Reflections on artefact 4

Reflection on “The Justice Compass” Activity – Using provocative statements produced by students in year 7.

In designing this activity, I deliberately chose to use provocative statements written by the ESL students themselves. The choice to include an artefact produced by the pupils—complete with minor spelling and grammatical errors—was intentional and grounded in several pedagogical principles.

Firstly, the statements are designed to engage students critically and emotionally, inviting them to reflect on complex moral and social issues in a safe environment. The controversial and opinion-based nature of the prompts helps stimulate authentic discussion, which aligns with Dewey’s experiential learning theory (1938),that states that real learning occurs when students are actively involved and emotionally invested.

Furthermore, using statements without correcting the linguistic imperfections supports a process-oriented view of language learning, where communication and meaning-making are prioritized over linguistic accuracy. This is consistent with Vygotsky’s sociocultural theory (1978), where language development occurs through meaningful interaction within the learner’s zone of proximal development. The authenticity of learner voice in the statements allows students to connect with the material more deeply and feel ownership of the learning space.

From an intercultural communicative competence perspective (Byram, 1997), these statements also encourage students to explore different cultural perspectives and values. Issues such as gender equality in sports, justice, immigration, and language policies provoke diverse opinions, creating opportunities for learners to express and listen to different viewpoints respectfully. This fosters both linguistic and intercultural awareness. These are ssential goals in modern English language education.

In terms of classroom dynamics, the “Debate Corners” enables differentiated participation, allowing students to engage at their own comfort level—either by speaking, listening, or posing questions. This aligns with constructivist approaches that value learner autonomy and collaborative knowledge-building (Piaget, 1952;).

Finally, the moral dimensions of the statements support the "dannelses" ideal in the Danish school tradition—where learners are encouraged to develop personal judgment, ethical reflection, and social responsibility. By discussing these statements in English, students are not only practicing the language but also engaging in the formation of democratic and intercultural competencies.

References:

  • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.

  • Dewey, J. (1938). Experience and Education. Macmillan.

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

  • Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.

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