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Social awareness and Project-Based Language Learning in Secondary Education: Sexism in the EFL Classroom La conciencia social y el Aprendizaje de Idiomas Basado en Proyectos en Educación Secundaria: el sexismo en el aula de Inglés (Lengua Extranjera) Autor Laura Blanco Cifuentes Director José María Yebra Pertusa Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Artísticas y Deportivas Especialidad: Lengua Extranjera: Inglés Facultad de Educación Curso 2019/2020 Table of contents Abstract 1 1. Introduction 2 2. Objectives 3 3. Methodology 3 4. Justification and Research 4 4.1. Theoretical Framework 4 4.1.1. History of feminism 4 4.1.2. Sexism in the EFL classroom 7 4.2. Project-Based Language Learning (PBLL) 18 4.3. Survey: Results and discussion 22 5. Proposal 28 6. Conclusions 33 7. Works cited 35 Appendices 39 Appendix I. Survey 39 Appendix II. Google Classroom: Open Minds Project 45 Appendix III. Cooperative Teams 46 Appendix IV. Lesson 0 - Engaging email 48 Appendix V. Lesson 0 - Compass Point Chart 50 Appendix VI. Lesson 1 - Word cloud activity 51 Appendix VII. Lesson 1 - YouTube video activity 52 Appendix VIII. Lesson 1 – Thinking chart 53 Appendix IX. Lesson 1 - One-minute form 54 Appendix X. Lesson 2 – Song activity 56 Appendix XI. Lesson 2 – Motivating post 58 Appendix XII. Lesson 2 – Movie clips activity 59 Appendix XIII. Lesson 2 – Target practice 61 Appendix XIV. Lesson 3 – Flipgrid activity 62 Appendix XV. Lesson 4 – Creation of Equality Campaigns 66 Appendix XVI. Lesson 5 - Presentation of Equality Campaigns 68 Appendix XVII. Lesson 5 - Example of students’ Equality Campaign 69 Appendix XVIII. Unit Plan 71 1 Abstract This work arises from having observed the shortcomings in the English Foreign Language (EFL) classroom in terms of the level of awareness and visibility of the social problem of sexism. Thus, it was decided to do some research in order to detect whether the materials used in the EFL classroom over the last few decades have followed an evolutionary process regarding this aspect. After analyzing numerous expert studies on the subject, it was evident that there seems to be indeed a positive evolution towards gender equality in the classroom. However, this process seems to be slow and not very significant yet. For this reason, it was decided to create a proposal composed of a series of didactic materials that were designed with the purpose of taking the first steps towards awakening awareness of gender equity in the students. Thusly, these co-educational materials could be used in order to increase the visibility of this social issue within the classroom, as well as to help these cross-curricular subjects gain more value and weight in the curriculum. The EFL subject brings us much closer to this purpose, as the English language is a fundamental universal communication tool that will enable us to reach a considerably wide audience. Moreover, since this proposal has a strong communicative character, it will be brought into the classroom from a Communicative Learning and Teaching (CLT) perspective, and Project-Based Language Learning (PBLL). This methodology will be the ideal approach in which to frame this dissertation, since it will facilitate reflection on the issue of sexism in learners through an interaction process between them. KEY WORDS: EFL, sexism, gender equality, gender equity, co-educational materials, CLT, PBLL 2 1. Introduction Inequality in all its forms has been present in society since the beginning of time. Thus, it has inevitably influenced the various areas of our societies. One of these fields has been Education, which has been marked by the ideologies, cultures and religions of each era and region. Thus, today, there is a legacy of social imbalance within the classrooms. In this case, this paper will talk about how the social problem of gender inequality has influenced the education sector, more specifically the English classroom. Through a comparative study of different experts in the field, it became apparent that the traditional methodology in the English classroom consisted, among other things, of following a conventional textbook and a non-communicative approach. Thus, these course books contained, and still seem to contain, signs of imbalance in relation to gender equity. This may generate an invisibility of the present sexism in the classroom and in society, and even an encouragement of old-fashioned traditional roles. That is why, after detecting these needs, it was decided to design some co-educational materials that would move away from this traditional perspective. The fundamental aim of this dissertation is precisely to propose materials that are different from those normally used in the classrooms even today. This proposal aims to break with the traditional gender perspective, as well as to provide a much more interactive and communicative view in the English classroom. Besides, it is believed that EFL subject has a valuable potential, given its universal character, which is the teacher’s obligation to exploit and make the most of it. Thus, the structure of the present paper will be as follows. The first section of this paper corresponds to the main objectives of the present thesis, which have been achieved as a result of fulfilling some indispensable secondary objectives. The methodology section can be found after it, which contains all the required steps that have been necessary to carry out this thesis. Also, there is a fundamental section, dedicated to the justification and research phases of this dissertation, which have been key in identifying the current shortcomings in the EFL classrooms. Besides, an emerging didactic proposal was designed in order to combat these difficulties encountered. As well, a final conclusion containing a summary of the key findings of this dissertation was drafted, to end with a bibliography, on which this thesis relied to justify its statements and decisions. Finally, some final appendices that will serve as advantageous support when it comes to better understanding the proposal were included. 3 2. Objectives The present dissertation has been proposed with a social purpose, such as the fight against sexism in the English classroom, as well as with a linguistic function, in which the L2 will play a fundamental communicative role. Thusly, the main objectives of this thesis are: - To detect the consequences that sexism has in education, more specifically in the EFL classroom. - To create some materials, within a unit plan proposal, that help to tackle this problem (sexism). In order to achieve these objectives, it has been necessary to accomplish some secondary aims, such as: - To define and contextualize the concept of feminism and to analyze its influence in today’s society. - To detect the main deficiencies in current EFL materials. - To explain the practical operation of the PBLL methodology. - To survey the target learners and evaluate their level of awareness about sexism. 3. Methodology The procedures followed in order to carry out this thesis are listed below. Firstly, the thematic line of interest was chosen in order to conduct a research work in that specific field (See Section 4). After choosing the topic, diverse parallel texts were read in order to compile a diverse and reliable bibliography in which to support the subsequent hypotheses. Within this step, a research on the opinion of different expert authors in the matter was carried out with the purpose of justifying this paper’s decisions at the time of elaborating the didactic proposal. Then, after having met the target learners, it was decided to develop a questionnaire to find out what the students have learnt so far about the issue at hand, as well as their current level of awareness of the problem of sexism. Once the shortcomings had been identified, the methodology considered the most appropriate was chosen, PBLL in this case, to begin designing the lesson plans according 4 to the needs detected. Once the unit plan was designed, the opportunity to put it into practice arose. The implementation phase consisted of six sessions imparted through the Google Classroom platform, as well as through other complementary strategies. Finally, after implementing the last session of the unit plan, all the data generated so far was ready to be collected and analyzed in order to start writing the present dissertation. 