Using the Language Class to learn about a Problem of Local and Global Significance
One of the beauties about language teaching is the fact that the learning experiences that can be designed are not limited to one specific area of knowledge. In the language class, the world and all its scenarios and adventures are our playground, and we can use language to voice people and cultures’ ideas.
For our current unit of study “How we can use language to promote fairness?”, we have adopted a book called A Long Walk to Water by Linda Sue Park. The book focuses specifically on a country’s with a clean water crisis (Sudan), and represents an entry point to sensitize students for the service-learning activities that they will be carrying out in the near future.
We started this unit by looking at some posters that depicted the various forms in which people experience the problem with water. At this stage, students became aware of the role colors, font types and sizes, and other convention of posters play in the communication process. Not only did this provocation allowed us to unpack our global context for this unit: Fairness and Development, but also served as a stimulus to launch a big component of this unit.
Our students are participating in The Global Read A Loud, which is a worldwide reading initiative that connects classrooms all over the world by using various forms of social media, to share their reading experience with a common book. We are reading the book together with students from New Jersey, USA. Our students have shared their ideas and reflections with other kids from across the world! We are reading a book called A Long Walk to Water by Linda Sue Park, and we’re reading it together with students from New Jersey, USA. Our students have shared their ideas and reflections with other kids from across the world!
What is more, students are also conducting research on other countries that face similar problems to those depicted in A Long Walk To Water. Students will be researching in order to become more informed and to inform others, and to develop an understanding of the global and local issue that water represents. This research and sensitization process will help prepare them for the service-learning part of the unit.
In order to see how our MYP1 students become engaged with their local context through their language class, stay tuned for future posts. In the main time, enjoy some of the images that showcase the work we have been doing in our last two weeks.
Unpacking our exploration for this unit.
Our first interaction with our international friends.
How we are collecting our ideas, and how we’re making our thinking visible.
Recording new interactions for our international friends