“ELT and social justice: opportunities in a time of chaos” by JJ Wilson

“The job of a citizen is to keep his mouth open.” (Günther Grass) Teaching is never neutral. Through our methods, classroom persona, and the materials we use, teachers advocate certain values. These values depend on one’s beliefs – one’s conception of education and the teacher’s role. Some believe that all teachers should use their creativity and passion to bring about social change. They regard their role as pivotal in the development of students-as-critical thinkers who are able to challenge the status quo. Others see themselves as providers of language only. The question for us is: “Should language teachers only teach language?” Or should we include a covert curriculum that gets our students to think critically and speak up about injustice in the world?

In this plenary, I will look at the arguments for including social justice issues in ELT classrooms. I will summarize the literature, referencing major theorists such as John Dewey, Paulo Freire, and bell hooks. I will also examine relevant ideas and movements: critical pedagogy and conscientização; participatory teaching-learning; problem-posing and dialogic methods; “poor man’s pedagogy”; service learning; and “the banking method” versus education as the practice of freedom. Moving from theory to practice, I will then show ways in which teachers can include social justice issues in the classroom. These activities include drama, poetry, images, community projects, and so on. I will conclude with some remarks about professional development and the concept of education for social justice. I will stress that the ideas in this talk are not a methodology or a recipe for becoming a better teacher. They are a “way of being”. Each idea, each activity must be made afresh, re-created every time the teacher steps into the classroom.

JJ Wilson has taught in Egypt, Lesotho, Colombia, England, Italy, and the United States, and has trained teachers in 30 countries. He is currently the writer-inresidence at Western New Mexico University, where he teaches ESL Methods, Linguistics, Publication, and Creative Writing. He has co-authored, with Antonia Clare, several ELT courses, including Language to Go, Total English, and Speakout, which won the Duke of Edinburgh English Speaking Union prize for the Best Book of 2011 and was shortlisted for an ELTons award. His methodology book, How to Teach Listening, also won an English Speaking Union prize. Research and Resources in Language Teaching: Listening, co-authored with Michael Rost, came out in 2013. JJ also writes fiction, primarily about social justice issues, under the name JJ Amaworo Wilson. He is widely published in the US and the UK, and his novel, Damnificados, came out in January 2016. JJ blogs at blog.reallyenglish.com and jjawilson.wordpress.com

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“Empowering teachers through continued professional development: frameworks, practices, and promises” by Gabriel Diaz Maggioli

The notion that language teachers need ongoing professional development opportunities should be considered a harmless platitude. Yet, as the field stands now, most of our colleagues are not provided with such opportunities as parts of their jobs. How is it then that we hear so many wonderful tales of exploration and discovery? Teachers have taken upon themselves to build these growth opportunities. In this plenary, I will share some stories, and weave the plots of new stories to come by presenting a “state of the art” hawk eye view of professional development and recommending potential ways in which colleagues can help colleagues learn and develop.

Gabriel Diaz Maggioli is a teacher who applies the lessons learned in the classroom to his roles as writer, researcher, administrator and teacher educator. He got his BA in TESOL in Uruguay and completed Master’s and Doctoral work at the University of Bath in the UK. He has acted as consultant for international organizations such as UNICEF, UNESCO, the European Union, the Inter-American Development Bank, the US Department of State and the World Bank. A frequent presenter at local and international conferences, Gabriel has shared his theory-in-practice with colleagues in the Americas, Europe, the Middle East and East Asia. He currently lives in Uruguay where he is tenured professor of TESOL Methods at the National Teacher Education College.