The Power of the Inclusive Classroom�

Heather Sweetser

Let’s Start Talking! �يلا نبدأ في الكلام مع بعض

Talk to each other about what you want to accomplish today!

تكلموا مع بعض عما تريدون أن تتموا اليوم في ورشة العمل هذه

Start Talking!

What did you talk about?

Let’s talk about all the ways that was a terrible way to ‘Start Talking.’

• I’m starting off with a ‘bad example’ or ‘worst practices’ example to bring to the forefront things that have happened in all of our classrooms

• Surprise! Attendees/students weren’t expecting this.
• No way to be reminded what we’re supposed to be talking about. No indication of how long we’d be talking
• No incentives/deliverables (write down what others are thinking; come to a concensus; write down in a google doc what your goal is; share with others; etc.)

• There’s more!!!
• No conversation direction (introductions? Who speaks first?)
• No real reason to speak to each other
• Terrible topic. Asking what you want out of this presentation indicates 1) I’m unprepared and will do whatever you want, or 2) I don’t care about what you say (too late to make changes!)
• Late participants had no idea what was going on. –What do we do about students who are late/unprepared?
• …and so on.

وعلى فكرة...

• I’ll speak in Arabic but the slides will be in English
• Hopefully this will help everyone here today understand – this is one way to have language inclusivity

It’s rarely a good idea to command a group of people, largely strangers, to start talking to each other

• Yet we seem to do this all the time in language classrooms!

Can we expect spontaneous conversation when conversation is a struggle in any language?

We have lost the ability to talk to each other.

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We are not modeling great conversations for the next generations.

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https://www.ted.com/talks/celeste_headlee_10_ways_to_have_a_better_conversation?language=en

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22% of millennials report having ‘no friends’

• Our students are (probably) not millennials
• Survey did not cover Gen Z, but other reports hint at even greater lonliness
• From a pre-pandemic survey!!

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• https://today.yougov.com/topics/lifestyle/articles-reports/2019/07/30/loneliness-friendship-new-friends-poll-survey

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What percentage of Gen Z respondants to a poll consider themselves ‘lonely’?

• 79%
• https://www.scientificamerican.com/article/why-young-americans-are-lonely/

Students are unsure what to say to each other in any language.

• Intercultural competence adds another layer to our conversations.

The Power of the Inclusive Classroom�قوة الشمولية في صفوفنا�

Special thanks to:

• Dr. Emma Trentman
• Bethanie Carlson Drew
• Abdullah Serag
• Dr. Julia So
• Dr. Soledad Garcia-King
• Everyone I’ve ever met

من أنا؟

Outcomes:

• I can identify features of an inclusive classroom environment (both Face to Face and Online)
• I can define language ideologies
• I can identify some of my own language ideologies
• Accent
• Authentic materials/authenticity
• Equity & Dialects
• I can identify best and worst practices, activities, and assessments for an inclusive classroom

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3 ساعات!!!

Whatever grade level you teach, you will find something useful today!

Not Outcomes for Today:

• Improving accuracy for students
• Developing a new curriculum
• Becoming experts on anything

I can identify features of an inclusive classroom environment (both Face to Face and Online)

An inclusive classroom begins with

a welcoming classroom climate climate

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What is our classroom environment? Totally engaged?

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Completely disengaged?

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Or disenfranchised?

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We must teach with intersectionality

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Teaching with intersectionality in mind

“…can improve the experiences of marginalized college students by working to dismantle interlocking systems of oppression or becoming more truly justice-centered campuses.”

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~ American College Personnel Association

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Intersectionality & the “whole student”

• It is not so much about discipline, but more about teaching and caring for the “whole student.”
• Are we nurturing every single student to reach their fullest potential?

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Example: my students do not know what an adjective is.

What is the solution?

Mad Libs!

Let’s look inside ourselves before looking outside.

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Think about our mindset

Our perception of students:

• unprepared or prepared
• lazy or hard working
• don’t want to be there
• can’t learn or are eager to learn

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How does our mindset impact our interaction with our students?

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Our Unconscious Biases

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How strong is our empathy?

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Social Justice Framework

Teaching Principle

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Background/experiences inform 

how we teach &

how our students learn

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Connect with our students

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Think, write & share

Student Intake Form

One minute paper

Student Surveys

• Learn about our students' backgrounds
• Learn about their interests
• Learn about their expectations of your class
• Let them learn about you! 

