TSR Newsletter

TESOLers for Social Responsibility E-Newsletter, Volume 4, Issue 4

by User Not Found | 11/01/2011
In This Issue...

Message from the TSR Chair
Congratulations to the Global Issues in Language Education newsletter
Ten Activities to Increase Cross-Cultural Understanding
Changes to TSR Statement of Purpose
Letter to TSR on the Change in Our Statement of Purpose
Websites on Tourism and Social Responsibility
Helping Students Find Vegetarian Food
Copyright Issues Regarding TSR Newsletter
From the Journals
About This Member Community

Message from the TSR Chair

Dear TSR Members,

Welcome to the fall edition of the TSR Newsletter. I do hope you all had a good summer, but even while writing this I can't help but reflect on what the past few months has wrought in the world, how it affects us and, more importantly, our students. Is peace possible? Yes. However, it takes the efforts of all of us and countless others - to do our part to ensure that human rights education is not something we look at as a unit in a course but as part of how we live our lives, every day, in and out of the classroom.

To that end...

From September 8 - 10 I was honored to attend the 56th Annual DPI/NGO Conference at the UN in New York City. My thanks to Darlene Larsen and TESOL for enabling me to attend. This was not my first NGO conference - that was back in 1999. At that time, security was different but then again, so was the world. The keynote speakers back in 1999 were Queen Nor, Oscar Arias, and Kofi Annan. This time, there were no "names" per se, not even Kofi Annan, but it was a revolution and a revelation.

The plenaries and workshops which I attended were:

Psychological Aspects of Human Security and Dignity
Educating For a Secure Future
A Conversation with Eminent Persons on Global Trends and Strategies
Achieving Human Dignity through Multi-cultural Training: An Interactive Workshop
Media Perspectives on Human Security and Dignity
Human Security and Civil Rights Violations: The Fine Line
Honoring Unity and Diversity: An International, Intergenerational Programme for the Human Family

There was a constant theme throughout the three days...we have so much to do, the world is an ever more complicated place. Yet, with all the worries and fears, with all the work we have to do, the spirit which remains constant is one of hope. Coupled with that though, what we know, what we have to know is that we are all responsible and that we all have a tremendous responsibility to ensure that the theme of this conference "Human Security and Dignity for all" becomes a reality.

I encourage all of you to access the UN website at http://www.un.org/ and use some of the many tools available. I also suggest thoroughly reviewing them - you may find that there are elements you disagree with - that is good, critical thinking in action!

In fact, the UN itself is doing a bit of critical thinking - it is looking at revamping the Security Council and the General Assembly. In the UN's case, this is to enhance the presence of the "Global South." What went through my mind, upon reflection, is the exercise we at TSR just went through in examining our Statement of Purpose and social issues: our caucus has also grown and changed. These steps forward reflect enhanced inclusiveness to help guarantee that all constituencies are addressed respectfully.

As we enter fall where here in the northeast U.S. we are privileged to watch the leaves on the trees turn into brightly hued colors, I marvel at the awe which this tapestry of colors inspires. The evergreens are interspersed, just as majestic as ever. Let us think of this when we think of the world: races, religions, ethnicities, everybody together...let us look to nature, to the trees, conifers and deciduous, for inspiration and an example of peaceful cooperation and collaboration. Perhaps nature knows something we don't, or perhaps this is just the dreamy reflection of an environmental science major. Whichever, I hope it brings you peace...

Elise Klein, KLLNT@aol.com

Congratulations to the Global Issues in Language Education newsletter

July 2003 saw the publication of the 50th issue of the Global Issues in Language Education newsletter. The newsletter, now in its 13th year, represents the perseverance and commitment of its editor Kip Cates and his colleagues in the "Global Issues in Language Education" Special Interest Group of JALT (Japan Association for Language Teaching).

The newsletter - the best of its kind - is published four times a year, which means that every quarter, you can receive a morale boost from reading in the newsletter's pages about all the great work going on in Japan and worldwide on behalf of global concerns. As the editor of the TSR Newsletter, whenever I read the Global Issues in Language Education newsletter, I'm given a reminder of the quality I should aspire to achieve. For subscription information, contact Kip at kcates@fed.tottori-u.ac.jp. -george jacobs

Ten Activities to Increase Cross-Cultural Understanding

Andrea Honigsfeld, ahonigsfeld@molloy.edu

"TESOLers for Social Responsibility (TSR) comprises TESOL members who are actively engaged in integrating language teaching with social responsibility, world citizenship and an awareness of global issues such as peace, human rights and the environment..." reads the first sentence of TSR's statement of purpose (http://www2.tesol.org/mbr/caucuses/tsr.html). The following activities I shared at the 2003 TESOL convention contribute to this mission by addressing social issues such as cultural diversity, prejudice, discrimination in the context of TESOL staff development, TESOL preservice teacher education as well as in the ESL and mainstream classrooms.