4. Justification and Research The initial reason to conduct this socio-educational dissertation has to do, in this case, with a personal preference. This choice was the result of having observed the shortcomings of today's society that are unfortunately being reflected in many areas such as education. Thusly, it was decided to tackle this problem directly from the classroom, specifically from the EFL classroom. This results from the fact that the English language can act as a powerful communication tool due to its universal character and it could be used to reach a much wider audience. Also, as it will be seen below, it could be observed that, within the Curriculum Aragonés for second year of ESO, regarding the EFL course, social contents seem to be purely related to socio-cultural and sociolinguistic aspects related to everyday life, living conditions, and interpersonal relations and social conventions. However, although these contents allowed to address social problems such as sexism because of its thematic extent, the topic of gender equity is not present as such. 4.1. Theoretical Framework 4.1.1. History of feminism Before starting the analysis, it is considered essential to frame the present research in a historical context with the aim of taking perspective on the origin, as well as the scope of the social issue of sexism and the feminist struggle. Thus, the history of feminism can be divided into three waves. The first wave, occurring in the 19th and early 20th century, was mainly concerned with women's right to vote. It begins in 1792, during the American Revolution, when the British writer Mary Wollstonecraft publishes one of the earliest works of the feminist philosophy, A Vindication of the Rights of Woman, that argued in favor of parliamentary reform. After that, a wave of feminist protests, marches and literature took place, which had severe 5 consequences for many of the women joining this movement. This is the case of Susan B. Anthony who was arrested for voting in 1871 (2003: 4-5). Finally, the effective end for this first wave came with the ratification of the 19th Amendment to the United States Constitution, in 1920, which denied the right to vote to citizens on the basis of Sex. However, during this same decade, in 1929, Virginia Wolf publishes her work A Room of One's Own, where she argues that a woman needs financial freedom so as to be able to control her own space and life. Thanks to this innovative thinking for its time, the inception of the transition to the second wave can be observed. It was the feminist writer and activist Betty Friedan who initiated the second-wave feminism by publishing her book The Feminine Mystique, in 1963. According to Grady (2018), this work was not revolutionary in its thinking, but it was revolutionary in its reach. 3 million readers realized that feminism also had a unifying goal: not just political equality, which the first-wavers had fought for, but social equality. Also, in relation to the article by The Daily Eastern News on the feminism waves, it can be argued that the journalist Gloria Steinem had an essential role in 1972 with her liberal feminist Ms. Magazine. Hers was a voice that embodied the second wave feminist concept of compulsory servitude and fragility since, through her magazine, she initiated a policy of refusing advertising that depicted female stereotypes or was deemed demeaning to women (Encyclopaedia Britannica, 2020). This same year, the Equal Rights Amendment, designed to guarantee equal legal rights for all American citizens regardless of sex, by Alice Paul, is passed in Congress. However, only 35 of the 37 needed states ratified it, so the amendment failed. Nonetheless, the efforts of the state of Illinois were underway to revive and ratify the amendment (The Daily Eastern News, 2003). One year later, in 1973, The Supreme Court’s decision on Roe v. Wade makes abortion a protected right and re-legalizes it. Many historians view the second-wave feminism era as ending in the early 1980s with the intra-feminism disputes of the feminist sex wars over issues such as sexuality and pornography (Goode and Ben-Yehuda, 2009), which ushered in the era of third-wave feminism. This third wave, beginning in the 1990s, refers to a continuation of, and a reaction to, second-wave feminism. According to Rampton (2008), in this phase, many constructs were destabilized, including the notions of "universal womanhood," body, gender, 6 sexuality and heteronormativity. Feminists of the third wave stepped onto the stage as strong and empowered, eschewing victimization and defining feminine beauty for themselves as subjects, not as objects of a sexist patriarchy. Also, as Grady declares (2018), the early third-wave activism tended to fight against workplace sexual harassment and to increase the number of women in positions of power. Intellectually, it was based on the work of theorists of the ’80s such as: Kimberlé Crenshaw, a scholar of gender and critical race theory who coined the term intersectionality (1989) to describe the ways in which different forms of oppression appear; and the gender theorist Judith Butler, who argued that gender and sex are separate and that gender is performative, that is to say being born male or female does not determine behavior; instead, people learn to behave in a particular way to fit into society (2-9). These two authors’ combined influence would become foundational to the third wave in order to fight for trans rights as a fundamental part of intersectional feminism. With regard to the above, if there's one thing that stands out about the third-wave feminists, is that they tirelessly advocated for women's right to make their own choices about her body and stated that it was a basic right to have access to birth control and abortion. Lastly, there are several authors that consider that a fourth wave is currently being built. Over the past few years, the incessant emergence of new social media has brought with it a large number of platforms that have helped to increase the visibility of the feminist struggle. According to Grady (2018), as such, the fourth wave’s beginnings could have taken place around 2008, when Facebook, Twitter, and YouTube were firmly entrenched in the cultural fabric and feminist blogs like Jezebel and Feministing were spreading across the web. Not only that but, in the last decade, the Internet has gathered together the women of the world who decided to claim their rights and condemn gender inequality. As it happens, an example of it could be seen three years ago, when the #Metoo movement appeared. In 2017, actress Alyssa Milano made this movement visible, which became a trending topic on social media platforms like Twitter and Instagram for several months. According to Anna North (2019), Milano’s actions came in response to a number of women in Hollywood opening up about their own experiences, many involving sexual harassment at the hands of well-known film producer Harvey Weinstein. Therefore, this “online struggle” has always been about raising awareness of the prevalence impact of sexual violence, as well as other gender inequities. However, this is 7 just one of many examples that are currently driving to an increase in gender awareness and whose purpose was and still is to create a change. 4.1.2. Sexism in the EFL classroom As it has been seen, during the third wave, around the 1990s, a more general awareness of the consequences of sexism began to emerge. Concerned about the influence of the above-mentioned patriarchy, many researchers begin to raise their voices during this period, as it will be shown below. More specifically, awareness of the scope of this social issue began to grow and different fields of study started to take action. In relation to the field of education, more specifically in the EFL classroom, these actions included an analysis of the materials used in the classroom, such as course books, as well as an analysis of teacher-student roles, in order to find the traces left by the sexism of earlier and current societies. Unfortunately, education has been subjected to the ideologies of each country and era since its inception. This is regarded as a serious problem since education is considered the basis of all society and should therefore be a neutral environment, free from the influence of any kind of oppressive belief. Within this section of the thesis, the collected data from different authors research regarding the consequences of the social issue of sexism in the EFL classroom will be presented. It is important to highlight that the below-mentioned articles are arranged chronologically in order to observe whether there is a progression or whether not much progress has