanism requires that one engage in the culture of others as a citizen of the world without prejudice. In order to optimally close the achievement gap between ELLs and students of other subgroups, the ELL student (as well as her native English-speaking peer) must begin to recognize and acknowledge the inherent value of other cultures, as well as to develop a confident yet realistic view of her place in the world.
In an effort to design curriculum that works to this end I created a project-based, Global Learning Unit for first grade Dual Language students (although the unit could be used in a traditional classroom as well). The aim of this 10-day unit is to begin exposing students as early as possible to the beauty and value of other ways of life, as well as to promote critical thinking about how cultures can be similar and different, rather than right or wrong.
The driving questions for this unit include:
What makes all of us human beings similar?
What makes us different? Are those differences important?
What do all human beings need?
What do all human beings deserve?
The full unit plan can be viewed by clicking the link below:
First Grade Global Learning Unit Weebly
The responsibility of the educator to teach for global and cultural awareness could also be considered "moral education", manifesting itself in exposure to diversity, cultural awareness, history and other content often taught in social studies. How to teach moral education effectively is a question that is, and should be, of great interest to educators as it directly affects how we are to approach moral content in our classrooms. Below I articulate five major claims about the educational implications of moral cosmopolitanism.
1. Moral educators should teach students that all human beings are “ends in themselves” and deserve the same basic human rights.
2. Moral educators should create curriculum with overarching themes that promote global learning and cosmopolitan attitudes.
3. Moral educators should teach students a shared vocabulary to discuss what they should view as inevitable moral disagreement.
4. Moral educators should teach students that they have an obligation to humanity when injustice is present - whether locally or abroad (also, not just to “popular” issues in the mainstream media).
5. Moral educators should teach students how to be realistic about the impact they can have so as to avoid becoming discouraged.
The full research paper can be read below, in the form of an illustrated book.
The driving questions for this unit include:
What makes all of us human beings similar?
What makes us different? Are those differences important?
What do all human beings need?
What do all human beings deserve?
The full unit plan can be viewed by clicking the link below:
First Grade Global Learning Unit Weebly
The responsibility of the educator to teach for global and cultural awareness could also be considered "moral education", manifesting itself in exposure to diversity, cultural awareness, history and other content often taught in social studies. How to teach moral education effectively is a question that is, and should be, of great interest to educators as it directly affects how we are to approach moral content in our classrooms. Below I articulate five major claims about the educational implications of moral cosmopolitanism.
1. Moral educators should teach students that all human beings are “ends in themselves” and deserve the same basic human rights.
2. Moral educators should create curriculum with overarching themes that promote global learning and cosmopolitan attitudes.
3. Moral educators should teach students a shared vocabulary to discuss what they should view as inevitable moral disagreement.
4. Moral educators should teach students that they have an obligation to humanity when injustice is present - whether locally or abroad (also, not just to “popular” issues in the mainstream media).
5. Moral educators should teach students how to be realistic about the impact they can have so as to avoid becoming discouraged.
The full research paper can be read below, in the form of an illustrated book.
Appiah, K. A. (2006). Cosmopolitanism: Ethics in a world of strangers. New York: Norton.
Beeman, K. & Urow, C. (2012). Teaching for Biliteracy: Strengthening Bridges between Languages. Philadelphia, PA: Caslon.
Banner: Seneca Quote [photograph]. Retrieved March 1, 2015 from http://www.qualitygroup.it/.
Left: Dual Language Immersion [illustration]. Retrieved March 1, 2015 from http://www.rusdlink.org/Page/918.
Beeman, K. & Urow, C. (2012). Teaching for Biliteracy: Strengthening Bridges between Languages. Philadelphia, PA: Caslon.
Banner: Seneca Quote [photograph]. Retrieved March 1, 2015 from http://www.qualitygroup.it/.
Left: Dual Language Immersion [illustration]. Retrieved March 1, 2015 from http://www.rusdlink.org/Page/918.