1) What's in a Name? Adapted from http://www.edchange.org/multicultural/activities/name.html
Objective: To develop an understanding of, and appreciation for, the importance of names and personal stories behind names
Description: Students form a circle and take turns telling the story behind their names. The facilitator can guide the process by asking: Does your first (middle, family) name have a meaning? Do you have a nickname? How did you get your name? What does your name mean to you? Is there a name giving tradition in your family?

2) Name that Feeling (Adapted from Myers and Lambert, 2000)
Objective: To develop empathy for all those who are perceived as "different" by the mainstream culture
Description: Students will be asked to recall a time when they were (or felt) different from everybody else in a certain context. They will think of an adjective that best describes how it felt to be different. They will walk around the room and meet as many people as possible in five minutes while introducing themselves using the adjectives in place of their names. For example: "Hi, I'm self-conscious." "Hi, I'm nervous. Nice to meet you." After the activity, students have the opportunity to share their personal stories; list, group, and label all the adjectives heard in the activity and reflect on the experiences of being or feeling different.

3) Bring Your Life in a Lunch Bag (Adapted from Caruso, 1999)
Objective: To understand how first impressions may lead to cultural misunderstanding and prejudice.
Description: Before class, participants collect five objects that represent their culture and place them in a brown paper bag. In class, they exchange paper bags with fellow students who they know the least. Partners examine each other's objects and make assumptions about each other's life without asking any clarification questions. Once each described the other, all misconceptions may be corrected.

4) Autobiographical Poems
Objective: To reflect upon one's own identity and to share feelings about one's culture
Description: Participants will write and share poems about themselves following a predetermined format. (See http://www.edchange.org/multicultural/activities/poetry.html; http://www.eastern.edu/publications/emme/1999spring/bloom.html for variations)

5) Musical response
Objective: Compare and contrast participants' responses to various multicultural musical inserts
Description: Play six short (1-minute) segments of music from different cultures. Ask students to respond to the music selection by drawing images or writing down words that come to their mind. Ask students to compare and contrast their drawings and words in small groups to discover similarities and differences in how music is interpreted and understood by different people. Replay the selection of music and share the sources or more information about each piece. Invite participants to share their reactions.

6) Apples and Oranges (Or lemons, potatoes, and peanuts?)
Objective: To learn to appreciate similarities and differences
Description: Ask each student to bring one apple (or orange) to class. Ask them to study their fruit carefully. After a few minutes, collect and mix up all the apples (or oranges), and have students find their own fruit. Once they retrieved their apples (or oranges), discuss what made it easy or difficult to do this task. Discuss unique differences and similarities each piece of fruit has. Then cut each apple or orange in half lengthwise. You will see a star inside every one of them!

7) Find your Match (Adapted from http://www.nmci.org/)
Objective: To find similarities and differences of life experiences and preferences among students
Description: Prepare handout with a list of cultural characteristics. Have students describe themselves and then find someone who described themselves similarly.

8) Cultural Autobiographies or Self-portraits (Adapted from Chang, 1999)
Objective: To write or draw about one's culture
Description: Ask students to write a cultural autobiography or draw a cultural self-portrait that "tells the story of their past and present." Depending on the readiness level of the students, have them analyze their past experiences that shaped their cultural identities and reflect on this writing/drawing exercise.

9) M&M's (Adapted from Smead, 2000)
Objective: To differentiate between superficial differences and profound similarities
Description: Give each student a bag of 15-20 pieces of candy. Ask students to group the candy any way they want. Most groups will group the candy by color. Others might select different features such as "chipped," "letters faded," etc. Discuss with students the superficial differences among M&M's.

10) Cultural Gallery Walk
Objective: To reflect on and relate to quotes about cultural diversity
Description: Select 5-6 quotations related to cultural diversity or cross-cultural communication. Place the quotes around the room and invite students to walk around and read the quotes. Ask them to fill out a gallery response sheet that will have students reflect on quotes (a) that were most personally meaningful in the present, (b) reminded them of something in their past, (c) they have questions about, (d) would like to share with someone outside class.

