This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.

1. Teaching for Diversity
Susan Hillyard, Pearson, Peru 2013

2. Questions for Today
 What is diversity?
 Do we have diversity in our classrooms?
 Do we recognise diversity in this society?
 Why is it important to teach for diversity?
 How do we include the concept in our
curriculum?

3. Exercise Think TimeExercise Think Time
 Ask an open ended questionAsk an open ended question
 State the amount of think time availableState the amount of think time available
 Maintain silenceMaintain silence
 Ask Sts to jot down their answers in the chartAsk Sts to jot down their answers in the chart
 Ask Sts to read their own answers back toAsk Sts to read their own answers back to
themselves.themselves.
 Ask Sts to add or change anything.Ask Sts to add or change anything.
 Share in pairs.Share in pairs.

4. Ebony And Ivory
Paul McCartney and Stevie Wonder

5. Ebony And Ivory
Ebony and ivory live together in perfect harmony
Side by side on my piano keyboard
Oh Lord, why don't we?
We all know that people are the same
wherever you go.
There is good and bad in everyone.
When we learn to live
We learn to give each other
What we need to survive together alive.
Ebony and ivory live together in perfect harmony. . .
Ebony and ivory
living in perfect harmony
Ebony……….
Ivory…………

6. Reflection
Each time I see the Upside
Man
Standing in the water,
I look at him and start to
laugh,
Although I shoudn't oughtter.
For maybe in another world
Another time,
Another town,
Maybe HE is right side up
And I am upside down.

7. Looking through Other Eyes
A Compact Disk to
 a native in the jungle
 a deaf person
 a music lover
Red Meat to
 a hungry man
 a vegetarian
 a farmer

8. A Gun to
 a child
 a murderer
 a policeman
A Red Light
 to a pedestrian
 to a blind woman
 to a tribesman
A Snake
 to a zoologist
 a mother with a baby
 a mouse

9. Some Quotations:Some Quotations:
“You need to take a look at your culture,
what your idea of normal is, and realize it is
quite limited and, in fact, just reflecting a
particular experience.”
“If you don't take multicultural education or
antiracist education seriously, you are
promoting a monocultural or racist
education.
THERE IS NO NEUTRAL GROUND ON
THIS ISSUE”
Enid Lee (a campaigner for multicultural education)

10. “Bring the voices of silenced groups
into the classroom and examine
your own attitudes toward those
excluded from power”
“You have to realise that what you consider as
universal is, quite often, exclusionary”
“Maybe teachers don't have this big vision all the
time. But I think those things are what a democratic
society is supposed to be about”

11. Diversity as a conceptDiversity as a concept
Is there a clearly defined IDENTITY here in Peru?Is there a clearly defined IDENTITY here in Peru?
Do people like to belong to CLUBS?Do people like to belong to CLUBS?
Are people SQUARE?Are people SQUARE?
Do people like ECCENTRICS?Do people like ECCENTRICS?
Are you permitted to be CREATIVE?Are you permitted to be CREATIVE?
Are you permitted to be CRITCAL?Are you permitted to be CRITCAL?
Are you bothered about YOUR FAMILY? THE PEOPLE NEXTAre you bothered about YOUR FAMILY? THE PEOPLE NEXT
DOOR? ON THE OTHER SIDE OF THE WORLD?DOOR? ON THE OTHER SIDE OF THE WORLD?
Do you have a VOICE?Do you have a VOICE?
Are you EDUCATED?Are you EDUCATED?

12. Two opposing views of diversityTwo opposing views of diversity
in the Developed Worldin the Developed World
1.1. That minority groups needed to be equippedThat minority groups needed to be equipped
with the language skills and the culturalwith the language skills and the cultural
knowledge of the dominant group in order toknowledge of the dominant group in order to
be assimilated into the societal values of thatbe assimilated into the societal values of that
group.group.
2.2. That the whole of society would be enrichedThat the whole of society would be enriched
by social pluralism and policies of diversity.by social pluralism and policies of diversity.

13. WE ARE ALL THE SAME –WE ARE ALL THE SAME –
WE ARE ALL DIFFERENTWE ARE ALL DIFFERENT
THINK GLOBAL- ACT LOCALTHINK GLOBAL- ACT LOCAL

14. Model your values:Model your values: DEPDEP
Democracy versus DictatorshipDemocracy versus Dictatorship
 Egalitarianism versus ElitismEgalitarianism versus Elitism
 Process rather than ProductProcess rather than Product
You must model these values in the classroom in your everyday BEING soYou must model these values in the classroom in your everyday BEING so
that your students will respond positively.that your students will respond positively.

16. Exercise: Matching Pictures
1. Choose a set of “Diversity" pictures from
magazines. Cut pictures in half horizontally or
vertically, one half per student
2. Stick on card. Shuffle them. Hand out.
3. Students observe the picture in silence and
make notes, in writing, of the details
4. Think how they will explain, to a listener, these
details.
5. At this point they will need to ask for
vocabulary. That's your job.

17. 1. Explain they should note: People, Colour,
Objects, Movement, Writing, Cut-off point.
2.Allow 3-5 mins to "Learn and return" the
picture face down on their chair.
3.Arrange a "Market Place" where they talk
to each other and try to find their partner

18. 9. When they are happy they have found their partner
they show each other the picture and sit together to
discuss and answer, each in writing, the following
questions.
 Where did this "STORY " take place?
 Who is involved? Name them.
 What is happening?
 Why is this happening?
 How could the situation be resolved?
 How did this picture make you feel?
 Can you find any similar situation in your life?
 Would you want to experience this? Explain.

