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Social awa eness and P ojec -Based Language Lea ning in Seconda y Educa ion: Sexism in he EFL Class oom La conciencia social y el Ap endizaje de Idiomas Basado en P oyec os en Educación Secunda ia: el sexismo en el aula de Inglés (Lengua Ex anje a) Au o Lau a Blanco Ci uen es Di ec o José Ma ía Yeb a Pe usa Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o, Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as Especialidad: Lengua Ex anje a: Inglés Facul ad de Educación Cu so 2019/2020 Table o con en s Abs ac 1 1. In oduc ion 2 2. Objec i es 3 3. Me hodology 3 4. Jus i ica ion and Resea ch 4 4.1. Theo e ical F amewo k 4 4.1.1. His o y o eminism 4 4.1.2. Sexism in he EFL class oom 7 4.2. P ojec -Based Language Lea ning (PBLL) 18 4.3. Su ey: Resul s and discussion 22 5. P oposal 28 6. Conclusions 33 7. Wo ks ci ed 35 Appendices 39 Appendix I. Su ey 39 Appendix II. Google Class oom: Open Minds P ojec 45 Appendix III. Coope a i e Teams 46 Appendix IV. Lesson 0 - Engaging email 48 Appendix V. Lesson 0 - Compass Poin Cha 50 Appendix VI. Lesson 1 - Wo d cloud ac i i y 51 Appendix VII. Lesson 1 - YouTube ideo ac i i y 52 Appendix VIII. Lesson 1 – Thinking cha 53 Appendix IX. Lesson 1 - One-minu e o m 54 Appendix X. Lesson 2 – Song ac i i y 56 Appendix XI. Lesson 2 – Mo i a ing pos 58 Appendix XII. Lesson 2 – Mo ie clips ac i i y 59 Appendix XIII. Lesson 2 – Ta ge p ac ice 61 Appendix XIV. Lesson 3 – Flipg id ac i i y 62 Appendix XV. Lesson 4 – C ea ion o Equali y Campaigns 66 Appendix XVI. Lesson 5 - P esen a ion o Equali y Campaigns 68 Appendix XVII. Lesson 5 - Example o s uden s’ Equali y Campaign 69 Appendix XVIII. Uni Plan 71 1 Abs ac This wo k a ises om ha ing obse ed he sho comings in he English Fo eign Language (EFL) class oom in e ms o he le el o awa eness and isibili y o he social p oblem o sexism. Thus, i was decided o do some esea ch in o de o de ec whe he he ma e ials used in he EFL class oom o e he las ew decades ha e ollowed an e olu iona y p ocess ega ding his aspec . A e analyzing nume ous expe s udies on he subjec , i was e iden ha he e seems o be indeed a posi i e e olu ion owa ds gende equali y in he class oom. Howe e , his p ocess seems o be slow and no e y signi ican ye . Fo his eason, i was decided o c ea e a p oposal composed o a se ies o didac ic ma e ials ha we e designed wi h he pu pose o aking he i s s eps owa ds awakening awa eness o gende equi y in he s uden s. Thusly, hese co-educa ional ma e ials could be used in o de o inc ease he isibili y o his social issue wi hin he class oom, as well as o help hese c oss-cu icula subjec s gain mo e alue and weigh in he cu iculum. The EFL subjec b ings us much close o his pu pose, as he English language is a undamen al uni e sal communica ion ool ha will enable us o each a conside ably wide audience. Mo eo e , since his p oposal has a s ong communica i e cha ac e , i will be b ough in o he class oom om a Communica i e Lea ning and Teaching (CLT) pe spec i e, and P ojec -Based Language Lea ning (PBLL). This me hodology will be he ideal app oach in which o ame his disse a ion, since i will acili a e e lec ion on he issue o sexism in lea ne s h ough an in e ac ion p ocess be ween hem. KEY WORDS: EFL, sexism, gende equali y, gende equi y, co-educa ional ma e ials, CLT, PBLL 2 1. In oduc ion Inequali y in all i s o ms has been p esen in socie y since he beginning o ime. Thus, i has ine i ably in luenced he a ious a eas o ou socie ies. One o hese ields has been Educa ion, which has been ma ked by he ideologies, cul u es and eligions o each e a and egion. Thus, oday, he e is a legacy o social imbalance wi hin he class ooms. In his case, his pape will alk abou how he social p oblem o gende inequali y has in luenced he educa ion sec o , mo e speci ically he English class oom. Th ough a compa a i e s udy o di e en expe s in he ield, i became appa en ha he adi ional me hodology in he English class oom consis ed, among o he hings, o ollowing a con en ional ex book and a non-communica i e app oach. Thus, hese cou se books con ained, and s ill seem o con ain, signs o imbalance in ela ion o gende equi y. This may gene a e an in isibili y o he p esen sexism in he class oom and in socie y, and e en an encou agemen o old- ashioned adi ional oles. Tha is why, a e de ec ing hese needs, i was decided o design some co-educa ional ma e ials ha would mo e away om his adi ional pe spec i e. The undamen al aim o his disse a ion is p ecisely o p opose ma e ials ha a e di e en om hose no mally used in he class ooms e en oday. This p oposal aims o b eak wi h he adi ional gende pe spec i e, as well as o p o ide a much mo e in e ac i e and communica i e iew in he English class oom. Besides, i is belie ed ha EFL subjec has a aluable po en ial, gi en i s uni e sal cha ac e , which is he eache ’s obliga ion o exploi and make he mos o i . Thus, he s uc u e o he p esen pape will be as ollows. The i s sec ion o his pape co esponds o he main objec i es o he p esen hesis, which ha e been achie ed as a esul o ul illing some indispensable seconda y objec i es. The me hodology sec ion can be ound a e i , which con ains all he equi ed s eps ha ha e been necessa y o ca y ou his hesis. Also, he e is a undamen al sec ion, dedica ed o he jus i ica ion and esea ch phases o his disse a ion, which ha e been key in iden i ying he cu en sho comings in he EFL class ooms. Besides, an eme ging didac ic p oposal was designed in o de o comba hese di icul ies encoun e ed. As well, a inal conclusion con aining a summa y o he key indings o his disse a ion was d a ed, o end wi h a bibliog aphy, on which his hesis elied o jus i y i s s a emen s and decisions. Finally, some inal appendices ha will se e as ad an ageous suppo when i comes o be e unde s anding he p oposal we e included. 3 2. Objec i es The p esen disse a ion has been p oposed wi h a social pu pose, such as he igh agains sexism in he English class oom, as well as wi h a linguis ic unc ion, in which he L2 will play a undamen al communica i e ole. Thusly, he main objec i es o his hesis a e: - To de ec he consequences ha sexism has in educa ion, mo e speci ically in he EFL class oom. - To c ea e some ma e ials, wi hin a uni plan p oposal, ha help o ackle his p oblem (sexism). In o de o achie e hese objec i es, i has been necessa y o accomplish some seconda y aims, such as: - To de ine and con ex ualize he concep o eminism and o analyze i s in luence in oday’s socie y. - To de ec he main de iciencies in cu en EFL ma e ials. - To explain he p ac ical ope a ion o he PBLL me hodology. - To su ey he a ge lea ne s and e alua e hei le el o awa eness abou sexism. 3. Me hodology The p ocedu es ollowed in o de o ca y ou his hesis a e lis ed below. Fi s ly, he hema ic line o in e es was chosen in o de o conduc a esea ch wo k in ha speci ic ield (See Sec ion 4). A e choosing he opic, di e se pa allel ex s we e ead in o de o compile a di e se and eliable bibliog aphy in which o suppo he subsequen hypo heses. Wi hin his s ep, a esea ch on he opinion o di e en expe au ho s in he ma e was ca ied ou wi h he pu pose o jus i ying his pape ’s decisions a he ime o elabo a ing he didac ic p oposal. Then, a e ha ing me he a ge lea ne s, i was decided o de elop a ques ionnai e o ind ou wha he s uden s ha e lea n so a abou he issue a hand, as well as hei cu en le el o awa eness o he p oblem o sexism. Once he sho comings had been iden i ied, he me hodology conside ed he mos app op ia e was chosen, PBLL in his case, o begin designing he lesson plans acco ding 4 o he needs de ec ed. Once he uni plan was designed, he oppo uni y o pu i in o p ac ice a ose. The implemen a ion phase consis ed o six sessions impa ed h ough he Google Class oom pla o m, as well as h ough o he complemen a y s a egies. Finally, a e implemen ing he las session o he uni plan, all he da a gene a ed so a was eady o be collec ed and analyzed in o de o s a w i ing he p esen disse a ion. 4. Jus i ica ion and Resea ch The ini ial eason o conduc his socio-educa ional disse a ion has o do, in his case, wi h a pe sonal p e e ence. This choice was he esul o ha ing obse ed he sho comings o oday's socie y ha a e un o una ely being e lec ed in many a eas such as educa ion. Thusly, i was decided o ackle his p oblem di ec ly om he class oom, speci ically om he EFL class oom. This esul s om he ac ha he English language can ac as a powe ul communica ion ool due o i s uni e sal cha ac e and i could be used o each a much