References:
Caruso, J. (1999). My life in a bag. Electronic Magazine of Multicultural Education [online], 1(4). Retrieved fromhttp://www.eastern.edu/publications/emme/1999fall/caruso.html
Chang, H. (1999). Cultural autobiography: A tool to multicultural discovery of self. Electronic Magazine of Multicultural Education. [online], 1(4). Retrieved from http://www.eastern.edu/publications/emme/1999spring/chang.html.
Myers, S., and Lambert, J. (2000). Diversity icebreakers: A trainer's guide. Fredonia, NY: HR Press.
Smead, R. (2000). Skills for living: Group counseling activities for young adolescents. Volume Two. Champaign, IL: Research Press.

Changes to TSR Statement of Purpose

The following note is from TSR chair Elise Klein: KLLNT@aol.com

Dear TSR Members,

Below you will find the results of the survey which was sent out in August 2003 to all TSR members. Results were tallied on September 2, 2003. A total of 55 people voted on the changes. Although there were certainly differences, a few things are clear from the results:

1) Proposed Change #1: The vast majority (47 respondents, 87%) felt that the statement of purpose needed to be amended.

The last line of our statement of purpose will be amended as per choice #3: The caucus aims to promote social responsibility within the TESOL profession and to advance social equity, respect for differences and multicultural understanding through education.

2) Proposed change #2: Again, a clear majority felt that our "thematic scope - social issues" should be amended. It is also clear that 70.9% felt that we should add "heterosexism" to our list of social issues (choice # 3 and choice #4). On omitting or leaving in crime, the percentage which thought we should omit "crime" was 49.1% (combination of choice #2 and choice #3). As such, our new "thematic scope - social issues" will read:

Social Issues: prejudice, sexism, heterosexism, racism, violence, poverty, social inequality.

I just want to say a couple of things. First of all, I would like to thank everyone who participated in the democratic process, took the time and voted. THANK YOU!!! Thank you also to those who participated in the e-list discussion leading up to the vote. Second, as to the issue of "crime" - the result might be due to the fact that the wording of crime was too broad, or it might be because members think it beyond our scope. Of course, there may be other reasons. In any event, if anyone feels strongly, I suggest discussing it at the caucus meeting at the TESOL 2004 convention in Long Beach. This would also be my suggestion if there are other changes you would like to see within the caucus' "Statement of Purpose" or any other printed materials we have.

What we have achieved here with this vote and the discussion that preceded it is not "change for the sake of change" but rather an evolution of who and what we are and how we see ourselves as a caucus.

Peace,
Elise

Letter to TSR on the Change in Our Statement of Purpose

This is a note to TSR members from Rick Kappra, kappra@earthlink.net, chair of the LGBTF Caucus in TESOL.

The LGBTF (Lesbian, Gay, Bisexual, Transgender and Friends) Caucus would like to thank you, the members of TSR, for your support for the inclusion of heterosexism in the TSR mission statement. It is very comforting to know that we have so many allies in our fight against the prejudice and discrimination we face based on our sexual or gender expression.

When polled, LGBTF Caucus members unanimously supported the inclusion of a reference to anti-LGBT bias education in the TSR Mission statement. We certainly do not feel that this inclusion is a duplication of the efforts of our caucus. Rather, we would like to see even more duplication within other constituencies in TESOL.

Some discussion was had in the LGBTF Caucus as to preferences over the term homophobia vs. heterosexism, and the consensus was for heterosexism because it represents a much broader definition. While homophobia refers mainly to individual acts of prejudice (it has been defined in the past as personal, interpersonal, cultural and institutional), heterosexism is currently understood as systematic oppression against sexual minorities such as gay, lesbian and bisexual persons, and those who exhibit variance in their gender expression. While it does not necessarily include discrimination against the transgender community, the LGBT caucus would like to point out that transgender harassment and discrimination is often linked to and a result of heterosexism, and unless it can be mentioned as a separate issue, for the moment, we would like to include it in our definition of heterosexism.

Heterosexism, as a system of laws, cultural and societal norms, media representations and beliefs, sees heterosexuality as the norm, and thus, the only possibility in human sexual relations. While not always overtly prejudicial, it assumes that heterosexual relationships and behaviors are the norm, and thus privileges these relationships and behaviors with many unearned, invisible benefits, while stigmatizing those which do not fit into the heterosexual male/female model, in many cases causing invisibility of other ways of being (as in textbooks and classrooms); and in other ways contributing to the belief that it is ok to discriminate against those who are not heterosexual - often leading to verbal and physical harassment, imprisonment, loss of job, family, friends, and in the most extreme cases, loss of life.