been made in recent years. Besides, the selected sources are varied regarding the country of origin of the researched aspects. This way, it will be possible to identify the shortcomings and current needs of the language and materials used in the English classroom in relation to sexism in order to carry out a unit plan proposal that aims to combat these difficulties (See Section 5). Linda Riddell argues: “Educational equality in composition studies has been neglected and this has importantly affected our students” (1992: 3). According to her, this neglect is evidenced by the small percentages of appearances of feminist articles in professional journals, which future teachers and graduate students will rely on for their research works in the field. That is the reason why Riddell offers suggestions and insight into some of the more progressive and successful curricula offered by feminist teachers 14 As Figure 8 shows, while the -man compounds were more widely used for some occupations, gender-neutral terms were in popular use for some others. Among the -man compounds, some were deeply entrenched. Compared to just over half of the Hong Kong students who opted for chairman and businessman (Lee, 2007), approximately 90 % of the Chinese EFL teachers used these male terms in the translation test. As Yu suggests (2010), this may be due to the preponderance of men in the world of politics and business in mainland China. For example, past and present leaders in China are all men (e.g. Mao Zedong, Deng Xiaoping, Jiang Zemin, Hu Jintao and Xi Jinping). Although this may be an answer to the aforementioned translation tendency, sexism in language would be justified through sexism in occupations, which still does not solve the problem addressed. 15 Figure 8 – Translation Test results In a separate study conducted by this author, she seeks to investigate whether the Japanese government’s attempt to promote a ‘gender-equal’ society in recent decades and the improved status of women are reflected in patterns of gender representation in Japanese EFL textbooks (Lee, 2018). The findings of the study revealed some evidence of gender equity, including common use of gender inclusive vocabulary (e.g. salesclerk, waitperson) and the neutral address title Ms. for women. However, the ‘male-first’ phenomenon is still prevalent in contemporary Japanese textbooks, suggesting the secondary status of women (Figure 9). 16 Figure 9 - Lee's evidence on Male firstness These results reveal that despite the Japanese government’s attempt to redress gender inequality, gender bias disfavoring women is still evident in the books examined, though in different degrees (Lee, 2018). In relation to Spain, the study by Pérez-Sabater (2015) on sexism in the EFL course books will be taken as a reference. Through a discourse analysis, she examines the discourse practices of some of the most representative EFL textbooks published in the last decades in Spain. As it will be observed through the examples below, this analysis showed that women were underrepresented in the EFL textbooks during the last decades of the 20th century. However, some recent analyzed materials under the Common European Framework of Reference show a more balanced representation of both genders. Figure 10. Woman as the co-pilot (Pérez-Sabater, 2015) As the figure above shows, in 1995 course books, women are shown in oldfashioned position roles as secretaries, stewardesses or co-pilots as in the case of the image (Figure 10). As it can be seen, the role pattern of the previous examples showing 17 men in the 1990s working outside their houses, while women were associated with indoor works, is repeated. However, in 2008 textbooks, women begin to appear in jobs traditionally associated with men, such as engineering or mechanics (Figure 11). Figure 11. Woman as an engineer (Pérez-Sabater, 2015) Besides, the author makes a quantitative analysis of the photos and illustrations that appear in the analyzed textbooks and summarizes them in the following table: Figure 12. Quantitative results of the analysis of visual images (Pérez-Sabater, 2015) As Figure 12 shows above, in 1995, women are clearly outnumbered by men visually. However, this seems to change more than a decade later, in 2008, when both genders begin to be portrayed much more fairly and equally. This is just one of several examples illustrated by the author, but the same can be said of the use of pronouns (i.e. he, she, his, her) and generic pronouns and terms (i.e. men, sir) (Figures 13 & 14). Figure 13. Masculine vs femenine pronouns (Pérez-Sabater, 2015) Figure 14. Generics femenine and masculine pronouns and terms (Pérez-Sabater, 2015) 18 As it can be observed, this shows every sign of being a common factor in all the above analyzed studies: the different countries and schools seem to be making progress within this social area. However, although we are on the right path, slow progress is recorded in this field. This is one of the main reasons why it is considered that there is still a need to find the strategies to enhance this progress and to constantly work towards the eradication of the mentioned gender bias. For these reasons, the didactic proposal (See Section 5) will be based on the creation of co-educational materials that encourage progress towards learning based on gender equity, fairness and communication. To do this, the problem must be approached from a methodology that helps to promote the more communicative side of the L2 with the social part of the didactic proposal. Also, it is important to mention that this proposal will take into account, not only the more technical aspects of the English language, but the social aspects required when addressing a project on social issues. On this basis, new materials will be provided with the fundamental aim that the target learners use the L2 to reflect, debate and share their opinions, as well as to deepen the understanding on the problem of sexism. Thus, the students will not only address the issue directly through tasks, but their awareness will also be implicitly raised by being in contact with co-educational materials. 4.2. Project-Based Language Learning (PBLL) When carrying out a didactic proposal, it is essential to choose the appropriate pedagogical strategies in order to ensure the transfer of information to the target students. In this case, as will be justified below, this strategy is none other than Project-Based Language Learning. In this line, Weinstein et al. argue: “Learning strategies include any thoughts, behaviors, beliefs or emotions that facilitate the acquisition, understanding or later transfer of new knowledge and skills.” (2000: 727). According to these authors, it is considered that there is a strong connection between a person’s emotional skills and their ability to learn a second language. Therefore, it is regarded as indispensable to take into account emotional strategies, such as social, when it comes to EFL teaching. Besides, in this same line, Oxford defines: “Language is a form of social behavior; it is communication, and communication occurs between and among people. Learning a language thus involves other people and appropriate social strategies are very important in this process.” (1989: 147). According to her, it can be determined that social strategies, 19 such as group work, involve a cooperative task structure which can favor positive interdependence. As to communication, cooperating with others, as one of the fundamental principles of PBLL, is going to allow the learners to improve their language skills, but it will also involve controlling impulses toward competitiveness and rivalry, which is seen as a very precious quality when it comes to fight any form of social inequity. This way, they will become aware of other’s thoughts and feelings by observing behaviors of others as a possible expression of their thoughts (Oxford, 1989). This could constitute a key factor to increase learners’ awareness on the topic of gender equity. That is the main reason why cooperative learning was chosen to be one of the fundamental pillars of the unit plan proposal. Thus, when carrying out the project, cooperation and understanding among peers will serve as a key tool towards commitment to the task and the consequent achievement of the final goal. Therefore, with this in mind, there is no choice but to frame the didactic proposal in an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of learning, that is to say, a Communicative Language Teaching (CLT). Thusly, the competence on which this dissertation will