PD Corner

English language teachers face evolving challenges and opportunities. One such challenge that has gained increasing attention in recent years is the presence of bias in materials, methodologies, and in classroom interactions. As professionals dedicated to fostering intercultural understanding through language learning, English language educators must actively promote equality and inclusivity in their classrooms and professional practices. 

This article proposes an approach that lowers students’ affective filters and encourages them to express ideas collaboratively: teaching inclusivity through carefully designed classroom games. But first, let’s explore how and when bias can show up in our classrooms. 

Understanding Bias in English Language Teaching

Bias can manifest in various forms within English language teaching (ELT), from subtle stereotypes in textbook illustrations to more overt biases in classroom interactions and assessments. These biases can marginalize certain groups of learners based on their race, ethnicity, gender, socioeconomic status, or other characteristics, which can limit their learning experiences and outcomes (Holliday, 1994).

Reflecting on your teaching practice is a powerful professional development tool to critically examine your beliefs, assumptions, and teaching approach. Reflective practice allows you to identify and challenge any biases you may hold, helping you to adopt new practices that foster a more inclusive teaching environment (Farrell, 2015). Useful ways to engage in reflective practice include writing in a journal or blog, as well as joining professional learning communities where educators can share experiences and insights.

After thoroughly reflecting on your teaching practice and beliefs, it is time to take action. Identify a few areas where you think you need to break your bias. For instance, you may need to work on one or all of the following areas:

• • Incorporate diverse materials and resources in your teaching repertoire. Websites like Teaching Tolerance and We Need Diverse Books offer valuable resources and recommendations for promoting diversity and inclusivity in education that can be easily adapted to an ELT context.
    
    
  • Adopt culturally relevant content, teaching strategies, and assessment methods that resonate with your students’ diverse identities and experiences (Gay, 2010). The Culturally Responsive Teaching Hub provides useful insights, resources, and strategies for implementing culturally responsive teaching practices.
    
    
  • Create an inclusive classroom environment where all students feel valued, respected, and empowered to participate. Check out Edutopia’s resources on fostering inclusive classroom interactions and building classroom community. To get started, I recommend that you explore the following articles: “3 Keys to More Effective Collaboration in an Inclusive Classroom” by Braxton Hall and “The Work of Welcoming” by Rachael Button.

Because all the areas mentioned here are of paramount importance when it comes to creating an inclusive culture in our ELT classrooms, I propose an approach that I believe includes them all: breaking bias and promoting inclusivity through games.

Why Games?

Besides the long list of benefits that games bring to the learning process and particularly to the language learning process, I want to share an experience that changed my perspective on using games for inclusion. 

In 2019, I had the opportunity to be part of an exchange teaching program that allowed me to visit different schools in Minnesota. One of the schools had a very diverse population, with students from various countries, ethnicities, genders, religions, life stories, and backgrounds. These students were immersed in a U.S. school system with American classmates and teachers, but none of them were fluent in English.

While visiting a class in English as a second language, I observed the teacher employing her best strategies and expertise to build language knowledge, increase understanding, and promote interaction. As part of my visit, I was to share an activity with the students. I had prepared two possible activities: one was a game, and the other was a more common ELT activity. Without hesitation, I decided to play the game with them. It was very simple in mechanics and instructions, and I did not need the students to have an advanced English proficiency level or share the same first language to play. I taught some typical expressions for interaction while playing a game, such as "It's my turn," "Your turn," "You lose!" and the like, and then we started playing. 

Something magical happened as the game progressed: there were no more differences. They were just a group of teenagers playing a game and wanting to win. Neither their languages nor their home countries, ethnicities, genders, religions, life stories, or backgrounds were barriers. As I experienced during this classroom visit, games can create a dynamic and engaging environment where learners feel valued, included, and respected.

4 Classroom Games That Foster Inclusivity and Challenge Bias

1. Collaborative Story Builder

• • Objective: To practice inclusive language and storytelling.
    
    
  • Setup: Start with a prompt or a beginning of a story that includes diverse characters and settings.
    
    
  • Activity: Students take turns adding sentences to the story. Encourage students to consider the diversity of characters and settings as they contribute.
    
    
  • Debrief: After completing the story, discuss the following questions with the whole group:
    
    1. What did they notice that was easy or difficult in this activity?
    2. How did it feel to complete a story after part of it was written by a classmate from a different background?
    3. What did they learn about inclusivity through the process?

2. Empathy Map

• • Objective: To build empathy for and understanding of different experiences.
    
    
  • Setup: Create or research story scenarios that reflect different life experiences (e.g., living with a disability, being a refugee, etc.). Print copies of blank empathy maps. Boardmix provides empathy map templates, examples, and activities that you can adapt.
    
    
  • Activity: Students are divided into groups, and each group is assigned a scenario. Together, they complete an empathy map to explore the feelings, needs, and challenges of someone in that scenario.
    
    
  • Debrief: Have each group share their experiences and insights. Discuss how the simulation affected their understanding of others' experiences and how they can apply this empathy in real life.

3. Identity Collage

• • Objective: To celebrate individual identities and promote a sense of belonging.
    
    
  • Setup: Provide materials like magazines, markers, and paper for students to create collages.
    
    
  • Activity: Each student creates a collage that represents their identity, interests, and background. They then present their collage to the class, explaining the elements and what they signify about who they are.
    
    
  • Debrief: Facilitate a discussion about the diverse identities within the classroom and how understanding each other better can foster a more inclusive environment.

4. Cultural Misunderstanding Scenarios

• • Objective: To navigate and resolve cultural misunderstandings.
    
    
  • Setup: Prepare scenarios involving cultural misunderstandings or conflicts that your students relate to.
    
    
  • Activity: Students are given scenarios and must work in groups to identify the misunderstanding and propose solutions to resolve the issue. They can role-play their proposed solutions.
    
    
  • Debrief: Discuss the resolutions and the importance of cultural sensitivity and effective communication in resolving misunderstandings.

Tips for Success

Using these games and activities can help students explore and challenge their own biases while practicing English in a way that is engaging, student-centered, and meaningful. As you give them a try, here are a few tips to remember:

• • Create a safe space. Ensure that all students feel comfortable participating by fostering a supportive and respectful classroom environment.
    
    
  • Be mindful of sensitivities. Be aware of and sensitive to students' personal backgrounds and experiences.
    
    
  • Encourage open dialogue. Promote open and honest discussions about biases, stereotypes, and inclusivity.
    
    
  • Don’t forget the debrief. Take time after each activity to ask students questions about the experience. Help them put into words what they learned from each other and how the activity’s lessons apply to real life.

Conclusion

Breaking bias and promoting equity in ELT is an ongoing journey that requires dedication, reflection, and continuous learning. Remember, every step, no matter how small, makes a difference. Let's work together to create a brighter, more inclusive future, not only for multilingual learners of English, but for all of us in our professional community.

References

Farrell, T. S. C. (2015). Reflective practice in ESL teacher development groups: From practices to principles. TESL-EJ, 19(1), 1–14.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.