Heterosexism affects many of us within TESOL because of its pervasiveness, and also the fact that it is very rarely examined in TESOL settings. Teachers live and work in fear of their sexual orientation being discovered, not only in "more conservative" settings such as the Middle East, Asia or Latin America, but in many parts of North America and Europe as well. Students of differing sexual orientations often leave their countries of origin due to fear for their own safety, only to find themselves in classrooms where they are forced into invisible silence; or if they are unable to "pass," are often victims of the same type of harassment that they fled their countries to escape.

The LGBTF Caucus would like to thank the TESOLers for Social Responsibility Caucus for recognizing that heterosexism is a force which affects many of us within TESOL - not only TESOL professionals, but most importantly our students. In the interest of social responsibility and social justice, we strongly support the inclusion of heterosexism in your mission statement, where, along with efforts to address racism, sexism, and other forms of oppression, TSR will truly stand as a model of leadership for all TESOL professionals.

In peace and solidarity,
Rick Kappra, Chair, LGBTF Caucus in TESOL

Websites on Tourism and Social Responsibility

by George Jacobs, george@vegetarian-society.org

Travel and tourism are popular themes in ESL materials. While tourism is often seen as nothing more than wealthy people having a good time, trends going under such names as Responsible Travel, Sustainable Tourism, and Ecotourism urge tourists to reflect on the effects they have on the destinations they visit, as well as on their own views of the world.

Below are some places on the web where students can go to explore these trends.

1. National Geographic Sustainable Tourism Resource Center
http://www.nationalgeographic.com/travel/sustainable/
From the website:

The travel and tourism business is now perhaps the largest industry on Earth. While tourism can build understanding, tourism managed poorly can ruin a place. Yet if handled well, tourism provides an incentive to preserve the best things a destination has to offer: wildlife habitats, historic districts, great scenery--even a style of music or a unique local cuisine. That's why the National Geographic Society is inaugurating a program to increase knowledge about sustainable tourism.

2. International Institute for Peace through Tourism
http://www.iipt.org/
From the website:

Credo of the Peaceful Traveler
Grateful for the opportunity to travel and experience the world and because peace begins with the individual, I affirm my personal responsibility and commitment to:
* Journey with an open mind and gentle heart
* Accept with grace and gratitude the diversity I encounter
* Revere and protect the natural environment which sustains all life
* Appreciate all cultures I discover
* Respect and thank my hosts for their welcome
* Offer my hand in friendship to everyone I meet
* Support travel services that share these views and act upon them and,
* By my spirit, words and actions, encourage others to travel the world in peace.

3. BEST (Business Enterprises for Sustainable Travel) http://www.sustainabletravel.org/index.html
Contains an article "How to Be a Civic Traveler" with some useful tips. Another article on the site describes how a tour company involves its customers in doing volunteer work at their destinations and in giving donations for preservation of the locations.

Tourism doesn't have to mean going to other countries or even to other parts of one's own country. For instance, on this website, I learned the term "community tourism." Here's an example from the website of community tourism in New York City.

The project seeks to help mostly lower-income, ethnic communities capitalize on the assets of their "off-the-beaten-path" neighborhoods by encouraging walking tours and other activities. Many of these neighborhoods are rich in culture and history; the churches of Brooklyn, the brownstones of Harlem, the ethnic diversity of Queens, and the history of Staten Island, are the most obvious examples... Though many NYC companies offer walking tours of historic Manhattan neighborhoods, they aren't truly community-based. However, with help from this initiative, several communities and non-profit organizations have already developed unique community-based, sustainable tours within their own neighborhoods.

4. Global Exchange Reality Tours
http://www.globalexchange.org/tours
From the website:

Unlike traditional tourism, Global Exchange's Reality Tours give travelers hands-on opportunities to explore the crucial issues facing the world and examine how the US's economic and foreign policies impact other countries. These educational delegations offer participants the chance to meet people from all walks of life, gain an understanding of those people's hopes and fears, and discover opportunities for international cooperation. Delegation participants get the chance to meet with community leaders, visit environmentally sustainable agriculture projects, and learn about the international stories that never make it into the headlines.

5. The International Ecotourism Society (TIES)
http://www.ecotourism.org/
From the website:

TIES defines ecotourism as "responsible travel to natural areas that conserves the environment and sustains the well-being of local people."

