Erika Berroth, Southwestern University
Mohamed Esa, McDaniel College
Karolina May-Chu, University of Wisconsin
Wendy Westphal, Marian University
Teaching the Syrian Solidarity Crisis
Intercultural learning is supported by pedagogies and content. Presentations illustrate with examples from our teaching practice how active engagement with authentic materials, interviews with native speakers, and media representations like on-line game simulations contribute to building knowledge, skills, and attitudes for intercultural competence. Presentations include: Community engaged learning to build solidarity with refugees, Last Exit Flucht online game to raise empathy and awareness, video blogs produced by refugees to introduce humor, and a survey of exiled writers' reactions to the refugee crisis and community events. Presenters collaborate on suggesting a range of texts and approaches appropriate for beginning to advanced courses in Higher Education, and a range of strategies to promote active, engaged, and knowledgeable global citizenship to promote understanding of social justice.
Participants learn to develop criteria for selecting texts and resources suitable to their teaching contexts to address the Syrian solidarity crisis with their students.
Participants learn to appreciate how to implement a variety of teaching strategies to promote student engagement with the resources selected.
Participants are empowered to use tools for assessing student learning outcomes regarding the development of intercultural knowledge and competence, the understanding of social justice and gender issues in relation to the materials selected and the teaching strategies implemented.
Audience will reflect on guiding principles for integrating social justice issues into L2 learning at different levels in the curriculum. Sharing resources and examples from teaching practices go hand in hand with invitations to reflect on how resources shared in the session can be adapted to teaching and learning contexts of audience members. Q & A period will be structured in smaller groups with shared interests according to proficiency levels and interest in collaborative opportunities.
Shared resources and suggestions for adaptations of resources for use at differente levels and contexts of instruction will encourage audience participation in discussion. Discussion questions will focus on co- developing a repertoire of tools for assessing the development of intercultural learning around social justice issues.
Examples of pedagogical strategies to engage students in intercultural learning about people from Syria arriving in Europe. Instructional techniques, community engaged learning, content based instruction, and the us of on-line resources promote understanding of migration, social justice, and build intercultural knowledge and competence in L2.
Music Center Room 201