be focused will be the communicative one. As Richards declares (2006), the communicative competence includes the following four aspects of language knowledge: knowing how to use language for different purposes and functions; knowing how to vary the use of language according to the context; knowing how to produce and understand different types of texts; and knowing how to maintain communication despite having limitations in the L2. Taking these communicative principles into account, a project with a social theme, in which students have to detach themselves from the traditional grammatical context of the classroom, will be more easily approached. In addition, this new context for the students will force them to look for new communication alternatives, which will serve to fill in their deficiencies in relation to the L2 and which will be adapted to the appropriate register in each situation. Thus, the best way to address these purposes was to make them interesting and effective for the students, making them focus on a topic that is truly transcendent. In this way, students will be able to commit themselves to a real cause that matters to them and actively work on it in order to achieve a concrete final purpose. That is why, in the case of the present work, the CLT approach is materialized in Project-Based Language Learning (PBLL). This communicative method focuses on engaging students 20 in the exchange of information, opinions, ideas, and so forth, in both written and oral form (Farouck, 2016). It also allows students to engage in a process of exploring ideas and then planning, collecting and analyzing data and reflecting on what that means within a social framework, in this case. This approach was considered ideal to the learning unit, since its main aim was to make the learners think from an analytic point of view and reflect on the topic proposed so they were able to discuss their findings and thoughts with others, putting into practice the abovementioned social cooperation. Besides, since it was an uncommon topic for the students, the teacher needed to arouse their interest and engage them through a project they could enjoy from the beginning. Besides, the PBLL model allowed to improve learner’s motivation and to focus on meaning and form rather that forms, that is to say, prioritize fluency over accuracy, which was also one of the proposal’s principle objectives. According to Larsson (2001), students are known to develop greater communicative, thinking and problem-solving skills when engaged in PBLL. As Krajcik and Blumenfeld (2006) suggest, this methodology is a form of situated learning, based on the constructivist finding that students gain a deeper understanding of material when they actively construct their understanding by working with and using ideas. Besides, it engages learners in real, meaningful problems that are relevant for them and society. This learner-centered approach allows students to investigate questions, propose hypotheses and explanations, discuss about their own views, counter other’s beliefs, as well as to generate new ideas. These qualities will be fundamental when it comes to making students think and reflect on a current problem. Thus, exposing them to co-educational materials will necessarily generate a response, and they will be able to reflect on the implications of sexism in everyday life, as well as have the opportunity to discuss with their peers the consequences of gender inequity. Moreover, Mitchell et al. (2019) pointed out that PBL gives students the autonomy to increase their knowledge on the subject, since they are able to apply what they know to solve authentic problems and produce better results. They can work on these skills since this methodology gives them the opportunity to broaden their learning by expressing their natural curiosities. It also provides students with the opportunity to use ICTs, what will connect them with the real world and with their personal interests. Thus, new technologies will be a key factor in the didactic proposal, since the use of ICTs and social 21 networks seems to be one of the strengths of the target learners, as well as one of their main personal interests. Thus, this factor will be exploited in order to encourage their curiosity about the subject, through the use of various digital tools that expose them to sexism in an entertaining and real way. Besides, before exposing the students to a project in which they were actively involved, it was necessary to know the general concepts from which they were starting. Therefore, and taking advantage of their familiarity with digital tools, we decided to send them an initial survey (See Section 4.3) that would illustrate the level of knowledge regarding the issue of sexism in the classroom, as well as the main gaps to work on. With this in view, in order to structure the project proposal (See Section 5), the expected learning outcomes for the proposed unit plan will be firstly defined, to later divide them into the stages of a “learning journey” (Gil, 2020). Thus, these stages will allow the target learners to move forward with the project in a clear and progressive way. The mentioned stages consist of the following elements: 1. Activation. This stage is intended to activate students’ previous schemata, knowledge and language. Within this phase, it will be possible to present the challenge of the unit plan with the aim of engaging the learners in the project. 2. Discovery. In this second phase, the students will be provided with comprehensible input, so they are able to explore, observe, ask their doubts and organize their ideas. During this stage, it is important that negotiation of meaning is promoted through interaction, from a fluency-based perspective. 3. Deepening. This stage will allow the learners to generate ideas and make their own hypothesis through self and group thinking, as well as through discussion and communication with others. 4. Planning. Within this stage, the learners will be able to organize their ideas in order to manage their later demonstration of learning. The students will give and receive some feedback in relation to the cooperative work they are carrying out. 5. Creation. The learners will create an appropriate product to demonstrate their learning on the unit. They will be able to design their final output making use of diverse tools. 6. Publishing. During this stage, students will have to share their works by publishing them in the agreed manner. This will be their opportunity to collect evidence, 22 and put all their ideas together in order to demonstrate that their work does have a sense and that learning has been effective for them. 7. Assessment and reflection. Finally, they will be assessed in order to ensure that the expected learning outcomes have been achieved. Also, it is necessary that this phase focuses on the learner’s needs and level, as well as in the guarantee of authentic communication. To achieve this, different assessment tools will be used (e.g. rubrics). In this way, students will have a clearer understanding of the purpose of each of the lessons, making the sessions more relevant to them. In addition, it is considered that the unit plan proposal constitutes itself a cognitively demanding task, so this simple to understand structure will help to balance learners’ difficulties throughout the learning process. 4.3. Survey: Results and discussion During the Practicum II period, the possibility to implement the designed unit plan (See Appendix XVIII) within a bilingual second year of ESO class arose. This group consisted of 17 students with a high level of comprehension and expression skills, especially of the oral ones. Besides, it is important to highlight that the host school, IES José Manuel Blecua, had a fairly advanced equality program with different proposals to promote social equity. Therefore, it could be said that the target learners were already familiar with the topic of sexism in some way. Thus, in order to know what the target students already knew about the subject matter, it was decided to design an initial survey (See Appendix I) before starting to implement the unit plan. This questionnaire would allow the teacher to know from what level of awareness the learners started, so the didactic materials could be adapted to the context of the classroom. It is worth mentioning that this survey was addressed in the students’ L1, since it was not designed with a linguistic aim, but for information purposes. It was essential to make sure that the learners understood all the questions properly to ensure that the answers were clear to them and therefore more reliable to the teacher. In this section of the paper, those answers considered more relevant for the study will be collected and analyzed, since they provided the teacher with significant input. 