6. Conservation International (CI)'s Ecotourism Program
http://www.conservation.org/xp/CIWEB/programs/ecotourism/ecotourism.xml
From the website:

Carefully planned and implemented tourism development can play an important role in conservation. CI works to ensure that local people benefit from tourism, and that communities receive training and support to establish and manage their own ecotourism businesses.

7. Lonely Planet
http://thorntree.lonelyplanet.com/categories.cfm?catid=42
Lonely Planet is a well-known publisher of travel guides to just about everywhere. They also have an extensive website which includes "The Thorn Tree," an online forum for exchange of travel information and opinions. The Thorn Tree has a Responsible Travel branch. There, students can read what travelers have written and reply. Here's an excerpt:

"I'm a biologist and I while I been travelling I' ve studied how different Eco operators have been behaving. Unfortunately, I must say that most of the tourist operators that call themselfs "Eco tour operators" don't seem to care about the nature at all! For sure they know what the "ECO" sign means and since this sign attracts many tourists it's a god idea to have it in your logo! These are my experiences:..."
Helping Students Find Vegetarian Food

People adopt vegetarian diets for many reasons. In addition to protecting one's own health, vegetarianism offers three ways that people can make a potential each-and-every-day difference in the lives of others:

a. reducing the cruelty and incarceration suffered by our fellow animals: http://www.cok.net/
b. reducing the damage done to the environment by the meat industry: http://www.animalliberation.org.au/vegconf.html
c. increasing food efficiency in the hope that some of the resulting greater supply of food will go to people without enough food:http://www.jewishveg.com/schwartz/hunger.html.

Anecdotal evidence suggests that more university students are seeking and finding vegetarian food. For instance, Physicians Committee for Responsible Medicine (PCRM) reported that the University of Maryland at College Park set up a "Vegetarian/Vegan Advisory Board" that meets regularly to enhance the vegetarian and vegan choices available at the university's eating facilities.

You may wish to read an article from the PCRM website, "Incorporating Vegetarian Meals on College Campuses," available athttp://www.pcrm.org/health/Info_on_Veg_Diets/college.html. Another place to look for similar ideas is http://www.collegeactivist.com/. Many of the ideas found at these two places are relevant at all levels of education.

Copyright Issues Regarding TSR Newsletter

If you have written or are thinking of writing (please do) for TSR Newsletter or other TESOL e-caucus publications, this note from the very capable and helpful caucus coordinator at TESOL Central Office, Jason Majesky, will be of interest.

Question 1: Are the articles published in the TESOL e-caucus news publications copyrighted by TESOL?

Answer: No, the newsletters are not copyrighted by TESOL. Authors of the articles retain their copyright and may republish their work. However, publications such as TESOL Quarterly and the forthcoming Essential Teacher do not accept previously published submissions. Other newsletters might, but journals or magazines looking for original submissions would not accept them. Once an article is published, whether in a Web-based or other electronic publication, or in a print journal, TESOL considers that article to be a published piece of work, and the editors of TESOL's serials would not republish it.

I hope this helps to clarify the confusion about who retains the copyright for the articles published in the e-caucus news publications and that TESOL considers this publication a professional medium.

Question 2: How does the copyright affect people who want to reprint an article for distribution in their classroom?

Answer: Permission must be obtained by the author, and obtaining this permission should not come through the TESOL office; however, each article should have the author's contact info appended to the article, and interested parties should go straight to the author for permission.

Question 3: In American Psychological Association (APA) format, how should newsletter articles be referenced? (TESOL follows APA style; see http://www.apastyle.org/)

Answer: This information comes from page 243 of the latest edition of the APA style manual:

Referencing a newsletter article with author:
Brown, L.S. (1993, spring). Title of article like this. Name of Newsletter in Itals, 12, 83-87.

Referencing a newsletter article w/o author:
Article title like this. (1993, August). Name of Newsletter in Itals, 13, 3.

Italicized number is volume; regular is page.

From the Journals

This is a compilation of just some of the recently published TSR-related articles. If you've published or read something of relevance, please send the APA-style reference along with an abstract (either the one that accompanied the article or - if the article did not include an abstract - your own) to the TSR Newsletter editor at george@vegetarian-society.org. Thanks.

* = the abstract was written especially for this compilation and did not appear with the original article

Goldstein, L. (2002). The language of sexual harassment. Hong Kong Journal of Applied Linguistics, 7, 49-71.