19. Exercise: My Name Is Me!
Take away my name and you take away my reputation…. Eugene O'Neill
Using the students name as the book title each student
produces a "BOOK" about his response to world issues,
diversity, values, feelings, relationships, etc.
MonicaMonica
M is for MoneyM is for Money
O is for OstracismO is for Ostracism
N is for NuremburgN is for Nuremburg
I is for International Women's DayI is for International Women's Day
C is for CNNC is for CNN
A is for Action speaks louder than WordsA is for Action speaks louder than Words

20. the student writes a "chapter" on each
topic
they do some research and thinking
 at least one first draft
they put the book together with a cover,
sleeve design, publisher's notes,
frontispiece, acknowledgements, contents
page, and bibliography
Exercise: Process WritingExercise: Process Writing

21. Exercise: Find the themeExercise: Find the theme
 Get into groups of 4Get into groups of 4
 Label each other with a number from 1-4Label each other with a number from 1-4
 All turn with your backs to the screenAll turn with your backs to the screen
 When I call out a number (1) all the number 1sWhen I call out a number (1) all the number 1s
turn to look at the screen and decide what wordsturn to look at the screen and decide what words
they will use to describe the image they seethey will use to describe the image they see
 Then turn to face the back of the room andThen turn to face the back of the room and
remember the image while I call N° 2s etc etcremember the image while I call N° 2s etc etc
 Finally tell each other your images and find oneFinally tell each other your images and find one
or two words which sum up the theme. Tell me!or two words which sum up the theme. Tell me!

26. Penny the Penguin: A Primary Project for Peace
1) Fluffy toy e.g. Pat the Dog, Sammy the Seal, Penny the Penguin
2) Establish a relationship with the toy as part of the group, who interacts
with "REAL" people, own desk, goes home for weekends etc.
3) Find somebody who will take Penny on a real journey
4) Send her off with good wishes and her own bag, complete with wash-bag,
clothes and a diary and state a date for her return
5) The chaperone should send e-mails, pictures and messages on FB
6) The chaperone should complete the diary every day and put "goodies" in
Penny's bag
7) On the specified date Penny returns to school, to a great welcome with a
cake and a "Welcome back!" sign and a party in her class.

27. 8) The teacher opens her bag to find souvenirs, sweets, mementos, photos and
a full diary. (maybe a video)
9) Follow-up work then begins on all the items; plotting her journey on a map
or on the world globe;
learning some phrases from the language
the written code
the money
the customs
the dress
features of the people
the food
the journey itself and the names of the historic or interesting sites visited
Note this is as real as you can get within the classroom. It is cross-cultural,
integrated, holistic, meaningful, engaging and is the epitome of "language
across the curriculum".
Kim Mukoyama of San Francisco gave me this idea.

32. Listening ExerciseListening Exercise
 What’s the oppposite of tall, thin, pretty, white,What’s the oppposite of tall, thin, pretty, white,
male, rich, healthy, good, happy?male, rich, healthy, good, happy?
 Listen to the songListen to the song
 Jot down all the words which describe theJot down all the words which describe the
features of short people.features of short people.
 Share your list and add from your partnersShare your list and add from your partners
 Now discuss what word you could use to replaceNow discuss what word you could use to replace
“short”“short”

33. Ex: Short PeopleEx: Short People Randy NewmanRandy Newman

34. Short People
By Randy Newman
Short people got no reason to live
They got little hands and little eyes
And they walk around
Telling great big lies
They got little noses and tiny little teeth
They wear platform shoes
On their nasty little feet
Well I don't want no short people round here
Short people are just the same as you and I
( A fool such as I)
All men are brothers
Until the day they die
( It's a wonderful world)
Short people got nobody to love
They got little baby legs
And they stand so low
You got to pick 'em up
Just to say hello
They got little cars
That go beep ,beep, beep
They got little voices
Goin' peep, peep, peep
They got grubby little fingers
And dirty little minds
They're gonna get you every time
Well, I don't want no short people round here

35. A Parable
Once upon a time there was a
class
And the students expressed
dissaproval of the teacher.
Why should they be concerned
with
Global interdependancy, global
problems,
And what others of the world
were thinking, feeling and
doing?
And the teacher said she’d had a
dream in which she
Saw one of her students fifty
years from today.
The student was angry and
said,
“Why did I learn so much
detail about the past
and the administration of my
country
and so little about the world?”
He was angry because no-one
told him
That as an adult he would be
faced
Almost daily with problems of
a
Global interdependant nature,
be they
Problems of peace, security,
quality of life, inflation,

36. Or scarcity of natural
resources.
The angry student found heThe angry student found he
was thewas the
Victim as well as theVictim as well as the
beneficiary.beneficiary.
““Why was I not warned?Why was I not warned?
Why was I not betterWhy was I not better
educated?educated?
Why did my teachers not tellWhy did my teachers not tell
me about the problemsme about the problems
and help me understandand help me understand
I was a member of anI was a member of an
interdependant human race?”interdependant human race?”
With even greater anger theWith even greater anger the
student shouted,student shouted,
““You helped me extend myYou helped me extend my
hands with incrediblehands with incredible
machines,machines,
My eyes with telescopes andMy eyes with telescopes and
microscopes,microscopes,
My ears with telephones,My ears with telephones,
radios, and sonar,radios, and sonar,
My brain with computers,My brain with computers,
But you did not help me extendBut you did not help me extend
My heart, love and concern,My heart, love and concern,
To the entire human family.To the entire human family.
You, teacher, gave me half aYou, teacher, gave me half a
loaf”loaf”
John Rye KinghornJohn Rye Kinghorn