Speaker
Description
Inspired by a task-based curriculum, this practice-oriented presentation introduces a series of techniques (or ‘classroom rituals’) for teaching using peace education. More specifically, participants will engage with three rituals designed to cultivate student voice through meaningful interactions. These rituals empower students to express their identities in the target language and create “a common language with which [students] can talk about conflict and work toward peace [within and beyond the classroom]” (Oxford, 2013, p. 13).
Abstract section 4: Outcomes/results
By the end of this 30-minute practice-oriented presentation, participants will understand the relevance of peace education in the language classroom and its role in fostering meaningful interactions. They will experience three ‘classroom rituals’ in action, seeing firsthand how simple techniques cultivate student voice and encourage respectful dialogue. With this knowledge, participants will be able to identify and adapt specific rituals that lead to civic engagement in their own instructional contexts.
Abstract section 2: Contribution/research questions
Inspired by a task-based curriculum, this 30-minute practice-oriented presentation aims to introduce a series of techniques (or ‘classroom rituals’) for language teaching using peace education. These ‘classroom rituals’ are designed to cultivate student voice by empowering students to express their identities in the target language and create “a common language with which [students] can talk about conflict and work toward peace [within and beyond the classroom]” (Oxford, 2013, p. 13).
Abstract section 1: Relevance
An informative step toward cultivating student voice is reflecting on the instructional context and implementing facilitative techniques that foster meaningful interactions (Dörnyei & Murphey, 2003; Vygotsky, 1978). Interaction includes collaborative exchange, problem-solving, dialogue, mediation, sharing literature and art, and negotiating meaning (Newton & Nation, 2021; Rhymes, 2014; Oxford, 2013; Beer & Packard, 2012; Mackey, 1999; Long, 1996). Similarly, civic engagement involves articulating beliefs, listening, and understanding social complexity (Nash, 2004). As many instructional contexts do not encourage risk-taking (Yashima, 2002), a task-based curriculum promotes identity expression and enables students to create communities of practice (Lave & Wenger, 1991; Mattson, 2003).
Abstract section 5: References
Beer, J., & Packard, C. (2012). The mediator's handbook: Revised and expanded fourth edition. New Society Publishers.
Dörnyei, Z. & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge University Press.
Dubin, S. (2008). Peace and the arts. In L. Kurtz (Ed.), Encyclopedia of violence, peace, and conflict (pp. 1438–1452). Academic Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In T. K. Bhatia & W. C. Ritchie (Eds.), Handbook of Second Language Acquisition (pp. 413–468). Academic Press.
Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21(4), 557-587.
Mattson, K. (2003). Engaging youth: Combating the apathy of young Americans toward politics. The Century Foundation Press.
Nash, A. (2004). Thinking beyond “increased participation”: Integrating civics and adult ESOL. The CATESOL Journal, 16(1), 143-159.
Newton, J. M. & Nation, I. S. P. (2021). Teaching ESL/EFL listening and speaking. Routledge.
Oxford, R. L. (Ed.). (2013). The language of peace: Communicating to create harmony. IAP.
Rymes, B. (2014). Communicating beyond language: Everyday encounters with diversity. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The modern Language Journal, 86(1), 54-66.
Abstract section 3: Content/method
First, I will provide a brief introduction to peace education and its relevance to the language classroom, emphasizing its role in fostering meaningful interactions. Next, participants will engage with three ‘classroom rituals’ (e.g., preferred names, iceberg formula, #POV writing), designed to cultivate student voice. Finally, we will openly discuss our own instructional contexts and potential rituals that lead to civic engagement.
| Title | Voices for Peace: From Classroom Ritual to Civic Engagement |
|---|---|
| Teaching Context | College and university education |