wide audience. Also, as i will be seen below, i could be obse ed ha , wi hin he Cu iculum A agonés o second yea o ESO, ega ding he EFL cou se, social con en s seem o be pu ely ela ed o socio-cul u al and sociolinguis ic aspec s ela ed o e e yday li e, li ing condi ions, and in e pe sonal ela ions and social con en ions. Howe e , al hough hese con en s allowed o add ess social p oblems such as sexism because o i s hema ic ex en , he opic o gende equi y is no p esen as such. 4.1. Theo e ical F amewo k 4.1.1. His o y o eminism Be o e s a ing he analysis, i is conside ed essen ial o ame he p esen esea ch in a his o ical con ex wi h he aim o aking pe spec i e on he o igin, as well as he scope o he social issue o sexism and he eminis s uggle. Thus, he his o y o eminism can be di ided in o h ee wa es. The i s wa e, occu ing in he 19 h and ea ly 20 h cen u y, was mainly conce ned wi h women's igh o o e. I begins in 1792, du ing he Ame ican Re olu ion, when he B i ish w i e Ma y Wolls onec a publishes one o he ea lies wo ks o he eminis philosophy, A Vindica ion o he Righ s o Woman, ha a gued in a o o pa liamen a y e o m. A e ha , a wa e o eminis p o es s, ma ches and li e a u e ook place, which had se e e 5 consequences o many o he women joining his mo emen . This is he case o Susan B. An hony who was a es ed o o ing in 1871 (2003: 4-5). Finally, he e ec i e end o his i s wa e came wi h he a i ica ion o he 19 h Amendmen o he Uni ed S a es Cons i u ion, in 1920, which denied he igh o o e o ci izens on he basis o Sex. Howe e , du ing his same decade, in 1929, Vi ginia Wol publishes he wo k A Room o One's Own, whe e she a gues ha a woman needs inancial eedom so as o be able o con ol he own space and li e. Thanks o his inno a i e hinking o i s ime, he incep ion o he ansi ion o he second wa e can be obse ed. I was he eminis w i e and ac i is Be y F iedan who ini ia ed he second-wa e eminism by publishing he book The Feminine Mys ique, in 1963. Acco ding o G ady (2018), his wo k was no e olu iona y in i s hinking, bu i was e olu iona y in i s each. 3 million eade s ealized ha eminism also had a uni ying goal: no jus poli ical equali y, which he i s -wa e s had ough o , bu social equali y. Also, in ela ion o he a icle by The Daily Eas e n News on he eminism wa es, i can be a gued ha he jou nalis Glo ia S einem had an essen ial ole in 1972 wi h he libe al eminis Ms. Magazine. He s was a oice ha embodied he second wa e eminis concep o compulso y se i ude and agili y since, h ough he magazine, she ini ia ed a policy o e using ad e ising ha depic ed emale s e eo ypes o was deemed demeaning o women (Encyclopaedia B i annica, 2020). This same yea , he Equal Righ s Amendmen , designed o gua an ee equal legal igh s o all Ame ican ci izens ega dless o sex, by Alice Paul, is passed in Cong ess. Howe e , only 35 o he 37 needed s a es a i ied i , so he amendmen ailed. None heless, he e o s o he s a e o Illinois we e unde way o e i e and a i y he amendmen (The Daily Eas e n News, 2003). One yea la e , in 1973, The Sup eme Cou ’s decision on Roe . Wade makes abo ion a p o ec ed igh and e-legalizes i . Many his o ians iew he second-wa e eminism e a as ending in he ea ly 1980s wi h he in a- eminism dispu es o he eminis sex wa s o e issues such as sexuali y and po nog aphy (Goode and Ben-Yehuda, 2009), which ushe ed in he e a o hi d-wa e eminism. This hi d wa e, beginning in he 1990s, e e s o a con inua ion o , and a eac ion o, second-wa e eminism. Acco ding o Ramp on (2008), in his phase, many cons uc s we e des abilized, including he no ions o "uni e sal womanhood," body, gende , 6 sexuali y and he e ono ma i i y. Feminis s o he hi d wa e s epped on o he s age as s ong and empowe ed, eschewing ic imiza ion and de ining eminine beau y o hemsel es as subjec s, no as objec s o a sexis pa ia chy. Also, as G ady decla es (2018), he ea ly hi d-wa e ac i ism ended o igh agains wo kplace sexual ha assmen and o inc ease he numbe o women in posi ions o powe . In ellec ually, i was based on he wo k o heo is s o he ’80s such as: Kimbe lé C enshaw, a schola o gende and c i ical ace heo y who coined he e m in e sec ionali y (1989) o desc ibe he ways in which di e en o ms o opp ession appea ; and he gende heo is Judi h Bu le , who a gued ha gende and sex a e sepa a e and ha gende is pe o ma i e, ha is o say being bo n male o emale does no de e mine beha io ; ins ead, people lea n o beha e in a pa icula way o i in o socie y (2-9). These wo au ho s’ combined in luence would become ounda ional o he hi d wa e in o de o igh o ans igh s as a undamen al pa o in e sec ional eminism. Wi h ega d o he abo e, i he e's one hing ha s ands ou abou he hi d-wa e eminis s, is ha hey i elessly ad oca ed o women's igh o make hei own choices abou he body and s a ed ha i was a basic igh o ha e access o bi h con ol and abo ion. Las ly, he e a e se e al au ho s ha conside ha a ou h wa e is cu en ly being buil . O e he pas ew yea s, he incessan eme gence o new social media has b ough wi h i a la ge numbe o pla o ms ha ha e helped o inc ease he isibili y o he eminis s uggle. Acco ding o G ady (2018), as such, he ou h wa e’s beginnings could ha e aken place a ound 2008, when Facebook, Twi e , and YouTube we e i mly en enched in he cul u al ab ic and eminis blogs like Jezebel and Feminis ing we e sp eading ac oss he web. No only ha bu , in he las decade, he In e ne has ga he ed oge he he women o he wo ld who decided o claim hei igh s and condemn gende inequali y. As i happens, an example o i could be seen h ee yea s ago, when he #Me oo mo emen appea ed. In 2017, ac ess Alyssa Milano made his mo emen isible, which became a ending opic on social media pla o ms like Twi e and Ins ag am o se e al mon hs. Acco ding o Anna No h (2019), Milano’s ac ions came in esponse o a numbe o women in Hollywood opening up abou hei own expe iences, many in ol ing sexual ha assmen a he hands o well-known ilm p oduce Ha ey Weins ein. The e o e, his “online s uggle” has always been abou aising awa eness o he p e alence impac o sexual iolence, as well as o he gende inequi ies. Howe e , his is 7 jus one o many examples ha a e cu en ly d i ing o an inc ease in gende awa eness and whose pu pose was and s ill is o c ea e a change. 4.1.2. Sexism in he EFL class oom As i has been seen, du ing he hi d wa e, a ound he 1990s, a mo e gene al awa eness o he consequences o sexism began o eme ge. Conce ned abou he in luence o he abo e-men ioned pa ia chy, many esea che s begin o aise hei oices du ing his pe iod, as i will be shown below. Mo e speci ically, awa eness o he scope o his social issue began o g ow and di e en ields o s udy s a ed o ake ac ion. In ela ion o he ield o educa ion, mo e speci ically in he EFL class oom, hese ac ions included an analysis o he ma e ials used in he class oom, such as cou se books, as well as an analysis o eache -s uden oles, in o de o ind he aces le by he sexism o ea lie and cu en socie ies. Un o una ely, educa ion has been subjec ed o he ideologies o each coun y and e a since i s incep ion. This is ega ded as a se ious p oblem since educa ion is conside ed he basis o all socie y and should he e o e be a neu al en i onmen , ee om he in luence o any kind o opp essi e belie . Wi hin his sec ion o he hesis, he collec ed da a om di e en au ho s esea ch ega ding he consequences o he social issue o sexism in he EFL class oom will be p esen ed. I is impo an o highligh ha he below-men ioned a icles a e a anged ch onologically in o de o obse e whe he he e is a p og ession o whe he no much p og ess has been made in ecen yea s. Besides, he selec ed sou ces a e a ied ega ding he coun y o o igin o he esea ched aspec s. This way, i will be possible o iden i y he sho comings and cu en needs o he language and ma e ials used in he English class oom in ela ion o sexism in o de o ca y ou a uni plan p oposal ha aims o comba hese di icul ies (See Sec ion 5). Linda Riddell a gues: “Educa ional equali y in composi ion s udies has been neglec ed and his has impo an ly a ec ed ou s uden s” (1992: 3). Acco ding o he , his neglec is e idenced by he small pe cen ages o appea ances o eminis a icles in p o essional jou nals, which u u e eache s and g adua e s uden s will ely on o hei esea ch wo ks in he ield. Tha is he eason why Riddell o e s sugges ions and insigh in o some o he mo e p og essi e and success ul cu icula o e ed by eminis eache s 14 As Figu e 8 shows, while he -man compounds we e mo e widely used o some occupa ions, gende -neu al e ms we e in popula use o some o he s. Among he -man compounds, some we e deeply en enched. Compa ed o jus o e hal o he Hong Kong s uden s who op ed o chai man and businessman (Lee, 2007), app oxima ely 90 % o he Chinese EFL eache s used hese male e ms in he ansla ion es . As Yu sugges s (2010), his may be due o he p eponde ance o men in he wo ld o poli ics and business in mainland China. Fo example, pas and p esen leade s in China a e all men (e.g. Mao Zedong, Deng Xiaoping, Jiang Zemin, Hu Jin ao and Xi Jinping). Al hough his may be an answe o he a o emen ioned ansla ion endency, sexism in language would be jus i ied h ough sexism in occupa ions, which s ill does no sol e he p oblem add essed. 