Teaching from a Social Justice Perspective in

the Dual Language Classroom

La Cosecha 2019

Wendy Bermúdez, M.A.

Laura Mufson, M. Ed

Dual language educators at

Claremont Immersion Elementary, VA
Who We Are
- Teachers learning to actively engage in critical social justice practice
- Work at Claremont Immersion Elementary School in Arlington,
Virginia
- Our school serves 700+ students from grades K-5
- We are committed to helping all students achieve academic success
in two languages
Part 1: Critical Social Justice
Education
What is critical social justice?
“A critical approach to social justice refers to specific theoretical
perspectives that recognize that society is stratified (i.e., divided
and unequal) in significant and far-reaching ways along social
group lines that include race, class, gender, sexuality, and ability.
Critical social justice recognizes inequality as deeply embedded in
the fabric of society (i.e., structural), and actively seeks to change
this” (Sensoy & DiAngelo, 2012, p. xviii).
What do you think it means to teach from a
social justice perspective?

Complete this stem and discuss in pairs:

In order to teach for social justice, I think educators should…

What is essential to a critical/social justice
classroom?
1. A curriculum grounded in the lives of our students
2. Dialogue
3. A questioning / problem posing approach
4. An emphasis on critiquing bias and attitudes
5. Teaching activism for social justice
From Rethinking our classrooms: Teaching for equity and justice

Teaching for Change

www.teachingforchange.org
“Teaching for Change provides teachers and
parents with the tools to create schools where
students learn to read, write, and change the
world.”
Dual Language Education Programs
They aim to develop, “high levels of proficiency in the first and second
language, grade level academic achievement, and cross-cultural
competence” (Christian, Howard, & Loeb, 2000, p. 258)

Responsive teachers value studentsʼ cultural and linguistic

backgrounds and design learning environments where students can
develop positive identities as learners. Social Justice teachers invite
students to question biases in the literature they read and in their
everyday experiences and motivate students to become active global
citizens.
Part 2: Using the Biliteracy
Framework
Biliteracy Framework-Personal Narratives

Taken from: Teaching for Biliteracy

 English Class

Essential Question
Why is it important to write down and tell personal narratives
(stories from our lives)?

Hint: What do you think

you can learn by hearing
other people’s stories?
 English/Spanish class

https://storycorps.org/
 Clase de español

Student Project Example

https://apsva.wixie.com/s18510176 Key: aj5kp2

Clase de español

Voces Sin Fronteras

Student Reflections
❖ “I learned that immigration can affect your life in many different ways. Also, it impacts
your goals and achievements. Finally, it’s really difficult to learn another language and
find your community in a different country.”

❖ “I believe that personal narratives are important because they can teach you something.
You could have two completely different people sharing one similar story that has the
same message or they could give you another perspective on seeing life! Personal
narratives are beautiful things and I would like to see more of them!”

❖ “I learned that most people immigrate because they want to find a better life. It’s very
difficult, but it is worth it.”

❖ “Everyone has a story that needs to be told. Nobody has the same story. This is why
personal narratives are important, because everyone can have the chance to tell their
story.”
Personal Narrative Unit-Social Justice in the
Classroom
Elements of Social Justice Teaching

1. A curriculum grounded in the lives of 1. Brought students from

immigrant families and
our students
members of the community
2. Dialogue to the forefront
3. A questioning / problem posing 2. Opened up class dialogue
approach and discussion about issues
in immigration and power of
4. An emphasis on critiquing bias and
personal narratives
attitudes 3. Students saw the immigrant
5. Teaching activism for social justice experience from many different
(Bigelow, Karp, & Au, 2007, p. 28) peopleʼs perspective, not just
one.
Part 3: Experience a Social Justice
Project!
Biliteracy Framework-Persuasive Writing

Taken from: Teaching for Biliteracy

The People vs. Columbus, et al
Zinn Education Project

This role play begins with the

premise that a monstrous crime was
committed in the years after 1492,
when perhaps as many as three
million or more Taínos on the island
of Hispaniola lost their lives.

Who — and/or what — was

responsible for this slaughter? This is
the question students confront here.
Activate background knowledge and include
various perspectives
-We start the unit watching some brainpop
videos in Spanish to gain background
knowledge on Columbus and learn pertinent
vocabulary.

-Then we read Encounter by Jane Yolen in

Spanish. Told from a young Taino boyʼs
point of view of how he tried to warn his
people against welcoming the strangers,
who seemed too interested in their golden
ornaments.
Los acusados/The Defendants
1. El Rey Fernando y la Reina Isabel (de España)/ King
Ferdinand and Queen Isabella
2. Cristobal Colón/ Christopher Columbus
3. Los hombres de Colón/ Columbus’ Men
4. Los Taínos/ The Taino people
We read an indictment for each group and students use those
accusations to write a defense in the form of a persuasive essay
The Trial
In groups, students portray the defendants and the the teacher is the
prosecutor or the judge.

Studentsʼ responsibility is twofold:

a) to defend themselves against the charges, and

b) to explain who they think is guilty and why.

On the day of the trial when the jury is deliberating, students complete a
reflection about what they learned in preparing for and participating in the role
play and who they think is guilty.
Jigsaw Activity
- Tables create groups of four.
- Each participant will receive a reading about one of the defendants.
Participants will read it and then share with the group what their
defendant valued at the time and why they are accused of the
crime.
- When the group is sharing, one notetaker completes the graphic
organizer for their group.
- Decide as a team who is guilty and why. Complete a percentage pie
chart to illustrate who shares more or less responsibility.
Persuasive Writing Unit-Social Justice in the
Classroom Elements of Social Justice Teaching
1. A curriculum grounded in the
lives of our students
2. Dialogue
3. A questioning / problem
posing approach
4. An emphasis on critiquing
bias and attitudes
5. Teaching activism for social
justice (Bigelow, Karp, & Au, 2007, p. 28)
- We have many students from
Latin America with indigenous
backgrounds
- Students take part in a mock trial
to decide who is guilty of the
crime
- Students read primary and
secondary sources to learn what
perspectives have been omitted
in history
- Many students reflected on why
Columbus has been celebrated
and received a holiday
Part 4: Wrap Up and Reflection
Reflection
Talk with your table about the following questions:

In the eyes of a student, what could How do you think social justice
social justice teaching mean to teaching would affect how certain
them/their culture/or their students might feel valued in the
background? classroom?

How do you think you could incorporate social justice teaching in your
classroom in order to meet the needs of your students?

Most Important Point: Would someone like to share the most important
point or take away from the discussion with your table?
Thank you for listening!

Stay in touch! Questions/Comments/Follow-up:

laura.mufson@apsva.us Twitter: @cis_mufson

wendy.bermudez@apsva.us Twitter: @cis_bermudez
Extra Resources
● Teaching for Change
● Teaching for Biliteracy Presentation
● DC Area Educators for Social Justice
● Institute for Teaching Biliteracy
● Storycorps
References
Bigelow, B., Karp, S., & Au, W. (2007). Rethinking our classrooms: Teaching for equity and justice.
Milwaukee, WI: Rethinking Schools.

Donna Christian, Elizabeth R. Howard, & Michael I. Loeb. (2000). Bilingualism for All: Two-Way
Immersion Education in the United States. Theory Into Practice, 39(4), 258. Retrieved
fromhttps://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.1477345&site=e
ds-live

Sensoy, O., & DiAngelo, R. J. (2012). Is everyone really equal?: An introduction to key concepts in
social justice education. New York, NY: Teachers College Press.

The People vs. Columbus, et al. (n.d.). Retrieved from

https://www.zinnedproject.org/materials/people-vs-columbus/