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Humanize the classroom

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6-week Feedback Request

Show our support & care

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Recognize Diversity

• Diversity comes in many forms
• Be sure to be inclusive in our teaching and modalities of delivery
• Be open to new ways of teaching and learning. Each class will be different

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Acknowledge Barriers

• No learning environment is perfect. Be sure to address whatever barriers may exist. 
• Talk about technological barriers
• Send out another survey to find out what's working or not working
• Be open to changing course materials

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Inclusivity in the online classroom…

Digital Divide

• Don't assume everyone has the same technology at their disposal. 
• Don't overload students with new technology
• Remember some students will be completely new to technology. 
• Multimodal technology is great but too much can be frustrating for students
• And teachers!!!

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From theory to practice

In the Arabic classroom…

• Topics should be relevant to students!
• If the textbook isn’t relevant… find a way to make it relevant!

‘Sage on the stage’ vs. ‘Guide on the side’

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Ignored students that needed help

Why aren’t students participating?

Think!

• In what ways is your Arabic classroom already inclusive?
• How can you make your classroom more inclusive?

I can identify features of an inclusive classroom environment (both Face to Face and Online)

I can define language ideologies�

What does linguistic inclusivity mean to you?

Linguistic Inclusivity is based on Language Ideologies!!

What are language ideologies?

• Beliefs about languages
• Can shift over time
• Reflect power structures and socio-historical processes

...language ideologies... 

The Military Experience

This carried over into my Arabic classroom!

The million dollar question: Who gets to decide what “good” language is?

What are language ideologies?

• Beliefs about languages
• Can shift over time
• Reflect power structures and socio-historical processes

I can define language ideologies�

I can identify some of my own language ideologies:� Accent� Authentic materials/authenticity� Equity & Dialects

I can identify some of my own language ideologies

• Accent

Is having an accent a value? Or a deficiency?

I can identify some of my own language ideologies

• Authentic materials/Authenticity

Generally speaking…�What constitutes an authentic material?

Is ‘Thor’ in Arabic ‘authentic’?

Language Ideologies in action!

https://www.abqjournal.com/2459481/unm-senior-lecturer-in-arabic-earns-prestigious-teaching-award-ex-he.html

What are we inadvertently telling our students if we only use “authentic” materials?

Study Abroad ideologies…�Proximity to landmarks is irrelevant!!!

I can identify some of my own language ideologies

• Equity/Dialect

ما هو الأحسن: تدريس فصحى أو تدريس عمية أو الاثنين في نفس الوقت؟

• لم ولن أتكلم عن هذا الموضوع اليوم

Where is The Middle East?�List all the Middle Eastern countries in chat!!!

I can identify some of my own language ideologies:� Accent� Authentic materials/authenticity� Equity & Dialects

Outcomes:

• I can identify features of an inclusive classroom environment (both Face to Face and Online)
• I can define language ideologies
• I can identify some of my own language ideologies
• Accent
• Authentic materials/authenticity
• Equity & Dialects
• I can identify best and worst practices, activities, and assessments for an inclusive classroom

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استراحة!!!

I can identify a few best and worst practices and activities for an inclusive classroom

Because who cares about any of this unless there’s some practical value in our classrooms

I will show some ideas for best practices and activities

• Then you will have some time to explore and create!

Worst practices…

• Remember the start of this session?

We all have conversation techniques

• Think, Pair, Share
• “Speed Dating/Friending”
• Inner & Outer Circle
• Etc.

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• Let’s talk about some ideas you may be less familiar with!

Let’s talk CHAT MATS

Vocab is great, but will students actually use it in class?

Have I built up enough excitement? What are chat mats?

A better chat mat

Chat mats provide students with a conversation outline

Avoids:

• I don’t know how to answer
• I don’t know what to ask
• I don’t know how to start or end a conversation
• I won’t talk at all

Includes:

• Possibilities for differentiation
• Clear blueprint for neurotypical and atypical students
• Practice makes perfect! (it’s a chat mat, not a cheat sheet!)

Let’s talk EASTER EGGS

https://www.youtube.com/watch?v=cVndEY7tj0g�

Using a ‘bad example’

• Do men and women shake hands in The Middle East?
• What’s up with the lean-in at the start of the conversation?
• Poor quality video

Let’s talk ASSESSMENTS

• How do we assess students?

How can we make assessments more inclusive?

***By asking the questions WE DON’T KNOW THE ANSWERS TO***

Let’s talk MATERIALS!

Let’s talk RELEVANCE

Nothing is more relevant than a language class

What percentage of Gen Z respondants to a poll consider themselves ‘lonely’?

• 79%
• https://www.scientificamerican.com/article/why-young-americans-are-lonely/

Let’s talk TPR!

• Some students learn best by moving

Inclusive teaching does not mean excluding certain activities

• It does not mean reducing our rigor or expectations
• It’s telling students ‘You can do this. You are welcome here. And we are so happy to have you.’

Your turn!

Let’s share ideas!