15 Figu e 8 – T ansla ion Tes esul s In a sepa a e s udy conduc ed by his au ho , she seeks o in es iga e whe he he Japanese go e nmen ’s a emp o p omo e a ‘gende -equal’ socie y in ecen decades and he imp o ed s a us o women a e e lec ed in pa e ns o gende ep esen a ion in Japanese EFL ex books (Lee, 2018). The indings o he s udy e ealed some e idence o gende equi y, including common use o gende inclusi e ocabula y (e.g. salescle k, wai pe son) and he neu al add ess i le Ms. o women. Howe e , he ‘male- i s ’ phenomenon is s ill p e alen in con empo a y Japanese ex books, sugges ing he seconda y s a us o women (Figu e 9). 16 Figu e 9 - Lee's e idence on Male i s ness These esul s e eal ha despi e he Japanese go e nmen ’s a emp o ed ess gende inequali y, gende bias dis a o ing women is s ill e iden in he books examined, hough in di e en deg ees (Lee, 2018). In ela ion o Spain, he s udy by Pé ez-Saba e (2015) on sexism in he EFL cou se books will be aken as a e e ence. Th ough a discou se analysis, she examines he discou se p ac ices o some o he mos ep esen a i e EFL ex books published in he las decades in Spain. As i will be obse ed h ough he examples below, his analysis showed ha women we e unde ep esen ed in he EFL ex books du ing he las decades o he 20 h cen u y. Howe e , some ecen analyzed ma e ials unde he Common Eu opean F amewo k o Re e ence show a mo e balanced ep esen a ion o bo h gende s. Figu e 10. Woman as he co-pilo (Pé ez-Saba e , 2015) As he igu e abo e shows, in 1995 cou se books, women a e shown in old- ashioned posi ion oles as sec e a ies, s ewa desses o co-pilo s as in he case o he image (Figu e 10). As i can be seen, he ole pa e n o he p e ious examples showing 17 men in he 1990s wo king ou side hei houses, while women we e associa ed wi h indoo wo ks, is epea ed. Howe e , in 2008 ex books, women begin o appea in jobs adi ionally associa ed wi h men, such as enginee ing o mechanics (Figu e 11). Figu e 11. Woman as an enginee (Pé ez-Saba e , 2015) Besides, he au ho makes a quan i a i e analysis o he pho os and illus a ions ha appea in he analyzed ex books and summa izes hem in he ollowing able: Figu e 12. Quan i a i e esul s o he analysis o isual images (Pé ez-Saba e , 2015) As Figu e 12 shows abo e, in 1995, women a e clea ly ou numbe ed by men isually. Howe e , his seems o change mo e han a decade la e , in 2008, when bo h gende s begin o be po ayed much mo e ai ly and equally. This is jus one o se e al examples illus a ed by he au ho , bu he same can be said o he use o p onouns (i.e. he, she, his, he ) and gene ic p onouns and e ms (i.e. men, si ) (Figu es 13 & 14). Figu e 13. Masculine s emenine p onouns (Pé ez-Saba e , 2015) Figu e 14. Gene ics emenine and masculine p onouns and e ms (Pé ez-Saba e , 2015) 18 As i can be obse ed, his shows e e y sign o being a common ac o in all he abo e analyzed s udies: he di e en coun ies and schools seem o be making p og ess wi hin his social a ea. Howe e , al hough we a e on he igh pa h, slow p og ess is eco ded in his ield. This is one o he main easons why i is conside ed ha he e is s ill a need o ind he s a egies o enhance his p og ess and o cons an ly wo k owa ds he e adica ion o he men ioned gende bias. Fo hese easons, he didac ic p oposal (See Sec ion 5) will be based on he c ea ion o co-educa ional ma e ials ha encou age p og ess owa ds lea ning based on gende equi y, ai ness and communica ion. To do his, he p oblem mus be app oached om a me hodology ha helps o p omo e he mo e communica i e side o he L2 wi h he social pa o he didac ic p oposal. Also, i is impo an o men ion ha his p oposal will ake in o accoun , no only he mo e echnical aspec s o he English language, bu he social aspec s equi ed when add essing a p ojec on social issues. On his basis, new ma e ials will be p o ided wi h he undamen al aim ha he a ge lea ne s use he L2 o e lec , deba e and sha e hei opinions, as well as o deepen he unde s anding on he p oblem o sexism. Thus, he s uden s will no only add ess he issue di ec ly h ough asks, bu hei awa eness will also be implici ly aised by being in con ac wi h co-educa ional ma e ials. 4.2. P ojec -Based Language Lea ning (PBLL) When ca ying ou a didac ic p oposal, i is essen ial o choose he app op ia e pedagogical s a egies in o de o ensu e he ans e o in o ma ion o he a ge s uden s. In his case, as will be jus i ied below, his s a egy is none o he han P ojec -Based Language Lea ning. In his line, Weins ein e al. a gue: “Lea ning s a egies include any hough s, beha io s, belie s o emo ions ha acili a e he acquisi ion, unde s anding o la e ans e o new knowledge and skills.” (2000: 727). Acco ding o hese au ho s, i is conside ed ha he e is a s ong connec ion be ween a pe son’s emo ional skills and hei abili y o lea n a second language. The e o e, i is ega ded as indispensable o ake in o accoun emo ional s a egies, such as social, when i comes o EFL eaching. Besides, in his same line, Ox o d de ines: “Language is a o m o social beha io ; i is communica ion, and communica ion occu s be ween and among people. Lea ning a language hus in ol es o he people and app op ia e social s a egies a e e y impo an in his p ocess.” (1989: 147). Acco ding o he , i can be de e mined ha social s a egies, 19 such as g oup wo k, in ol e a coope a i e ask s uc u e which can a o posi i e in e dependence. As o communica ion, coope a ing wi h o he s, as one o he undamen al p inciples o PBLL, is going o allow he lea ne s o imp o e hei language skills, bu i will also in ol e con olling impulses owa d compe i i eness and i al y, which is seen as a e y p ecious quali y when i comes o igh any o m o social inequi y. This way, hey will become awa e o o he ’s hough s and eelings by obse ing beha io s o o he s as a possible exp ession o hei hough s (Ox o d, 1989). This could cons i u e a key ac o o inc ease lea ne s’ awa eness on he opic o gende equi y. Tha is he main eason why coope a i e lea ning was chosen o be one o he undamen al pilla s o he uni plan p oposal. Thus, when ca ying ou he p ojec , coope a ion and unde s anding among pee s will se e as a key ool owa ds commi men o he ask and he consequen achie emen o he inal goal. The e o e, wi h his in mind, he e is no choice bu o ame he didac ic p oposal in an app oach o language eaching ha emphasizes in e ac ion as bo h he means and he ul ima e goal o lea ning, ha is o say, a Communica i e Language Teaching (CLT). Thusly, he compe ence on which his disse a ion will be ocused will be he communica i e one. As Richa ds decla es (2006), he communica i e compe ence includes he ollowing ou aspec s o language knowledge: knowing how o use language o di e en pu poses and unc ions; knowing how o a y he use o language acco ding o he con ex ; knowing how o p oduce and unde s and di e en ypes o ex s; and knowing how o main ain communica ion despi e ha ing limi a ions in he L2. Taking hese communica i e p inciples in o accoun , a p ojec wi h a social heme, in which s uden s ha e o de ach hemsel es om he adi ional g amma ical con ex o he class oom, will be mo e easily app oached. In addi ion, his new con ex o he s uden s will o ce hem o look o new communica ion al e na i es, which will se e o ill in hei de iciencies in ela ion o he L2 and which will be adap ed o he app op ia e egis e in each si ua ion. Thus, he bes way o add ess hese pu poses was o make hem in e es ing and e ec i e o he s uden s, making hem ocus on a opic ha is uly anscenden . In his way, s uden s will be able o commi hemsel es o a eal cause ha ma e s o hem and ac i ely wo k on i in o de o achie e a conc e e inal pu pose. Tha is why, in he case o he p esen wo k, he CLT app oach is ma e ialized in P ojec -Based Language Lea ning (PBLL). This communica i e me hod ocuses on engaging s uden s 20 in he exchange o in o ma ion, opinions, ideas, and so o