23 Thus, this dissertation does not aim to make generalizations based on a single survey, which has its own limitations, such as the small number of participants, since from the 17 students in the classroom, only 12 of them completed the questionnaire (7 male and 5 female respondents). For this reason, the validity of the survey is limited to this particular context and its fundamental function is to collect information that can be used for the subsequent design of the unit plan. In addition, it will serve to contrast its results with the studies of the abovementioned authors on sexism within the EFL classroom (See Section 4.1.2) in order to observe whether their hypotheses are reinforced or whether they contradict the research. As it can be seen (Figure 15), only 3 of the participants (25 %) seemed to know the term "Inclusive Language", while 75 % indicated not using or being unsure of using it when communicating with others (Figure 16). As examined above, the problem of gender inequity in language was present in all the EFL materials analyzed (i.e. the supremacy of masculine terms, such as pronouns (he/him) or titles (Mr.); the mention of women as subordinated to men (the man and his wife), etc.) (See Section 4.1.2). This is also the case with the learners, who seem to be unaware of sexism in language. In relation to this, an illustrative example of sexist language in the classroom could be found within topics related to occupations: the use of the masculine form as a generic term (i.e. policeman, fireman, chairman, etc.); the association of a profession with the feminine gender by contagion from the sexist tradition (i.e. weather girl, airhostess); the specification of the male gender in a profession because it was traditionally associated with women (i.e. male nurse), etc. Thus, gap in the students' knowledge was found, which will lead the teacher to include activities that are useful to increase their awareness on this issue, as we will see later in the unit proposal. 30 See Appendix VI). This activity helped the teacher know how familiar the learners were with the topic, while they were exposed to concepts that were new to them. Within the next activity, the students were shown a YouTube video in which a speaker provided examples of sexist language we use in our daily lives without even being aware of it (See Appendix VII). Here, many of the cases of language sexism that were so neglected in the materials discussed in Section 4.1.2 (i.e. sexist language for talking about jobs) will appear. As indicated above in relation to social learning strategies (See Section 4.2), this cooperative activity aimed to generate a debate on this topic in order to encourage interaction and the sharing of ideas so the learners were able to observe the different behaviors of others as a possible expression of their thoughts. Thus, to accomplish this task, they had to fill in a thinking chart with the group's reflections on the sexist language video. In addition, they had to underscore those aspects of the video that they had found interesting, as well as the wonderings that may have arisen from this activity, which will also serve as feedback for the session (See Appendix VIII). Finally, the learners were suggested to fill out a one-minute form to express their opinion on Lesson 1, in order to find out how relevant the session had been to them (See Appendix IX). Following on from the foregoing, Lesson 2 was designed to allow the learners explore the topic more closely and through different media. In addition, this session aimed to learn how to recognize sexist behaviors in aspects of daily life, something that until now went unnoticed by them according to the initial survey (See Section 4.3). To this end, the students were invited to watch a video clip of a song whose content was potentially sexist. In addition, they were given access to the lyrics so that they could examine each sentence carefully, so they could easily identify those elements that went against gender equity. After exposing them to these materials, they were asked to reflect on them by completing a series of questions proposed by the teacher (See Appendix X). As it can be seen, this activity also included a small checklist that aimed to make students aware of the criteria that the teacher will take into account when correcting the activity. This will also give them clues on how they should approach the task, which will increase their self-confidence, too. To conclude this activity, and in order to make it relevant for the whole group of students, it was decided to publish a post in Google Classroom with a summary of the different students' reflections on the activity. In this way, it will not only have an individual character, but everyone could see the ideas and findings of their peers. 31 This strategy will also help to provide the students with positive feedback that rewards them for their good performance on the task. In the next part of this lesson, students were proposed to watch some clips taken from famous movie scenes where old-fashioned sexist roles appeared, such as “The unintelligent women”, “Women can’t drive”, “Man as the hero”, “Women as objects” or “The violent male”. So, in their cooperative teams, they had to analyze these scenes in order to find out how they were sexist and related to the previous activity's song. Besides, they had to make a proposal about what measures they would take and what changes they would make in order to transform these clips into respectful to women scenes (See Appendix XII). Finally, the last part of this lesson consisted on doing a so-called target practice (See Appendix XIII). The aim of this activity was to make the learners individually reflect on how these kind of sexist behaviors can affect themselves personally, their town, their country and the world. This could be a useful task to increase the learners’ awareness of the impact and scope of this social issue. Also, through these proposals, students would be pushed to reflect once again on possible responses to sexist behavior. Thusly, this work’s aim is not to directly provide them with the tools, but to make them think for themselves about the different gender-friendly alternatives to combat stereotypes. In this way, and through the subsequent feedback from the teacher that would serve to clarify the students' ideas, the learners’ concern shown in the survey about the lack of co-educational strategies could be solved. Moving to Lesson 3, in order to empower social learning by encouraging students’ reflection and interaction, the learners were proposed to work through a new social network for them, Flipgrid. Through this application, students had the possibility to express their points of view through short videos that they would later share with their classmates and teacher. In addition, this tool allowed them to give feedback to each other and discuss about their proposals. Thus, this cooperative activity consisted on collecting all the information extracted from the previous lesson (See Appendices X, XII & XIII) and giving it a form of script that the learners could practice before uploading their explanatory video regarding their personal opinion on the materials with sexist content from the previous activities (See Appendix XIV). Regarding the content of their videos, students were asked to give reasons why they thought the proposed materials contained sexist elements and to propose tips for replacing these behaviors with others that were closer to gender equity. Through this activity, the students were able to go deeper into the 32 topic and to provide the teacher with some output from the previous three sessions. This way, the doubtful features would be identified, in order to redirect the learners accurately for the next session in which they would have to start outlining their final tasks, that is to say, their equality campaigns. After receiving feedback from their peers and teacher, the students were required to start grouping all the suggestions, findings, vocabulary, as well as any other concepts they had learnt throughout the first four sessions of the Open Minds Project in order to start shaping their equality campaigns, which would constitute their final task. Thus, Lesson 4 (See Appendix XV) would be destined to the planning