The revisionary approach to defining 'sexual harassment', adopted, inter alia, by certain feminist philosophers of law, sets aside, for philosophical or political reasons, traditional definitions of the phrase and seeks to defend and secure a revised definition. For the revisionist, the aim is to identify a range of behaviour - typically wider than is connoted by the phrase as it is currently used in laws and regulations - that is sexual and offensive, and to effect social change by extending beyond present bounds what is to count as punishable under the description 'sexual harassment'.

One interesting species of sexual harassment is verbal abuse. Ever since J.L. Austin's How to do Things with Words, we have become vividly aware that language may be used to perform acts, illocutionary and perlocutionary, and presumably sexual harassment is one such act - something that can be done by using certain language with certain intentions under certain conditions. Can we make clear what language, what intentions and what conditions are such as to render a certain speech act or speech episode sexually harassing? If so, then this would be a contribution to the construction of practical guidelines on sexual harassment that cold be implemented in academic and other institutions.


Global Issues special issue of The Language Teacher, volume 27, number 3, March 2003, published by the Japan Association for Language Teaching.

Guest editor, David Peaty, describes the issue in the following excerpts from his introduction:

The global environment continues to deteriorate, people continue to suffer from hunger, disease, war, oppression, and politicians continue to evade the issues. It is clear that these problems will never be solved through increased globalization, but only through fundamental changes in how people think and act. Education plays a key role in stimulating the necessary changes. Teachers of ESL/EFL are in a unique position to incorporate education for global citizenship into their curricula...
In the first article [in this special issue], Barbara Cooney introduces peace studies, explains their relevance to language education and discusses a program in which students explore issues relating to war and peace... . John Small then argues for promoting peace and understanding through content-based language education and experiential learning. This is followed by Irma Ghosn's ideas on the use of children's literature to develop emotional and intercultural awareness, empathy and an understanding of prejudice and discrimination. In the next article, Linda Rowe related how here students became actively involved in volunteering and fundraising activities. Louse Haynes then explains briefly how the awkward topic of AIDS may be approached in a language class. These five articles are followed by a list of websites focusing on global issues, and by two relevant My Share contributes from Chris Summers [on click and give internet sites] and Eric Hagley [on combining role play with a tv show in which a celebrity goes to a different country each episode].


Donohue, K. M. (email: kathdonohue@aol.com), Perry, K. E., and Weinstein, R. S. (2003). Teachers' classroom practices and children's rejection by their peers. Journal of Applied Developmental Psychology, 24(1), 91-118.

Using a classroom-level, prospective design, we examined the role of classroom context in children's peer relationships, specifically, whether learner-centered practices used by teachers predicted less peer rejection by children, as well as more positive attitudes and behaviors hypothesized to lead to rejection. Learner-centered practices involve individualization of instruction, encouragement of child autonomy, and focus on positive relationships in the classroom. Observers, teachers, and children reported on learner-centered qualities of the instructional environment in 14 first-grade classrooms. After controlling for between-classroom differences in children's interpersonal behavior problems at school entry, greater use of learner-centered practices was predictive of (1) children's report of less anger and more empathy toward a hypothetical disruptive peer, (2) fewer children with interpersonal behavior problems in the spring, and (3) lower classroom rates of peer rejection in the spring. Further, children's behavior problems in the spring partially mediated the relationship between observed teacher practices in the fall and rejection by peers in the spring.


Jacobs, G. M. (2003). Cooperative learning to promote human rights. Human Rights Education in Asian Schools, 6, 119-129. Available online athttp://www.hurights.or.jp/hreas/index.html.

* To successfully teach human rights, the medium must match the message, i.e., the way we teach should be consistent with the ideas of human rights that we are teaching as content. Many human rights friendly teaching methods exist. This article describes one of them: cooperative learning. First, an overview of cooperative learning will be presented including history, research support, and theoretical foundations. Then, in the main part of the article, principles of cooperative learning will be explained, with examples of how these principles can be enacted in the classroom, and with connections between the principles and key concepts in human rights.

About This Member Community

TESOLers for Social Responsibility Caucus

TESOLers for Social Responsibility (TSR) comprises TESOL members who are actively engaged in integrating language teaching with social responsibility, world citizenship and an awareness of global issues such as peace, human rights and the environment. The caucus aims to promote social responsibility within the TESOL profession and to advance social equity, respect for differences, and multicultural understanding through education.

Leaders
Chair: Elise Klein, tsr@tesol.org
Editor: George Jacobs
Member discussion e-list: Visit http://www.tesol.org/getconnected/ to join TSR-L, or http://lists.tesol.org/read/?forum=tsr-l if you are already a subscriber.