CONGRESO PUERTORIQUEÑO DE INVESTIGACIÓN EN LA EDUCACIÓN

INVESTIGACIÓN Y POLÍTICA EDUCATIVA EN LA SOCIEDAD DEL CONOCIMIENTO

TALKING ABOUT SOCIAL ISSUES IN THE ENGLISH CLASSROOM

Dr. Maritza Sostre

Dr. Vilma Pizarro

Prof. Noemi Rosario

© 2009

THEORETICAL FRAMEWORK

Learning is the social process of construing and appropriating a new or revised interpretation of the meaning of one’s experience as a guide to action. Mezirow postulates that learners experience personal and intellectual growth when they

Transformative Learning Theory

Jack Mezirow (1994)

Grapple with disorienting dilemmas

Examine their assumptions

Seek out additional perspectives

Acquire new knowledge

Learning

SIGNIFICANCE OF USING SOCIAL ISSUES IN CLASSROOM DISCUSSIONS

Author Significance Bomer (2004) Teaches active participation in a democracy. Johannessen (2003) Promotes reflection and high levels of critical thinking. Clark (2000) Requires making sense of the complex world. Cummins (2000) Encourages the transformation of social realities. Harwood & Han (2000) Prepares for authentic dialogues. Angell & Avery (1992) Refines cognitive abilities to deal with complex issues. Hurlbert & Toten (1992) Explores the conditions affecting this time. Johnson, et al (1992) Deepens involvement and understanding of course content. Toten (1992) Assists in the development of citizenry that is knowledgeable.

CONTEXT UNIVERSITY OF PUERTO RICO AT BAYAMON

Outreach Professional Development Conference

INTRODUCTION

• Multifaceted

Workshops

• In the context of social issues

Classroom Discussion

• Communicative competence

• Perceptions of the activity

Reflect

PURPOSE

To explore the teachers’ learning experiences which

in turn, would provoke ideas to enhance classroom

educational practices.

QUALITATIVE ACTION RESEARCH

ESL Teachers Presenters

Participants

Observation journal

Evaluation forms

METHODOLOGY

Reflection Awareness

Action

DATA ANALYSIS

Paper & pencil

Tabulation sheet

Wolcot (1994)

Categories

What does it actually mean for

teachers to discuss social

issues in their

classrooms?

• Participants’

Presentations

• Journal

• Evaluation Forms

• Literature on adult

learning

PHASES OF TRANSFORMATIVE LEARNING

RESULTSGrapple with disorienting dilemma.

Mezirow (1994)

Deepened Perspectives

means

talking

involves

• Headline• Top-story

• Grading system

Forms

• Determine Importance• Assign presentations

WorkedCollaboratively

Discussed ways

Referred to

resources

Reached sudden

realization

• Become aware of issues.• Learn about the

consequences.• Engage in becoming part

of the solution.

learners

ideas

• Bounced off each other• Exchanged & compared.• Reviewed & valued.• Willingly shared.• Lined up on paper.

means something

more

• Know what students have to say

• Learn about students’ real-life problems .

• Discover feelings & fears. • Put together all ideas.• Do something different for

our students.

Examine their assumptions.Mezirow (1994)RESULTS

RESULTSSeek out additional perspectives.

Mezirow (1994)

reflect

discussing

retain

“Right topics”

Writing process

Develop Understanding

“Right moment”

RESULTSSeek out additional perspectives.

Mezirow (1994)

Procedure

Broadened Perspectives

Devised a new way

Transformative pedagogy

• Whole & small group discussions: feelings & fears.

• Analyze consequences.

• Think deep about a solution.

• Contribute to society.

• To practice speaking skills

• Emotionally involve students to express their feelings & fears.

• Guide them to see the consequences, critically think about a solution, & contribute to help solve the issue.

• Address issues students might be experiencing.

• Use these discussions as a pre-writing phase.

Lesson plan

Approach Technique Goal

RESULTSSeek out additional perspectives.

Mezirow (1994)

Broadened Perspectives:Needs

Devised a new way

• More training on how to address social issues.

• Materials & equipment.

• Discuss with others to agree on something.

• Solve problems without fighting.

• Become better human beings; a better person.

awareness

Ongoing supportBecome changed by

what they learned

• Change the way of seeing life.

• View life in a better way.

• Learn to confront real-life issues.

A Reflection on Transformative Learning in a Professional Development Context

Knowledge acquired

Previous knowledge

Become changed by what they

learned

PROFESSIONAL DEVELOPMENT CONFERENCE

TL

Dr. Maritza Sostre Dr. Vilma Pizarro Prof. Noemi Rosario ©2009

…. When English language teachers come together in a professional development

activity, the synergy created enhances their abilities to transform their teaching

practices.

A Reflection on Transformative Learning in a Professional Development Context