and creation of such campaigns. In order for them to have a clear idea of how the final product should look like, the teacher would provide them with several models that they could take as a reference. In addition, regarding the format, the learners were given different ideas about how to present their work, such as an Instagram account that the teacher would create in order to show them varied materials that they could use to create their own. As mentioned above (Section 4.2.), the use of such digital tools has undoubtedly been effective in maintaining students' interest throughout the project, while helping them understand that the topic is global in scope and communicative in nature. Finally, the sixth and final session (Lesson 5) was dedicated to give students the opportunity to demonstrate learning of the entire unit (See Appendix XVI). Thus, the learners would have the opportunity to present and defend their final tasks. In addition, this session was key in assessing the students' progress and what they have actually learnt during these six sessions. Through their equality campaigns, they had to demonstrate how they would apply the acquired knowledge to real-life sexist situations. Thus, the students had to choose a digital environment and format in which to materialize their findings and results. For example, taking as a reference the tools proposed by the teacher in the previous lesson, they would create their identity signs (i.e. a logo, a hashtag, a slogan) and they would depict them on a poster or infographic that they would later upload onto their corporative social networks (See Appendix XVII). This is just one example of the variety of proposals suggested by the students, since they were given some flexibility when it came to embody their proposals. This was done in order for the students to do their own research, discuss in teams and negotiate the meaning they really wanted to give to their campaigns. To assess this task, a rubric is used (See Appendix XV) in order to identify whether the students' proposals achieved the expected learning outcomes and 33 whether they met the required evaluation criteria for the unit. To make it easier for students to achieve the learning outcomes, a simple and somewhat generic rubric was chosen, since most of the students were facing this topic for the first time, and it was not intended to demand too much accuracy in the L2 or a very thorough knowledge of the contents. This helped the teacher to assess them in a less restrictive way, but it was a drawback when it came to grading, since it was easy to fall into subjectivity or imprecision. Therefore, these final tasks were defended in the learners’ cooperative teams through an online oral presentation in which they would have to defend their work in a way that ensured equal participation of all the team members. With regard to implementation, this unit fulfilled its objective of increasing the visibility of sexism in the classroom and the commitment of learners to the project. Also, it can be said that the target students have learnt to develop their own materials in favor of gender equity, which is considered a success. However, due to its digital nature and the lack of presence-based monitoring, it has been quite difficult to ensure equitable participation, as well as oral interaction among peers, in many cases. Nevertheless, this proposal is considered to meet the aim of filling the gaps detected in the EFL materials analyzed and in the data provided by the initial survey of the target learners. Thus, it could be said that this unit plan constitutes a first step in exposing students to the problem of sexism in the classroom, as well as in providing them with the basic concepts on which they can continue to build their knowledge on the subject matter. 6. Conclusions This thesis has sought to demonstrate that from an EFL classroom context it is possible to create new realities through the didactic strategies used to manage the teachinglearning process. For this reason, the teacher must carefully adapt or design the educational materials they use when teaching a second language, since this will significantly influence the students' performance and their way of communicating with the world. For this reason, before tackling a specific topic in class, teachers must ask themselves what the real purpose of their lessons is. Thus, if the answer is to create a coeducational and communicative environment, there is an obligation to implement a series of lessons that will help achieve this goal. For this reason, it was decided to create materials that go beyond the traditional, to encourage reflection and critical thinking of 34 the learners on issues of great social importance such as sexism. At first, through the initial survey it could be seen that this was an uncommon topic in the classroom that could arouse interest in most of the target students. Thus, the didactic proposal aims to benefit from this advantage to design new materials on a blank canvas and look for the appropriate strategies to make it relevant to the students. From this initiative, some materials that were intended to connect with the interests of the students emerged, with the aim of exposing the learners to the social reality of sexism in the classroom and make them aware of this issue, as well as to promote negotiation of meaning through interaction among the students’ groups. These have been the main objectives of this dissertation, which will be fulfilled through the proposal of didactic materials. This proposal has been carried out from a communicative approach, materialized in the Project-Based Language Learning methodology, which allowed to favor the commitment and the interaction among the learners, factors that are considered essential at the time of approaching a social cause as the inequity of gender in the classroom. 35 7. Works cited BLANCO, L. 2020. “Practicum II”. Universidad de Zaragoza. Zaragoza, 10-36. BUTLER, J. 1990. Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge, 2-9. 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The impact of the movement goes far beyond powerful men losing their jobs”. Vox website. New York City. Retrieved from: https://www.vox.com/identities/2019/10/4/20852639/me-too-movement-sexualharassment-law-2019 OXFORD, R. 1989. Language Learning Strategies: what every teacher should know. University of Alabama. Alabama. Newbury House, 135-147. PARHAM, F. 2013. “Gender Representations in Children’s EFL Textbooks”. In Theory and Practice in Language Studies. Department of English Translation, Allameh Tabataba’i University. Tehran. Retrieved from: https://www.researchgate.net/publication/274661303_Gender_Representation_in _Children's_EFL_Textbooks PÉREZ-SABATER, C. 2013. “Research on Sexist Language in EFL Literature: Towards a Non-Sexist Approach”. Universitat Politècnica de València. Valencia. Retrieved from: http://www.ugr.es/~portalin/articulos/PL_numero23/12%20%20Carmen%20Per ez.pdf RAMPTON, M. 2008. “Four Waves of Feminism”. Pacific Magazine. Pacific University. Oregon. 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Zeidner (Eds.), Handbook of self-regulation (p. 727–747). Academic Press. Retrieved from: http://cachescan.bcub.ro/e-book/E1/580704/727-783.pdf WESSMAN, S. 2007. “Firefighter or Fireman? Teachers’ Attitudes towards Gender Neutrality in the Foreign Language Classroom”. School of Education and Communication. Jönköping. Retrieved from: https://www.divaportal.org/smash/get/diva2:302265/FULLTEXT01.pdf WILLIAMS, K. 1994. Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. In Martha Albertson Fineman, Rixanne Mykitiuk, Eds. The Public Nature of Private Violence. New York: Routledge, 93118. WOLF, V. 1929. A Room of One’s Own. London: Hogarth Press. YEPEZ, M. 1994. “An Observation of Gender-Specific Teacher Behavior in the ESL Classroom”. Hunter College, City University of New York, New York City. Retrieved from: https://link.springer.com/article/10.1007/BF01420744 YU, T. (2010). “Businesswomen show mettle in man’s world”. China Daily. Retrieved from: http://www.chinadaily.com.cn/business/2010-05/24/content_9883497.htm. 39 Appendices Appendix I. Survey >>Own elaboration 46 Appendix III. Cooperative Teams >>Own elaboration 47 48 Appendix IV. Lesson 0 - Engaging email These didactic materials were previously included in the annex section of the Practicum II report (2020:21). This is an updated version, adapted to the context of the present dissertation. >>Own elaboration 49 50 Appendix V. Lesson 0 - Compass Point Chart >>Worksheet: own elaboration >>Image (compass points): https://docs.google.com/presentation/d/1HHBZFI2255JDsFAqaXhiqzubWO8oPg Z2EeDNhRGeK_s/edit#slide=id.p25 51 Appendix VI. Lesson 1 - Word cloud activity >>Worksheet: own elaboration >>Image (word cloud): https://sp.depositphotos.com/242882868/stock-photosexism-type-discrimination-word-cloud.html 52 Appendix VII. Lesson 1 - YouTube video activity >>Video: https://www.youtube.com/watch?v=nPmek4sQtms 53 Appendix VIII. Lesson 1 – Thinking chart This appendix was previously included in the annex section of the Practicum II report (2020:12). This is an updated version, adapted to the context of the present dissertation. >>Own elaboration 54 Appendix IX. Lesson 1 - One-minute form >>Own elaboration 55 62 Appendix XIV. Lesson 3 – Flipgrid activity >>Own elaboration 63 64 65 66 Appendix XV. Lesson 4 – Creation of Equality Campaigns This appendix was previously included in the annex section of the Practicum II report (2020:13). This is an updated version, adapted to the context of the present dissertation. >>Own elaboration 67 68 Appendix XVI. Lesson 5 - Presentation of Equality Campaigns >>Own elaboration 69 Appendix XVII. Lesson 5 - Example of students’ Equality Campaign These materials were previously included in the annex section of the Practicum II report (2020:17). This is an updated version, adapted to the context of the present dissertation. >>Example of students’ campaign: https://classroom.google.com/u/4/c/NjI4ODY0NzM1MzJa/a/ODc0NTEwMzQ4M zVa/submissions/by-status/and-sort-name/done 70 71 Appendix XVIII. Unit Plan This unit plan was previously included in the annex section of the Practicum II report (2020:24). This one is an updated version, adapted to the context of the present dissertation. In order to create the specific learning outcomes for each lesson, it was first necessary to extract, from the Aragonese curriculum, the second year of ESO contents to support our didactic proposal. Thus, the contents of this learning unit are listed below. 1. Understanding and production skills and strategies: - Comprehension and production of oral and written messages characteristic of the communication within the classroom (instructions, explanations, dialogues) 78 Learning Outcomes At the end of the lesson, students should be able: -To listen to a song and read its lyrics in order to recognize gender inequality expressions. - To write conditional sentences and use descriptive adjectives in order to express their opinions and findings on the unit topic. -To apply the new vocabulary of the unit when taking part in an interactive dialogue. - To apply modal verbs in order to give written advice on how to improve sexist behaviors. Key Competence s CLC, DC, L2L, SCC, CAE Skills Reading, Writing, Listening, Speaking Evaluation Criteria Crit.IN.1.1. Crit.IN.1.3. Crit.IN.3.1. Crit.IN.4.1. Crit.IN.4.2. Interaction patterns 1. Song activity + checklist: The students will listen to a song in which they will find some sexist lyrics. They will have to carefully watch the video and analyze the song lyrics. They will have to note down all those aspects they think are against gender equality. The teacher will scaffold them with some questions to make them think: Why is this song sexist? How do we know it? Give evidence from the video and lyrics. Which scenes or sentences would you change to make this song respectful to women? Finally, they will have to complete a checklist to ensure they have successfully completed the task. 2. Movie clips: In their cooperative teams, the students will watch different clips of famous movies. They will have to relate each of the 79 movies to one of the sexist topic proposed by the teacher (“The unintelligent women”, “Women can’t drive”, “Men as the hero”, “Women as objects”, “Violent male” …). Then, each cooperative team will be assigned one of those topics. They will have to reflect on that specific video and answer some reflection questions (See Movie Clips doc). 3. Target practice: Now the learners have reflected on how sexism is present in daily life, they will have to think about how this social problem affects themselves, their town, their country and the world (target levels). They will have to provide at least one idea to each target level. Timing Activity 1: 20’ Activity 2: 20’ Activity 3: 10’ Assumptions & Difficulties The students have already studied how to use Conditionals and Modal Verbs in previous units this same academic year. These tasks will be useful for them as a review of these grammar points. Extra work (For review or fast finishers) Students who finish the task before the 50 minutes of class time will surf the Internet with the purpose of finding a different song whose lyrics are sexist and they will have to highlight all those aspects that they consider are against gender equity. If they still have time, they could write a short review (5-6 lines) giving their personal impression about the song. Assessment Assessment type: Continuous and summative Assessment tools: - Song worksheet: a comprehension worksheet with questions that check the students' level of oral comprehension when listening to a song, as well as their level of written comprehension when analyzing 80 the lyrics of the song to extract the key words on gender inequity. (Crit.IN.1.1., Crit.IN.1.3., Crit.IN.3.1.) - Self-assessment checklist: a checklist for students to check their written expression: whether they have included conditional sentences, descriptive adjectives, suggestions for improvement, justification of their answers, etc. (Crit.IN.4.1., Crit.IN.4.2.) - Movie clips worksheet: a worksheet with guided questions that allows the teacher to check whether the students’ level of gender awareness has increased when exposed to these materials. Besides, at the same, this tools allows to check the learner’s written expression (e.g. the proper use of modal verbs), and the degree of integration of new concepts. (Crit.IN.4.1., Crit.IN.4.2.) - Target practice: a table with different awareness levels that will allow the teacher to assess the degree of gender awareness of the students after this session. In addition, it will serve to check if the students integrate the learnt or revised structures in their written expression task. (Crit.IN.4.2.) Materials - Song video: https://www.youtube.com/watch?v=iGs1gODLiSQ - Song lyrics: https://genius.com/Chris-brown-fine-china-lyrics - Song activity + checklist worksheet: https://docs.google.com/document/d/18atnE5ej9YDAxloGyi47lfGo37lxv9mEarAQYFxrCns/edit - Movie clips https://drive.google.com/drive/u/4/folders/1uoGUkJX8J1xH9BGVA8L2irYGKI1chl0Q - Target practice worksheet https://docs.google.com/document/d/1PtHEIiaTRfbYae4SAM3Vvu380Rq6uS4-5mzMa_nYYtg/edit Lesson 3. Speak up! (Deepening/Output*) 81 *From the previous two lessons Learning Outcomes At the end of the lesson, students should be able: - To apply modal verbs in order to give oral advice on how to improve sexist behaviors. - To use connectors in order to write a cohesive speech that promotes gender equity. -To apply digital tools and the vocabulary learnt in order to send equality messages in the L2. Key Competence s CLC, DC, L2L, SCC, SIE, CAE Skills Reading, Writing, Listening, Speaking Evaluation Criteria Crit.IN.2.1. Crit.IN.2.2. Crit.IN.2.3. Crit.IN.4.1. Crit.IN.4.2. Crit.IN. 4.3. Interaction patterns The students will download Flipgrip app on their devices and they will log in with their google account (@iesblecua.com). This way, they will be able to access the link provided by the teachers. Through this link, they will have access to an online platform where the topic “Open Minds Project” is suggested. The teacher will have created a discussion thread (“Old-fashioned gender roles in films”). In this case, we will use this thread to carry out a cooperative task. Firstly, the learners will have to check that they have properly completed section B in Lesson 2 - Part 2 (Movie Clips activity). Then, they will take their answers from that activity section (to all the four questions) and give them a “script” form so it looks like a transcription of a person speech. In order words, they will have to connect those four answers in order to create a speech transcript. 