h, in bo h w i en and o al o m (Fa ouck, 2016). I also allows s uden s o engage in a p ocess o explo ing ideas and hen planning, collec ing and analyzing da a and e lec ing on wha ha means wi hin a social amewo k, in his case. This app oach was conside ed ideal o he lea ning uni , since i s main aim was o make he lea ne s hink om an analy ic poin o iew and e lec on he opic p oposed so hey we e able o discuss hei indings and hough s wi h o he s, pu ing in o p ac ice he abo emen ioned social coope a ion. Besides, since i was an uncommon opic o he s uden s, he eache needed o a ouse hei in e es and engage hem h ough a p ojec hey could enjoy om he beginning. Besides, he PBLL model allowed o imp o e lea ne ’s mo i a ion and o ocus on meaning and o m a he ha o ms, ha is o say, p io i ize luency o e accu acy, which was also one o he p oposal’s p inciple objec i es. Acco ding o La sson (2001), s uden s a e known o de elop g ea e communica i e, hinking and p oblem-sol ing skills when engaged in PBLL. As K ajcik and Blumen eld (2006) sugges , his me hodology is a o m o si ua ed lea ning, based on he cons uc i is inding ha s uden s gain a deepe unde s anding o ma e ial when hey ac i ely cons uc hei unde s anding by wo king wi h and using ideas. Besides, i engages lea ne s in eal, meaning ul p oblems ha a e ele an o hem and socie y. This lea ne -cen e ed app oach allows s uden s o in es iga e ques ions, p opose hypo heses and explana ions, discuss abou hei own iews, coun e o he ’s belie s, as well as o gene a e new ideas. These quali ies will be undamen al when i comes o making s uden s hink and e lec on a cu en p oblem. Thus, exposing hem o co-educa ional ma e ials will necessa ily gene a e a esponse, and hey will be able o e lec on he implica ions o sexism in e e yday li e, as well as ha e he oppo uni y o discuss wi h hei pee s he consequences o gende inequi y. Mo eo e , Mi chell e al. (2019) poin ed ou ha PBL gi es s uden s he au onomy o inc ease hei knowledge on he subjec , since hey a e able o apply wha hey know o sol e au hen ic p oblems and p oduce be e esul s. They can wo k on hese skills since his me hodology gi es hem he oppo uni y o b oaden hei lea ning by exp essing hei na u al cu iosi ies. I also p o ides s uden s wi h he oppo uni y o use ICTs, wha will connec hem wi h he eal wo ld and wi h hei pe sonal in e es s. Thus, new echnologies will be a key ac o in he didac ic p oposal, since he use o ICTs and social 21 ne wo ks seems o be one o he s eng hs o he a ge lea ne s, as well as one o hei main pe sonal in e es s. Thus, his ac o will be exploi ed in o de o encou age hei cu iosi y abou he subjec , h ough he use o a ious digi al ools ha expose hem o sexism in an en e aining and eal way. Besides, be o e exposing he s uden s o a p ojec in which hey we e ac i ely in ol ed, i was necessa y o know he gene al concep s om which hey we e s a ing. The e o e, and aking ad an age o hei amilia i y wi h digi al ools, we decided o send hem an ini ial su ey (See Sec ion 4.3) ha would illus a e he le el o knowledge ega ding he issue o sexism in he class oom, as well as he main gaps o wo k on. Wi h his in iew, in o de o s uc u e he p ojec p oposal (See Sec ion 5), he expec ed lea ning ou comes o he p oposed uni plan will be i s ly de ined, o la e di ide hem in o he s ages o a “lea ning jou ney” (Gil, 2020). Thus, hese s ages will allow he a ge lea ne s o mo e o wa d wi h he p ojec in a clea and p og essi e way. The men ioned s ages consis o he ollowing elemen s: 1. Ac i a ion. This s age is in ended o ac i a e s uden s’ p e ious schema a, knowledge and language. Wi hin his phase, i will be possible o p esen he challenge o he uni plan wi h he aim o engaging he lea ne s in he p ojec . 2. Disco e y. In his second phase, he s uden s will be p o ided wi h comp ehensible inpu , so hey a e able o explo e, obse e, ask hei doub s and o ganize hei ideas. Du ing his s age, i is impo an ha nego ia ion o meaning is p omo ed h ough in e ac ion, om a luency-based pe spec i e. 3. Deepening. This s age will allow he lea ne s o gene a e ideas and make hei own hypo hesis h ough sel and g oup hinking, as well as h ough discussion and communica ion wi h o he s. 4. Planning. Wi hin his s age, he lea ne s will be able o o ganize hei ideas in o de o manage hei la e demons a ion o lea ning. The s uden s will gi e and ecei e some eedback in ela ion o he coope a i e wo k hey a e ca ying ou . 5. C ea ion. The lea ne s will c ea e an app op ia e p oduc o demons a e hei lea ning on he uni . They will be able o design hei inal ou pu making use o di e se ools. 6. Publishing. Du ing his s age, s uden s will ha e o sha e hei wo ks by publishing hem in he ag eed manne . This will be hei oppo uni y o collec e idence, 22 and pu all hei ideas oge he in o de o demons a e ha hei wo k does ha e a sense and ha lea ning has been e ec i e o hem. 7. Assessmen and e lec ion. Finally, hey will be assessed in o de o ensu e ha he expec ed lea ning ou comes ha e been achie ed. Also, i is necessa y ha his phase ocuses on he lea ne ’s needs and le el, as well as in he gua an ee o au hen ic communica ion. To achie e his, di e en assessmen ools will be used (e.g. ub ics). In his way, s uden s will ha e a clea e unde s anding o he pu pose o each o he lessons, making he sessions mo e ele an o hem. In addi ion, i is conside ed ha he uni plan p oposal cons i u es i sel a cogni i ely demanding ask, so his simple o unde s and s uc u e will help o balance lea ne s’ di icul ies h oughou he lea ning p ocess. 4.3. Su ey: Resul s and discussion Du ing he P ac icum II pe iod, he possibili y o implemen he designed uni plan (See Appendix XVIII) wi hin a bilingual second yea o ESO class a ose. This g oup consis ed o 17 s uden s wi h a high le el o comp ehension and exp ession skills, especially o he o al ones. Besides, i is impo an o highligh ha he hos school, IES José Manuel Blecua, had a ai ly ad anced equali y p og am wi h di e en p oposals o p omo e social equi y. The e o e, i could be said ha he a ge lea ne s we e al eady amilia wi h he opic o sexism in some way. Thus, in o de o know wha he a ge s uden s al eady knew abou he subjec ma e , i was decided o design an ini ial su ey (See Appendix I) be o e s a ing o implemen he uni plan. This ques ionnai e would allow he eache o know om wha le el o awa eness he lea ne s s a ed, so he didac ic ma e ials could be adap ed o he con ex o he class oom. I is wo h men ioning ha his su ey was add essed in he s uden s’ L1, since i was no designed wi h a linguis ic aim, bu o in o ma ion pu poses. I was essen ial o make su e ha he lea ne s unde s ood all he ques ions p ope ly o ensu e ha he answe s we e clea o hem and he e o e mo e eliable o he eache . In his sec ion o he pape , hose answe s conside ed mo e ele an o he s udy will be collec ed and analyzed, since hey p o ided he eache wi h signi ican inpu . 23 Thus, his disse a ion does no aim o make gene aliza ions based on a single su ey, which has i s own limi a ions, such as he small numbe o pa icipan s, since om he 17 s uden s in he class oom, only 12 o hem comple ed he ques ionnai e (7 male and 5 emale esponden s). Fo his eason, he alidi y o he su ey is limi ed o his pa icula con ex and i s undamen al unc ion is o collec in o ma ion ha can be used o he subsequen design o he uni plan. In addi ion, i will se e o con as i s esul s wi h he s udies o he abo emen ioned au ho s on sexism wi hin he EFL class oom (See Sec ion 4.1.2) in o de o obse e whe he hei hypo heses a e ein o ced o whe he hey con adic he esea ch. As i can be seen (Figu e 15), only 3 o he pa icipan s (25 %) seemed o know he e m "Inclusi e Language", while 75 % indica ed no using o being unsu e o using i when communica ing wi h o he s (Figu e 16). As examined abo e, he p oblem o gende inequi y in language was p esen in all he EFL ma e ials analyzed (i.e. he sup emacy o masculine e ms, such as p onouns (he/him) o i les (M .); he men ion o women as subo dina ed o men ( he man and his wi e), e c.) (See Sec ion 4.1.2). This is also he case wi h he lea ne s, who seem o be unawa e o sexism in language. In ela ion o his, an illus a i e example o sexis language in he class oom could be ound wi hin opics ela ed o occupa ions: he use o he masculine o m as a gene ic e m (i.e. policeman, i eman, chai man, e c.); he associa ion o a p o ession wi h he eminine gende by con agion om he sexis adi ion (i.e. wea he gi l, ai hos ess); he speci ica ion o he male gende in a p o ession because i was adi ionally associa ed wi h women (i.e. male nu se), e c. Thus, gap in he s uden s' knowledge was ound, which will lead he eache o include ac i i ies ha a e use ul o inc ease hei awa eness on his issue, as we will see la e in he uni p oposal. 