Submitted by: Adele de biasi Pelz

We began our meeting by using the first guiding question as a point of departure:

What do equity and inclusion mean for  World Language and how do they look in our classrooms?

We then looked at and read through the seven Learning for justice principles of equity and Inclusion and applied them to our individual and collective teaching practices discussing a range of topics that included:

– Student identities
– Teaching styles
–  Skills mastery and explicit lessons illustrating prejudice, discrimination,and social justice,.
     (These lessons are sometimes constrained by the skill level of the students in the target
    language, but not impossible and certainly a challenge we need to confront.
   ie. At the M.S., mandarin students created projects around the prevention of
   Chinese hate crimes for Senior citizens.)
– Materials
– Assumptions

In closing, the department was pleased to have been given specific resources for World Language teaching and for our next meeting will have read the two abstracts provided and be ready and prepared to discuss them.