Modern and Classical Languages Equity Goals
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Modern and Classical Languages Culture, Climate, and Equity Belief Statement
One of our departmental goals is to center language instruction around discovery and in-depth examination of different cultural aspects while moving students along the proficiency continuum. Students will examine the cultural practices, perspectives and products of their own communities in relation to cultures around the world. This growth mindset will promote a sense of cultural responsiveness and effective intercultural communication.
Enduring Understandings
Endeavor to maintain the rigor of a strong skills-based, proficiency-driven curriculum while:
- Expanding opportunities to learn from and explore a diversity of world views
- Using a framework to address multiple aspects and perspectives of different cultural practices
- Fostering understanding, encouraging empathy & healthy self-concept, raising awareness of prejudice and injustice
- Reflecting on and being open to the challenging of previously held notions
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September 2024 - June 2026
Goal: To take inventory of cultural anchor texts and topics in order to create a curriculum map representative of each language and course of study.
MCL equity leaders will discuss the following with language section and course leaders:
- What are the products, practices and perspectives presented in the unit, topic, or text?
- What are the historical, social and biographical contexts in the unit, topic, or text?
We will use this information to:
- Identify common themes across languages, within novice, intermediate, and advanced courses/proficiency levels
- Identify areas for change, including context or approach to instruction
Status: In progress
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September 2022 - June 2024
Goal: To revise/enrich curricular and instructional materials to:
- Address multiple cultural perspectives
- Elicit meaningful cultural comparisons
- Recognize cultures as diverse and plural
- Allow students to deconstruct their own cultural perspectives by acknowledging their own culture and how it shapes their perspective of others
MCL explored ACTFL’s 3 P’s Framework: Practices, Products, and Perspectives for intercultural communication and reflection as a means to centralize/integrate culture into curriculum in a nuanced and insightful manner. MCL invited Dr. Rachel Baum from University of Wisconsin-Milwaukee to present at a department retreat day. Her presentation, Teaching Culture with Confidence, emphasized using images to establish cultural norms within one’s own culture. This established, participants examined resources from other cultures and how differing peoples might view familiar notions through a unique lens. This practice encourages empathy and curiosity, and can be tailored to varying language performance and instructional levels.
Status: Ongoing
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September 2020 - June 2022
Goal: To evaluate MCL curricular and instructional materials to develop a more qualitative understanding of how each course/unit of study addresses equity standards. We explored the following questions:
- How does the curriculum utilize print and digital materials that represent diverse groups?
- To what extent does the curriculum include ways to examine the perspectives and contributions of people from diverse groups?
MCL explored the concepts of equity literacy and culturally responsive curriculum to examine, inventory, and repurpose current units of study accordingly.
Status: Complete
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September 2019 - June 2020
Goal: To begin the process of exploring equity in our instruction and the curriculum, we first wanted to explore issues of equity in our society and discuss our own experiences with equity work as professionals.
- Each MCL department member participated in two equity surveys focusing on one’s personal and professional experiences with equity work. The survey was administered at the beginning and end of the school year.
- Each MCL department member participated in at least one equity-related professional development opportunity during the school year.
- MCL department meetings were devoted to the reading and discussion of Robin DiAngelo’s book, White Fragility.
From this point forward, the equity goal would take two tracks: curricular revision and continued professional development.
Status: Complete