30 See Appendix VI). This ac i i y helped he eache know how amilia he lea ne s we e wi h he opic, while hey we e exposed o concep s ha we e new o hem. Wi hin he nex ac i i y, he s uden s we e shown a YouTube ideo in which a speake p o ided examples o sexis language we use in ou daily li es wi hou e en being awa e o i (See Appendix VII). He e, many o he cases o language sexism ha we e so neglec ed in he ma e ials discussed in Sec ion 4.1.2 (i.e. sexis language o alking abou jobs) will appea . As indica ed abo e in ela ion o social lea ning s a egies (See Sec ion 4.2), his coope a i e ac i i y aimed o gene a e a deba e on his opic in o de o encou age in e ac ion and he sha ing o ideas so he lea ne s we e able o obse e he di e en beha io s o o he s as a possible exp ession o hei hough s. Thus, o accomplish his ask, hey had o ill in a hinking cha wi h he g oup's e lec ions on he sexis language ideo. In addi ion, hey had o unde sco e hose aspec s o he ideo ha hey had ound in e es ing, as well as he wonde ings ha may ha e a isen om his ac i i y, which will also se e as eedback o he session (See Appendix VIII). Finally, he lea ne s we e sugges ed o ill ou a one-minu e o m o exp ess hei opinion on Lesson 1, in o de o ind ou how ele an he session had been o hem (See Appendix IX). Following on om he o egoing, Lesson 2 was designed o allow he lea ne s explo e he opic mo e closely and h ough di e en media. In addi ion, his session aimed o lea n how o ecognize sexis beha io s in aspec s o daily li e, some hing ha un il now wen unno iced by hem acco ding o he ini ial su ey (See Sec ion 4.3). To his end, he s uden s we e in i ed o wa ch a ideo clip o a song whose con en was po en ially sexis . In addi ion, hey we e gi en access o he ly ics so ha hey could examine each sen ence ca e ully, so hey could easily iden i y hose elemen s ha wen agains gende equi y. A e exposing hem o hese ma e ials, hey we e asked o e lec on hem by comple ing a se ies o ques ions p oposed by he eache (See Appendix X). As i can be seen, his ac i i y also included a small checklis ha aimed o make s uden s awa e o he c i e ia ha he eache will ake in o accoun when co ec ing he ac i i y. This will also gi e hem clues on how hey should app oach he ask, which will inc ease hei sel -con idence, oo. To conclude his ac i i y, and in o de o make i ele an o he whole g oup o s uden s, i was decided o publish a pos in Google Class oom wi h a summa y o he di e en s uden s' e lec ions on he ac i i y. In his way, i will no only ha e an indi idual cha ac e , bu e e yone could see he ideas and indings o hei pee s. 31 This s a egy will also help o p o ide he s uden s wi h posi i e eedback ha ewa ds hem o hei good pe o mance on he ask. In he nex pa o his lesson, s uden s we e p oposed o wa ch some clips aken om amous mo ie scenes whe e old- ashioned sexis oles appea ed, such as “The unin elligen women”, “Women can’ d i e”, “Man as he he o”, “Women as objec s” o “The iolen male”. So, in hei coope a i e eams, hey had o analyze hese scenes in o de o ind ou how hey we e sexis and ela ed o he p e ious ac i i y's song. Besides, hey had o make a p oposal abou wha measu es hey would ake and wha changes hey would make in o de o ans o m hese clips in o espec ul o women scenes (See Appendix XII). Finally, he las pa o his lesson consis ed on doing a so-called a ge p ac ice (See Appendix XIII). The aim o his ac i i y was o make he lea ne s indi idually e lec on how hese kind o sexis beha io s can a ec hemsel es pe sonally, hei own, hei coun y and he wo ld. This could be a use ul ask o inc ease he lea ne s’ awa eness o he impac and scope o his social issue. Also, h ough hese p oposals, s uden s would be pushed o e lec once again on possible esponses o sexis beha io . Thusly, his wo k’s aim is no o di ec ly p o ide hem wi h he ools, bu o make hem hink o hemsel es abou he di e en gende - iendly al e na i es o comba s e eo ypes. In his way, and h ough he subsequen eedback om he eache ha would se e o cla i y he s uden s' ideas, he lea ne s’ conce n shown in he su ey abou he lack o co-educa ional s a egies could be sol ed. Mo ing o Lesson 3, in o de o empowe social lea ning by encou aging s uden s’ e lec ion and in e ac ion, he lea ne s we e p oposed o wo k h ough a new social ne wo k o hem, Flipg id. Th ough his applica ion, s uden s had he possibili y o exp ess hei poin s o iew h ough sho ideos ha hey would la e sha e wi h hei classma es and eache . In addi ion, his ool allowed hem o gi e eedback o each o he and discuss abou hei p oposals. Thus, his coope a i e ac i i y consis ed on collec ing all he in o ma ion ex ac ed om he p e ious lesson (See Appendices X, XII & XIII) and gi ing i a o m o sc ip ha he lea ne s could p ac ice be o e uploading hei explana o y ideo ega ding hei pe sonal opinion on he ma e ials wi h sexis con en om he p e ious ac i i ies (See Appendix XIV). Rega ding he con en o hei ideos, s uden s we e asked o gi e easons why hey hough he p oposed ma e ials con ained sexis elemen s and o p opose ips o eplacing hese beha io s wi h o he s ha we e close o gende equi y. Th ough his ac i i y, he s uden s we e able o go deepe in o he 32 opic and o p o ide he eache wi h some ou pu om he p e ious h ee sessions. This way, he doub ul ea u es would be iden i ied, in o de o edi ec he lea ne s accu a ely o he nex session in which hey would ha e o s a ou lining hei inal asks, ha is o say, hei equali y campaigns. A e ecei ing eedback om hei pee s and eache , he s uden s we e equi ed o s a g ouping all he sugges ions, indings, ocabula y, as well as any o he concep s hey had lea n h oughou he i s ou sessions o he Open Minds P ojec in o de o s a shaping hei equali y campaigns, which would cons i u e hei inal ask. Thus, Lesson 4 (See Appendix XV) would be des ined o he planning and c ea ion o such campaigns. In o de o hem o ha e a clea idea o how he inal p oduc should look like, he eache would p o ide hem wi h se e al models ha hey could ake as a e e ence. In addi ion, ega ding he o ma , he lea ne s we e gi en di e en ideas abou how o p esen hei wo k, such as an Ins ag am accoun ha he eache would c ea e in o de o show hem a ied ma e ials ha hey could use o c ea e hei own. As men ioned abo e (Sec ion 4.2.), he use o such digi al ools has undoub edly been e ec i e in main aining s uden s' in e es h oughou he p ojec , while helping hem unde s and ha he opic is global in scope and communica i e in na u e. Finally, he six h and inal session (Lesson 5) was dedica ed o gi e s uden s he oppo uni y o demons a e lea ning o he en i e uni (See Appendix XVI). Thus, he lea ne s would ha e he oppo uni y o p esen and de end hei inal asks. In addi ion, his session was key in assessing he s uden s' p og ess and wha hey ha e ac ually lea n du ing hese six sessions. Th ough hei equali y campaigns, hey had o demons a e how hey would apply he acqui ed knowledge o eal-li e sexis si ua ions. Thus, he s uden s had o choose a digi al en i onmen and o ma in which o ma e ialize hei indings and esul s. Fo example, aking as a e e ence he ools p oposed by he eache in he p e ious lesson, hey would c ea e hei iden i y signs (i.e. a logo, a hash ag, a slogan) and hey would depic hem on a pos e o in og aphic ha hey would la e upload on o hei co po a i e social ne wo ks (See Appendix XVII). This is jus one example o he a ie y o p oposals sugges ed by he s uden s, since hey we e gi en some lexibili y when i came o embody hei p oposals. This was done in o de o he s uden s o do hei own esea ch, discuss in eams and nego ia e he meaning hey eally wan ed o gi e o hei campaigns. To assess his ask, a ub ic is used (See Appendix XV) in o de o iden i y whe he he s uden s' p oposals achie ed he expec ed lea ning ou comes and 33 whe he hey me he equi ed e alua ion c i e ia o he uni . To make i easie o s uden s o achie e he lea ning ou comes, a simple and somewha gene ic ub ic was chosen, since mos o he s uden s we e acing his opic o he i s ime, and i was no in ended o demand oo much accu acy in he L2 o a e y ho ough knowledge o he con en s. This helped he eache o assess hem in a less es ic i e way, bu i was a d awback when i came o g ading, since i was easy o all in o subjec i i y o imp ecision. The e o e, hese inal asks we e de ended in he lea ne s’ coope a i e eams h ough an online o al p esen a ion in which hey would ha e o de end hei wo k in a way ha ensu ed equal pa icipa ion o all he eam membe s. Wi h ega d o implemen a ion, his uni ul illed i s objec i e o inc easing he isibili y o sexism in he class oom and he commi men o lea ne s o he p ojec . Also, i can be said ha he a ge s uden s ha e lea n o de elop hei own ma e ials in a o o gende equi y, which is conside ed a success. Howe e , due o i s digi al na u e and he lack o p esence-based moni o ing, i has been qui e di icul o ensu e equi able pa icipa ion, as well as o al in e ac ion among pee s, in many cases. Ne e heless, his p oposal is conside ed o mee he aim o illing he gaps de ec ed in he EFL ma e ials analyzed and in he da a p o ided by he ini ial su ey o he a ge lea ne s. Thus, i could be said ha his uni plan cons i u es a i s s ep in exposing s uden s o he p oblem o sexism in he class oom, as well as in p o iding hem wi h he basic concep s on which hey can con inue o build hei knowledge on he subjec ma e . 