Multimodality for a Diverse Learners in a Language Class
Mansi Bajaj
Yale
mansi.bajaj@yale.edu
2. Application
Today’s discussion
Genre based learning, Multimodal communication
Sensitization on Gender inequality in a Language Class
Interactive Communicative Language Learning
Language classes involve a lot of conversations, discussions, role enactment, games, activities, etc. Interactive communicative classes help generate student interest in learning and using the target language. This usage of the language in a comprehensive manner leads to language acquisition.
Interactive Communication
and Tasks
Subject matter that recognizes and responds to the need of the society not only gives students an exposure to the literature and cultural background of the language speakers, but also sensitizes them about the prevalence of the social issues. We will discuss how learning language through discussion on gender inequalities sensitizes the language learners.
Genre Based Language Learning
Language classes demand that learners be engaged in a wide range of culturally prevalent concepts such as gender inequalities, sexuality, religion, and such. Subject matter that recognizes and responds to the need of the society not only gives students an exposure to the literature and cultural background of the language speakers, but also sensitizes them about the prevalence of the social issues. This approach to language learning exposes students to the existing issues in the society of the targeted language and pushes them towards strengthening the development of the society.
Multimodal Communication
In the recent years, the wide usage of digital technology has motivated research on application of multimodal communication in second language teaching and learning. Multimodal communication in second language teaching and learning includes, but is not limited to, using images, social media content, feature films and vlogs (e.g., Lankshear & Knobel, 2006; Lotherington & Jenson, 2011).
Gender inequalities in South-Asian community
Wherever they live in India, girls and boys see gender inequality in their homes and communities every day – in textbooks, in movies, in the media and among the men and women who provide their care and support.
Some Indian women are global leaders and powerful voices in diverse fields but many women and girls in India do not fully enjoy many of their rights due to deeply entrenched patriarchal views, norms, traditions and structures.
Gender inequalities in South-Asian community
The rampant of gender inequality in South Asia is due to its unrestrained patriarchal norms and discriminatory practices. It is significant to address the communal issue when teaching any foreign language to sensitize the speakers and instigate changes in the society. It provides students with opportunities to participate in the community by making significant contributions to the society. This approach to language learning exposes students to the existing gender inequalities in the society of the targeted language and push them towards strengthening the development of the society.
Literature
हरी बिन्दी, मनोवृत्ति
Newspaper Articles
Songs
Social Media content
Exposing students to existing ‘Gender Inequality’
1. Empower with vocabulary
practice vocabulary in class
2. Setting the stage
3. Language Input
4. Provide a sample
5. Get them started
Reflections
written reflections
https://utexas.instructure.com/courses/1296275/assignments/5311805
Media content
Awareness
Youtube videos https://www.instagram.com/p/CIW_ydBlfH-/
volunteer
create literature
Masculinity
Sexuality
What’s next
Sensitization in Language Class:
Bring the Change
Engage with community
Learn
Different channels
Evaluate
Take action, Sensitize others
References
Bradshaw, A. (2017). “Critical pedagogy and educational technology”. In Benson, A.D., Joseph, R. & Moore, J. (eds.) Culture, learning, and technology: Research and practice. (pp. 8-27). New York: Routledge.
Davis, F. E. (2019). The little book of race and restorative justice. New York: Good Books.
Duval, S. (2018). “Antiracist practices: Strengthening students’ sense of self to promote hope and confidence for student success”. In Wong, S., Gosnell, E.S., Luu, A.M.F., & Dodson, L. (eds.) Teachers as allies: Transformative practices for teaching DREAMers and undocumented students. (p. 45-58). New York: Teachers College Press.
Gorski, P. (2018). Reaching and teaching students in poverty. New York: Teachers College Press.
Kendi, I.X. (2019). How to be an antiracist. New York: One World.
Mather, M. & Lee, A. (February 10, 2020). “Children are at the forefront of US racial and ethnic change.” Population Reference Bureau.
Nelson, C. (1999). “Sexual identities in ESL: Queer theory and classroom inquiry”. TESOL Quarterly, 33(3), 371-391.
Nieto, S. & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education. New York: Pearson.
Osborn, T.A. (2006). Teaching world languages for social justice. Mahwah, NJ: Lawrence Erlbaum Associates.
Stauffer, R. (2020). “Addressing the representation of diversity in Russian language textbooks”. In Merrill, J., Dengub, E., & Dubinina. I. (Eds)., The Art of Teaching Russian. Washington, DC: Georgetown University Press.
Thanks!
Happy to engage in a dialogue!
mansi.bajaj@yale.edu
Yale University
Credits