Joe McVeigh and Ann Wintergerst describe research and practical ideas for the integration of culture and social responsibility in the English language classroom. Download the accompanying handout at www.joemcveigh.org. Learn more about the accompanying book at http://amzn.to/hOO2bz

1. Integrating the Teaching of Culture and Social Responsibility Joe McVeigh Ann Wintergerst

2. Joe McVeigh Ann Wintergerst

6. Tip 1: Introduce concepts of social responsibility, ethics, and human rights

10. Activity: Teaching culture examples

11. Activity 1: Thinking peace, doing peace

13. Thinking peace/Doing peace (adapted from Ochoa-Becker, 2003) With the students, brainstorm the ideas that come to mind when hearing the word “peace.”

15. Tip 2: Manage contro- versial issues in the classroom with respect

18. Activity 2: Controversial Debate

20. Tip 3: Explore issues of power balance and the roles of teacher and learners

23. Activity 3: Balancing power in the classroom

27. Tip 4: Create respect for diversity and ethnic differences in the classroom

29. (Samovar & Porter, 2004) Attacking minorities or their property physically Physical attacks Refusing a job, a house, etc. to someone because of the group that he or she belongs to Discrimination: excluding members of the group from certain types of employment, housing, educational opportunities, or other type of social institution. Not attending an event because you know that someone from the group will be there Avoiding or withdrawing from contact with the disliked group. “ Those people just can’t be trusted.” Talking about a member of the target group in negative and stereotypical terms. Examples Level of expression Levels of prejudice

31. Activity 4: Working with others

34. Tip 5: Incorporate principles of multicultural education in your classroom

36. Values of the core culture in the United States Values of the core culture in the United States from Banks and Banks (2001); Kearney Datesman, Crandall, & Kearney (2005); Althen (1988); and Stewart & Bennett (1991). The need to be liked The distinction between work and play Pragmatism Cooperation and fair play Informality An orientation to action Directness and assertiveness A belief in the general goodness of humanity Belief in the future, change, and the inevitability of progress The importance of privacy The idea of expansionism and manifest destiny A strong sense of individualism as opposed to group orientation The importance of material wealth and hard work Equality of opportunity and competition The importance of individual freedom and self reliance

37. What the teacher can do Dimensions of multicultural education. Banks & Banks (2001, p. 23) Teachers examine grouping and labeling practices, sports participation, disproportionality in achievement, and interaction of staff and students across ethnic and racial lines to create a school culture that empowers students from diverse racial, ethnic, and gender groups. An empowering school culture Teachers modify their teaching in ways that facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups. An equity pedagogy Teachers make use of teaching methods and materials to modify students’ racial attitudes and consequential behaviors. Prejudice reduction Teachers become aware of how implicit cultural assumptions, frames of reference, perspectives and biases within a discipline influence the ways that knowledge is constructed. Knowledge construction Teachers use examples and content from a variety of cultures in their teaching. Content integration Application Dimension

38. Tip 5: Incorporate principles of multicultural education in your classroom Activity 5: Sharing identities

40. Tip 6: Include critical pedagogy in your approach to teaching culture

43. Activity 6: Four Corners (adapted from Wink, 2005)

44. Concluding thoughts

45. Questions & Discussion

47. Available online at Pearson Longman or Amazon ISBN-13: 978-0-13-245822-1 ISBN-10: 0-13-245822-5

49. Thank you ! Ann & Joe www.joemcveigh.org