6. Conclusions This hesis has sough o demons a e ha om an EFL class oom con ex i is possible o c ea e new eali ies h ough he didac ic s a egies used o manage he eaching- lea ning p ocess. Fo his eason, he eache mus ca e ully adap o design he educa ional ma e ials hey use when eaching a second language, since his will signi ican ly in luence he s uden s' pe o mance and hei way o communica ing wi h he wo ld. Fo his eason, be o e ackling a speci ic opic in class, eache s mus ask hemsel es wha he eal pu pose o hei lessons is. Thus, i he answe is o c ea e a co- educa ional and communica i e en i onmen , he e is an obliga ion o implemen a se ies o lessons ha will help achie e his goal. Fo his eason, i was decided o c ea e ma e ials ha go beyond he adi ional, o encou age e lec ion and c i ical hinking o 34 he lea ne s on issues o g ea social impo ance such as sexism. A i s , h ough he ini ial su ey i could be seen ha his was an uncommon opic in he class oom ha could a ouse in e es in mos o he a ge s uden s. Thus, he didac ic p oposal aims o bene i om his ad an age o design new ma e ials on a blank can as and look o he app op ia e s a egies o make i ele an o he s uden s. F om his ini ia i e, some ma e ials ha we e in ended o connec wi h he in e es s o he s uden s eme ged, wi h he aim o exposing he lea ne s o he social eali y o sexism in he class oom and make hem awa e o his issue, as well as o p omo e nego ia ion o meaning h ough in e ac ion among he s uden s’ g oups. These ha e been he main objec i es o his disse a ion, which will be ul illed h ough he p oposal o didac ic ma e ials. This p oposal has been ca ied ou om a communica i e app oach, ma e ialized in he P ojec -Based Language Lea ning me hodology, which allowed o a o he commi men and he in e ac ion among he lea ne s, ac o s ha a e conside ed essen ial a he ime o app oaching a social cause as he inequi y o gende in he class oom. 35 7. Wo ks ci ed BLANCO, L. 2020. “P ac icum II”. Uni e sidad de Za agoza. Za agoza, 10-36. BUTLER, J. 1990. Gende T ouble: Feminism and he Sub e sion o Iden i y. New Yo k: Rou ledge, 2-9. CRENSHAW, K. 1989. “Dema ginalizing he In e sec ion o Race and Sex: A Black Feminis C i ique o An idisc imina ion Doc ine, Feminis Theo y and An i acis Poli ics”. Uni e si y o Chicago Legal Fo um. Chicago. Re ie ed om: h ps://chicagounbound.uchicago.edu/cgi/ iewcon en .cgi?a icle=1052&con ex =ucl DEPARTAMENTO DE EDUCACIÓN, CULTURA Y DEPORTE. 2016. “Cu ículo básico de Educación Secunda ia y Bachille a o: P ime a Lengua Ex anje a: Inglés” en Legislación de la Comunidad Au ónoma de A agón. Re ie ed om: h p://www.educa agon.o g/HTML/ca ga_h ml.asp?id_submenu=60 ENCYCLOPAEDIA BRITANNICA. 2020. “Ms., Ame ican Magazine”. Re ie ed om: h ps://co po a e.b i annica.com/ FAROUCK, I. 2016. “A P ojec -Based Language Lea ning Model o Imp o ing he Willingness o Communica e o EFL S uden s”. O a u Uni e si y o Comme ce. Hokkaido. Re ie ed om: h p://www.iiisci.o g/jou nal/CV$/sci/pd s/EB193TO16.pd FLOOD, A. 2011. “S udy inds huge gende imbalance in child en's li e a u e”. The Gua dian. London. Re ie ed om: h ps://www. hegua dian.com/books/2011/may/06/gende -imbalance-child en-s- li e a u e GIL, V. 2020. “P ojec Based Language Lea ning o he EFL Class oom: Design o ESO”. Uni e sidad de Za agoza. Za agoza. Re ie ed om: h ps://docs.google.com/p esen a ion/d/1HHBZFI2255JDsFAqaXhiqzubWO8oP gZ2EeDNhRGeK_s/edi #slide=id.p1 GOODE, E. and BEN-YEHUDA, N. 2009. Mo al panics: The social cons uc ion o de iance. Second edi ion. Ox o d. Re ie ed om: 36 h ps://books.google.es/books?id=SbY2Mksi1kcC&p in sec=copy igh &hl=es& sou ce=gbs_pub_in o_ # =onepage&q& = alse GRADY, C. 2018. “The wa es o eminism, and why people keep igh ing o e hem, explained”. Vox websi e. Washing on D. C. Re ie ed om: h ps://www. ox.com/2018/3/20/16955588/ eminism-wa es-explained- i s - second- hi d- ou h GUIDRY, J. 2000. “A Rela ionship Gone Sou : Sexism and ESL. Indiana Uni e si y o Pennsyl ania”. Re ie ed om: h ps://www.ques ia.com/lib a y/jou nal/1G1- 63089265/a- ela ionship-gone-sou -sexism-and-esl HALL, M. 2014. “Gende Rep esen a ion in Cu en EFL Tex books in I anian Seconda y Schools. School o Languages, Cul u es, and Linguis ics”. Monash Uni e si y. Melbou ne. Re ie ed om: h ps://pd s.seman icschola .o g/0580/53d8b0ce5d83 8552c9ae0 04bd7c5096 e2 .pd KRAJCIK, J. and BLUMENFELD, P. P ojec -Based Lea ning. In The Camb idge Handbook o he Lea ning Sciences. R. K. Sawye (ed). Camb idge Uni e si y P ess. LARSSON, J. P oblem-Based Lea ning: “A possible app oach o language educa ion?” A hesis submi ed o Polonia Ins i u e, Jagiellonian Uni e si y. K aków. LEE, J. F. K. (2007). Accep abili y o sexis language among young people in Hong Kong. Sex Roles, 56 (5-6), 285-295. LEE, J. F. K. (2015). “Chai pe son o chai man? – A s udy o Chinese EFL eache s’ gende inclusi i y”. The Hong Kong Ins i u e o Educa ion. Hong Kong. Re ie ed om: h ps://www. esea chga e.ne /publica ion/283104152_Chai pe son_o _chai man _-_A_s udy_o _Chinese_EFL_ eache s'_gende _inclusi i y LITOSSELITI, L. Gende and Language. London: Hodde Headline G oup, 2006. MANTIRI, O. 2013. “The In luence o Cul u e on Lea ning S yles”. Asia-Paci ic In e na ional Uni e si y. Sa abu i. Re ie ed om: ile:///C:/Use s/lau a/Downloads/SSRN-id2566117.pd 37 MARKHAM, P. 1988. Gende and he pe cei ed expe ness o speake as ac o s in ESL lis ening ecall. TESOL Qua e ly, 20, 397-406. MITCHELL, S. e al. 2009. “The nego ia ed p ojec app oach: P ojec -based lea ning wi hou lea ing he s anda ds behind”. Ea ly Childhood Educa ion Jou nal, Vol. 36, No. 4, 339-346. NORTH, A. 2019. “7 posi i e changes ha ha e come om he #MeToo mo emen . The impac o he mo emen goes a beyond powe ul men losing hei jobs”. Vox websi e. New Yo k Ci y. Re ie ed om: h ps://www. ox.com/iden i ies/2019/10/4/20852639/me- oo-mo emen -sexual- ha assmen -law-2019 OXFORD, R. 1989. Language Lea ning S a egies: wha e e y eache should know. Uni e si y o Alabama. Alabama. Newbu y House, 135-147. PARHAM, F. 2013. “Gende Rep esen a ions in Child en’s EFL Tex books”. In Theo y and P ac ice in Language S udies. Depa men o English T ansla ion, Allameh Taba aba’i Uni e si y. Teh an. Re ie ed om: h ps://www. esea chga e.ne /publica ion/274661303_Gende _Rep esen a ion_in _Child en's_EFL_Tex books PÉREZ-SABATER, C. 2013. “Resea ch on Sexis Language in EFL Li e a u e: Towa ds a Non-Sexis App oach”. Uni e si a Poli ècnica de València. Valencia. Re ie ed om: h p://www.ug .es/~po alin/a iculos/PL_nume o23/12%20%20Ca men%20Pe ez.pd RAMPTON, M. 2008. “Fou Wa es o Feminism”. Paci ic Magazine. Paci ic Uni e si y. O egon. Re ie ed om: h ps://www.paci icu.edu/magazine/ ou -wa es- eminism RICHARDS, J. 2006. “Communica i e Language Teaching Today”. Camb idge Uni e si y P ess. Re ie ed om: h ps://www.p o esso jack icha ds.com/wp- con en /uploads/Richa ds-Communica i e-Language.pd RIDDELL, L. 1992. “Equalizing he composi ion class oom: A look a who and wha we o e look and s a egies o change”. Theses Digi iza ion P ojec . 