82 They will be told to add connectors or additional ideas to make the speech sound more integrated, natural and interesting. The Spokesperson for each Cooperative Team will record her/himself giving a speech, using the transcript that the whole team will have created. The main goal of the spokesperson for this task is to summarize and transmit the group ideas to the rest of the class. The spokespeople will have to “perform” the speech (avoiding reading it in a mechanical way). Then, all of them will be able to access today’s Flipgrid topic through a provided link. The spokespeople will have to record a short video (2' 30'' maximum) and upload it so s/he can share the team thoughts with the class. Then, the rest of the cooperative teams will have to give some feedback* to the rest of the groups (all of them). (There will be a section intended for that purpose). They will have to point out some positive aspect for each Cooperative Team. Although all the members of the team have to agree on the feedback provided to the rest of teams, it will be the leader of each group the person to write the comments. Finally, they will complete a checklist in order to check that they have completed the task successfully. Timing Flipgrid activity: Part 1: 30’ Part 2: 20’ Assumptions & Difficulties The students learnt how and when to use Connectors during the previous unit (Unit 8. Reviews). This activity will be useful for them to revise this lexical aspect. Extra work Those students who finish the task before the allocated time have the possibility of giving feedback to their peers through a response video (instead of a written comment). Besides, they will be highly 83 (For review or fast finishers) recommended to do this so all of them can practice oral expression within this session (not just the spokespeople). Assessment Assessment type: Continuous and summative Assessment tools: - Self-assessment checklist: a checklist that will be useful for students to check whether they have used the modal verbs correctly to give advice on the lesson topic, whether they have included connectors to link ideas, whether they have given feedback to their peers, etc. (Crit.IN.2.1., Crit.IN.2.2., Crit.IN.2.3., Crit.IN. 4.1., Crit.IN.4.2., Crit.IN.4.3) - Peer-assessment through feedback comments on their Flipclip video (there’s a section intended for giving oral and/or written feedback): feedback from peers to assess whether the videos uploaded meet the objectives of promoting gender equality, of sending equality messages, and whether these videos give advice on how to improve sexist habits. (Crit.IN.2.1, Crit.IN.4.1) - Video transcript: student transcripts of their videos that will allow the teacher to assess their written expression (e.g. appropriate use of modal verbs to give advice, use of connectors to unify speech). (Crit.IN.4.2., Crit.IN.4.3) - Flipgrid videos: videos that will allow the teacher to evaluate the students’ oral expression (e.g. appropriate use of modal verbs to give advice, use of connectors to unify discourse), as well as their level of gender awareness when analyzing the lesson topic and sending messages of equality trough a social network (use of ICT). (Crit.IN.2.2., Crit.IN.2.3.) Materials - Flipgrid app + link/QR code https://flipgrid.com/6889d3d1 - Instructions + support checklist 84 https://docs.google.com/document/d/1gkK9RE4zOdgXIaRtO9sV37TjSB3bv0al4BmzKhPHE8M/edit https://docs.google.com/document/d/1gH85CfC-xQooyYZL0PPfuxnZgysXasK6EH9x7zr-BRk/edit Lesson 4. Building bridges (Planning/Creation) Learning Outcomes At the end of the lesson, students should be able: - To create visual supporting materials, using the L2, that increase gender equity awareness through group work. - To apply the vocabulary they have learnt, as well as the grammar rules revised throughout the unit, to produce clear written equality messages in the L2. Key Competence s CLC, DC, L2L, SCC, SIE, CAE Skills Reading, Writing, Listening, Speaking Evaluation Criteria Crit.IN.4.1. Crit.IN. 4.2. Crit.IN.4.3. Interaction patterns In their Cooperative Teams, the learners will have to describe their equality campaign to “Justice Now Organization” by composing their final projects. These projects will have to include: A powerful sentence or slogan A logo A representative color A powerful hashtag An advertising poster that include: the slogan, the logo, the key information about your campaign (brief messages that they can include 85 in their posters), their hashtag, and any other details they consider relevant. A biography. In this part of the project you are going to tell us: Who they are (e.g.: an organization, a company, an association, etc.). They will have to tell us when their group was formed, what motivated them to create it, what inspired them... (obviously, they can make up all this information, since this project is fictional). (50 words approx.) What their main purpose is. (they will be told to be very specific in this section). e.g.: “our main purpose is to make people aware of how discrimination against women can affect their wages and, therefore, their job and emotional stability...” (70 words approx.) How are they going to achieve these objectives? (e.g.: we will achieve these objectives by giving talks in different companies around the country in which we will highlight the importance of…) (70 words approx.) A section where people can add comments (in the case on Instagram, for example, every time they upload a post, a section for comments will automatically appear below). Teacher’s suggestions: They are free to choose the format they prefer to give to their campaigns, as long as they follow all the steps above. For those of the students that are not sure about which platform to use, and since all of them have expressed an interest in using social media, we will recommend that they create an Instagram account. They can create an Instagram profile to collect and organize all their materials. For example, in the case of the biography, they can take screenshots of their texts and upload them in image format (it can be one or several images, but they will have to make sure they are legible.) We will suggest our learners to follow (or just check) our Justice Now Organization account: @justicenow_org 86 In this Instagram profile, they can observe some advice and models that they may find inspiring to design their equality campaigns. They will have to pay attention to the highlights section. They will have to hand in their campaign materials, together with their speech drafts, at the end of the week. Timing 50’ (class time) Assumptions & Difficulties Students are already familiar with Instagram app. Student may need to dedicate extra time at home to finish designing their campaigns’ materials. Assessment Assessment type: formative and final Assessment tools: - Rubric: a rubric with 4 levels of performance that will allow the teacher to assess whether the materials created are visual and promote gender equity, whether the students have worked cooperatively, and whether the grammar and vocabulary concepts learnt throughout the unit have been included (Crit.IN.4.1., Crit.IN.4.2., Crit.IN.4.3.) Materials - Instructions + Rubric https://docs.google.com/document/d/1vX2G_rXGmHnUcJYcDNyUMLOPUePtZdVIh9O02Vm_gkU/e dit - Instagram account: @justicenow_org Lesson 5. The naked eye (Publishing/Assessment) Learning outcomes At the end of the lesson, students should be able: - To create an original PPT presentation that shows commitment to the unit project. - To present and defend their own co-educational materials in a collaborative and equitable way. 87 - To apply the vocabulary they have learnt, as well as the grammar rules revised throughout the unit, to produce clear oral equality messages in the L2. Key Competence s CLC, DC, L2L, SCC, SIE, CAE Skills Listening, Speaking Evaluation Criteria Crit.IN.2.1. Crit.IN.2.2. Crit.IN.2.3. Interaction patterns In their Cooperative Teams, the students will present their results to the teacher through a Google Meet session. As specified on Lesson 5 instructions, when making their oral presentations, the learners will have to make sure they: 1st: Make a short introduction, explaining the origin of their team, the reason why they chose that particular topic, etc. 2nd: Present and explain all the details of their campaign. They will have to justify all their decisions, that is, the teacher will have to know why they have chosen those colors, why they have decided to design the poster that way, why they have chosen that hashtag and not a different one, etc. 3rd: Reflect on the importance of this campaign. Why have we carried out this project? What benefits could their campaigns have if we showed them to the world? The teacher will also provide them with some recommendations, like: - Try to include everything you've learnt during these weeks. - Justify properly all your answers to give them a meaning. - Pay close attention to the reflection part.