786. Re ie ed om: h ps://schola wo ks.lib.csusb.edu/e d-p ojec /786 38 ROSENTHAL, R. & JACOBSON, L. 1968. Pygmalion in he class oom. New Yo k: Hol , Rineha and Wins on. THE DAILY EASTERN NEWS. 2003. “A b ie his o y o he eminis mo emen , 1792 o he p esen ”. In On The Ve ge o he Weekend, 4B-5B. Cha les on. Re ie ed om: h ps://www.lib a y.eiu.edu/denpd s/2004/03/04MAR26 e ge4-5.pd WEINSTEIN, C. e al. 2000. Sel - egula ion in e en ions wi h a ocus on lea ning s a egies. In M. Boekae s, P. R. Pin ich, & M. Zeidne (Eds.), Handbook o sel - egula ion (p. 727–747). Academic P ess. Re ie ed om: h p://cachescan.bcub. o/e-book/E1/580704/727-783.pd WESSMAN, S. 2007. “Fi e igh e o Fi eman? Teache s’ A i udes owa ds Gende Neu ali y in he Fo eign Language Class oom”. School o Educa ion and Communica ion. Jönköping. Re ie ed om: h ps://www.di a- po al.o g/smash/ge /di a2:302265/FULLTEXT01.pd WILLIAMS, K. 1994. Mapping he Ma gins: In e sec ionali y, Iden i y Poli ics, and Violence Agains Women o Colo . In Ma ha Albe son Fineman, Rixanne Myki iuk, Eds. The Public Na u e o P i a e Violence. New Yo k: Rou ledge, 93- 118. WOLF, V. 1929. A Room o One’s Own. London: Hoga h P ess. YEPEZ, M. 1994. “An Obse a ion o Gende -Speci ic Teache Beha io in he ESL Class oom”. Hun e College, Ci y Uni e si y o New Yo k, New Yo k Ci y. Re ie ed om: h ps://link.sp inge .com/a icle/10.1007/BF01420744 YU, T. (2010). “Businesswomen show me le in man’s wo ld”. China Daily. Re ie ed om: h p://www.chinadaily.com.cn/business/2010-05/24/con en _9883497.h m. 39 Appendices Appendix I. Su ey >>Own elabo a ion 46 Appendix III. Coope a i e Teams >>Own elabo a ion 47 48 Appendix IV. Lesson 0 - Engaging email These didac ic ma e ials we e p e iously included in he annex sec ion o he P ac icum II epo (2020:21). This is an upda ed e sion, adap ed o he con ex o he p esen disse a ion. >>Own elabo a ion 49 50 Appendix V. Lesson 0 - Compass Poin Cha >>Wo kshee : own elabo a ion >>Image (compass poin s): h ps://docs.google.com/p esen a ion/d/1HHBZFI2255JDsFAqaXhiqzubWO8oPg Z2EeDNhRGeK_s/edi #slide=id.p25 51 Appendix VI. Lesson 1 - Wo d cloud ac i i y >>Wo kshee : own elabo a ion >>Image (wo d cloud): h ps://sp.deposi pho os.com/242882868/s ock-pho o- sexism- ype-disc imina ion-wo d-cloud.h ml 52 Appendix VII. Lesson 1 - YouTube ideo ac i i y >>Video: h ps://www.you ube.com/wa ch? =nPmek4sQ ms 53 Appendix VIII. Lesson 1 – Thinking cha This appendix was p e iously included in he annex sec ion o he P ac icum II epo (2020:12). This is an upda ed e sion, adap ed o he con ex o he p esen disse a ion. >>Own elabo a ion 54 Appendix IX. Lesson 1 - One-minu e o m >>Own elabo a ion 55 62 Appendix XIV. Lesson 3 – Flipg id ac i i y >>Own elabo a ion 63 64 65 66 Appendix XV. Lesson 4 – C ea ion o Equali y Campaigns This appendix was p e iously included in he annex sec ion o he P ac icum II epo (2020:13). This is an upda ed e sion, adap ed o he con ex o he p esen disse a ion. >>Own elabo a ion 67 68 Appendix XVI. Lesson 5 - P esen a ion o Equali y Campaigns >>Own elabo a ion 69 Appendix XVII. Lesson 5 - Example o s uden s’ Equali y Campaign These ma e ials we e p e iously included in he annex sec ion o he P ac icum II epo (2020:17). This is an upda ed e sion, adap ed o he con ex o he p esen disse a ion. >>Example o s uden s’ campaign: h ps://class oom.google.com/u/4/c/NjI4ODY0NzM1MzJa/a/ODc0NTEwMzQ4M zVa/submissions/by-s a us/and-so -name/done 70 71 Appendix XVIII. Uni Plan This uni plan was p e iously included in he annex sec ion o he P ac icum II epo (2020:24). This one is an upda ed e sion, adap ed o he con ex o he p esen disse a ion. In o de o c ea e he speci ic lea ning ou comes o each lesson, i was i s necessa y o ex ac , om he A agonese cu iculum, he second yea o ESO con en s o suppo ou didac ic p oposal. Thus, he con en s o his lea ning uni a e lis ed below. 1. Unde s anding and p oduc ion skills and s a egies: - Comp ehension and p oduc ion o o al and w i en messages cha ac e is ic o he communica ion wi hin he class oom (ins uc ions, explana ions, dialogues) 78 Lea ning Ou comes A he end o he lesson, s uden s should be able: -To lis en o a song and ead i s ly ics in o de o ecognize gende inequali y exp essions. - To w i e condi ional sen ences and use desc ip i e adjec i es in o de o exp ess hei opinions and indings on he uni opic. -To apply he new ocabula y o he uni when aking pa in an in e ac i e dialogue. - To apply modal e bs in o de o gi e w i en ad ice on how o imp o e sexis beha io s. Key Compe ence s CLC, DC, L2L, SCC, CAE Skills Reading, W i ing, Lis ening, Speaking E alua ion C i e ia C i .IN.1.1. C i .IN.1.3. C i .IN.3.1. C i .IN.4.1. C i .IN.4.2. In e ac ion pa e ns 1. Song ac i i y + checklis : The s uden s will lis en o a song in which hey will ind some sexis ly ics. They will ha e o ca e ully wa ch he ideo and analyze he song ly ics. They will ha e o no e down all hose aspec s hey hink a e agains gende equali y. The eache will sca old hem wi h some ques ions o make hem hink: Why is his song sexis ? How do we know i ? Gi e e idence om he ideo and ly ics. Which scenes o sen ences would you change o make his song espec ul o women? Finally, hey will ha e o comple e a checklis o ensu e hey ha e success ully comple ed he ask. 2. Mo ie clips: In hei coope a i e eams, he s uden s will wa ch di e en clips o amous mo ies. They will ha e o ela e each o he 79 mo ies o one o he sexis opic p oposed by he eache (“The unin elligen women”, “Women can’ d i e”, “Men as he he o”, “Women as objec s”, “Violen male” …). Then, each coope a i e eam will be assigned one o hose opics. They will ha e o e lec on ha speci ic ideo and answe some e lec ion ques ions (See Mo ie Clips doc). 3. Ta ge p ac ice: Now he lea ne s ha e e lec ed on how sexism is p esen in daily li e, hey will ha e o hink abou how his social p oblem a ec s hemsel es, hei own, hei coun y and he wo ld ( a ge le els). They will ha e o p o ide a leas one idea o each a ge le el. Timing Ac i i y 1: 20’ Ac i i y 2: 20’ Ac i i y 3: 10’ Assump ions & Di icul ies The s uden s ha e al eady s udied how o use Condi ionals and Modal Ve bs in p e ious uni s his same academic yea . These asks will be use ul o hem as a e iew o hese g amma poin s. Ex a wo k (Fo e iew o as inishe s) S uden s who inish he ask be o e he 50 minu es o class ime will su he In e ne wi h he pu pose o inding a di e en song whose ly ics a e sexis and hey will ha e o highligh all hose aspec s ha hey conside a e agains gende equi y. I hey s ill ha e ime, hey could w i e a sho e iew (5-6 lines) gi ing hei pe sonal imp ession abou he song. Assessmen Assessmen ype: Con inuous and summa i e Assessmen ools: - Song wo kshee : a comp ehension wo kshee wi h ques ions ha check he s uden s' le el o o al comp ehension when lis ening o a song, as well as hei le el o w i en comp ehension when analyzing 80 he ly ics o he song o ex ac he key wo ds on gende inequi y. (C i .IN.1.1., C i .IN.1.3., C i .IN.3.1.) - Sel -assessmen checklis : a checklis o s uden s o check hei w i en exp ession: whe he hey ha e included condi ional sen ences, desc ip i e adjec i es, sugges ions o imp o emen , jus i ica ion o hei answe s, e c. (C i .IN.4.1., C i .IN.4.2.) - Mo ie clips wo kshee : a wo kshee wi h guided ques ions ha allows he eache o check whe he he s uden s’ le el o gende awa eness has inc eased when exposed o hese ma e ials. Besides, a he same, his ools allows o check he lea ne ’s w i en exp ession (e.g. he p ope use o modal e bs), and he deg ee o in eg a ion o new concep s. (C i .IN.4.1., C i .IN.4.2.) - Ta ge p ac ice: a able wi h di e en awa eness le els ha will allow he eache o assess he deg ee o gende awa eness o he s uden s a e his session. In addi ion, i will se e o check i he s uden s in eg a e he lea n o e ised s uc u es in hei w i en exp ession ask. (C i .IN.4.2.) Ma e ials - Song ideo: h ps://www.you ube.com/wa ch? =iGs1gODLiSQ - Song ly ics: h ps://genius.com/Ch is-b own- ine-china-ly ics - Song ac i i y + checklis wo kshee : h ps://docs.google.com/documen /d/18a nE5ej9YDAxloGyi47l Go37lx 9mEa AQYFx Cns/edi - Mo ie clips h ps://d i e.google.com/d i e/u/4/ olde s/1uoGUkJX8J1xH9BGVA8L2i YGKI1chl0Q - Ta ge p ac ice wo kshee h ps://docs.google.com/documen /d/1P HEIiaTR bYae4SAM3V u380Rq6uS4-5mzMa_nYY g/edi Lesson 3. Speak up! (Deepening/Ou pu *) 81 *F om he p e ious wo lessons Lea ning Ou comes A he end o he lesson, s uden s should be able: - To apply modal e bs in o de o gi e o al ad ice on how o imp o e sexis beha io s. - To use connec o s in o de o w i e a cohesi e speech ha p omo es gende equi y. -To apply digi al ools and he ocabula y lea n in o de o send equali y messages in he L2. Key Compe ence s CLC, DC, L2L, SCC, SIE, CAE Skills Reading, W i ing, Lis ening, Speaking E alua ion C i e ia C i .IN.2.1. C i .IN.2.2. C i .IN.2.3. C i .IN.4.1. C i .IN.4.2. C i .IN. 4.3. In e ac ion pa e ns The s uden s will download Flipg ip app on hei de ices and hey will log in wi h hei google accoun (@iesblecua.com). This way, hey will be able o access he link p o ided by he eache s. Th ough his link, hey will ha e access o an online pla o m whe e he opic “Open Minds P ojec ” is sugges ed. The eache will ha e c ea ed a discussion h ead (“Old- ashioned gende oles in ilms”). In his case, we will use his h ead o ca y ou a coope a i e ask. Fi s ly, he lea ne s will ha e o check ha hey ha e p ope ly comple ed sec ion B in Lesson 2 - Pa 2 (Mo ie Clips ac i i y). Then, hey will ake hei answe s om ha ac i i y sec ion ( o all he ou ques ions) and gi e hem a “sc ip ” o m so i looks like a ansc ip ion o a pe son speech. In o de wo ds, hey will ha e o connec hose ou answe s in o de o c ea e a speech ansc ip . 82 They will be old o add connec o s o addi ional ideas o make he speech sound mo e in eg a ed, na u al and in e es ing. The Spokespe son o each Coope a i e Team will eco d he /himsel gi ing a speech, using he ansc ip ha he whole eam will ha e c ea ed. The main goal o he spokespe son o his ask is o summa ize and ansmi he g oup ideas o he es o he class. The spokespeople will ha e o “pe o m” he speech (a oiding eading i in a mechanical way). Then, all o hem will be able o access oday’s Flipg id opic h ough a p o ided link. The spokespeople will ha e o eco d a sho ideo (2' 30'' maximum) and upload i so s/he can sha e he eam hough s wi h he class. Then, he es o he coope a i e eams will ha e o gi e some eedback* o he es o he g oups (all o hem). (The e will be a sec ion in ended o ha pu pose). They will ha e o poin ou some posi i e aspec o each Coope a i e Team. Al hough all he membe s o he eam ha e o ag ee on he eedback p o ided o he es o eams, i will be he leade o each g oup he pe son o w i e he commen s. Finally, hey will comple e a checklis in o de o check ha hey ha e comple ed he ask success ully. Timing Flipg id ac i i y: Pa 1: 30’ Pa 2: 20’ Assump ions & Di icul ies The s uden s lea n how and when o use Connec o s du ing he p e ious uni (Uni 8. Re iews). This ac i i y will be use ul o hem o e ise his lexical aspec . Ex a wo k Those s uden s who inish he ask be o e he alloca ed ime ha e he possibili y o gi ing eedback o hei pee s h ough a esponse ideo (ins ead o a w i en commen ). Besides, hey will be highly 83 (Fo e iew o as inishe s) ecommended o do his so all o hem can p ac ice o al exp ession wi hin his session (no jus he spokespeople). Assessmen Assessmen ype: Con inuous and summa i e Assessmen ools: - Sel -assessmen checklis : a checklis ha will be use ul o s uden s o check whe he hey ha e used he modal e bs co ec ly o gi e ad ice on he lesson opic, whe he hey ha e included connec o s o link ideas, whe he hey ha e gi en eedback o hei pee s, e c. (C i .IN.2.1., C i .IN.2.2., C i .IN.2.3., C i .IN. 4.1., C i .IN.4.2., C i .IN.4.3) - Pee -assessmen h ough eedback commen s on hei Flipclip ideo ( he e’s a sec ion in ended o gi ing o al and/o w i en eedback): eedback om pee s o assess whe he he ideos uploaded mee he objec i es o p omo ing gende equali y, o sending equali y messages, and whe he hese ideos gi e ad ice on how o imp o e sexis habi s. (C i .IN.2.1, C i .IN.4.1) - Video ansc ip : s uden ansc ip s o hei ideos ha will allow he eache o assess hei w i en exp ession (e.g. app op ia e use o modal e bs o gi e ad ice, use o connec o s o uni y speech). (C i .IN.4.2., C i .IN.4.3) - Flipg id ideos: ideos ha will allow he eache o e alua e he s uden s’ o al exp ession (e.g. app op ia e use o modal e bs o gi e ad ice, use o connec o s o uni y discou se), as well as hei le el o gende awa eness when analyzing he lesson opic and sending messages o equali y ough a social ne wo k (use o ICT). (C i .IN.2.2., C i .IN.2.3.) Ma e ials - Flipg id app + link/QR code h ps:// lipg id.com/6889d3d1 - Ins uc ions + suppo checklis 84 h ps://docs.google.com/documen /d/1gkK9RE4zOdgXIaR O9sV37TjSB3b 0al4BmzKhPHE8M/edi h ps://docs.google.com/documen /d/1gH85C C-xQooyYZL0PP uxnZgysXasK6EH9x7z -BRk/edi Lesson 4. Building b idges (Planning/C ea ion) Lea ning Ou comes A he end o he lesson, s uden s should be able: - To c ea e isual suppo ing ma e ials, using he L2, ha inc ease gende equi y awa eness h ough g oup wo k. - To apply he ocabula y hey ha e lea n , as well as he g amma ules e ised h oughou he uni , o p oduce clea w i en equali y messages in he L2. Key Compe ence s CLC, DC, L2L, SCC, SIE, CAE Skills Reading, W i ing, Lis ening, Speaking E alua ion C i e ia C i .IN.4.1. C i .IN. 4.2. C i .IN.4.3. In e ac ion pa e ns In hei Coope a i e Teams, he lea ne s will ha e o desc ibe hei equali y campaign o “Jus ice Now O ganiza ion” by composing hei inal p ojec s. These p ojec s will ha e o include: A powe ul sen ence o slogan A logo A ep esen a i e colo A powe ul hash ag An ad e ising pos e ha include: he slogan, he logo, he key in o ma ion abou you campaign (b ie messages ha hey can include 85 in hei pos e s), hei hash ag, and any o he de ails hey conside ele an . A biog aphy. In his pa o he p ojec you a e going o ell us: Who hey a e (e.g.: an o ganiza ion, a company, an associa ion, e c.). They will ha e o ell us when hei g oup was o med, wha mo i a ed hem o c ea e i , wha inspi ed hem... (ob iously, hey can make up all his in o ma ion, since his p ojec is ic ional). (50 wo ds app ox.) Wha hei main pu pose is. ( hey will be old o be e y speci ic in his sec ion). e.g.: “ou main pu pose is o make people awa e o how disc imina ion agains women can a ec hei wages and, he e o e, hei job and emo ional s abili y...” (70 wo ds app ox.) How a e hey going o achie e hese objec i es? (e.g.: we will achie e hese objec i es by gi ing alks in di e en companies a ound he coun y in which we will highligh he impo ance o …) (70 wo ds app ox.) A sec ion whe e people can add commen s (in he case on Ins ag am, o example, e e y ime hey upload a pos , a sec ion o commen s will au oma ically appea below). Teache ’s sugges ions: They a e ee o choose he o ma hey p e e o gi e o hei campaigns, as long as hey ollow all he s eps abo e. Fo hose o he s uden s ha a e no su e abou which pla o m o use, and since all o hem ha e exp essed an in e es in using social media, we will ecommend ha hey c ea e an Ins ag am accoun . They can c ea e an Ins ag am p o ile o collec and o ganize all hei ma e ials. Fo example, in he case o he biog aphy, hey can ake sc eensho s o hei ex s and upload hem in image o ma (i can be one o se e al images, bu hey will ha e o make su e hey a e legible.) We will sugges ou lea ne s o ollow (o jus check) ou Jus ice Now O ganiza ion accoun : @jus icenow_o g 86 In his Ins ag am p o ile, hey can obse e some ad ice and models ha hey may ind inspi ing o design hei equali y campaigns. They will ha e o pay a en ion o he highligh s sec ion. They will ha e o hand in hei campaign ma e ials, oge he wi h hei speech d a s, a he end o he week. Timing 50’ (class ime) Assump ions & Di icul ies S uden s a e al eady amilia wi h Ins ag am app. S uden may need o dedica e ex a ime a home o inish designing hei campaigns’ ma e ials. Assessmen Assessmen ype: o ma i e and inal Assessmen ools: - Rub ic: a ub ic wi h 4 le els o pe o mance ha will allow he eache o assess whe he he ma e ials c ea ed a e isual and p omo e gende equi y, whe he he s uden s ha e wo ked coope a i ely, and whe he he g amma and ocabula y concep s lea n h oughou he uni ha e been included (C i .IN.4.1., C i .IN.4.2., C i .IN.4.3.) Ma e ials - Ins uc ions + Rub ic h ps://docs.google.com/documen /d/1 X2G_ XGmHnUcJYcDNyUMLOPUeP ZdVIh9O02Vm_gkU/e di - Ins ag am accoun : @jus icenow_o g Lesson 5. The naked eye (Publishing/Assessmen ) Lea ning ou comes A he end o he lesson, s uden s should be able: - To c ea e an o iginal PPT p esen a ion ha shows commi men o he uni p ojec . - To p esen and de end hei own co-educa ional ma e ials in a collabo a i e and equi able way. 87 - To apply he ocabula y hey ha e lea n , as well as he g amma ules e ised h oughou he uni , o p oduce clea o al equali y messages in he L2. Key Compe ence s CLC, DC, L2L, SCC, SIE, CAE Skills Lis ening, Speaking E alua ion C i e ia C i .IN.2.1. C i .IN.2.2. C i .IN.2.3. In e ac ion pa e ns In hei Coope a i e Teams, he s uden s will p esen hei esul s o he eache h ough a Google Mee session. As speci ied on Lesson 5 ins uc ions, when making hei o al p esen a ions, he lea ne s will ha e o make su e hey: 1s : Make a sho in oduc ion, explaining he o igin o hei eam, he eason why hey chose ha pa icula opic, e c. 2nd: P esen and explain all he de ails o hei campaign. They will ha e o jus i y all hei decisions, ha is, he eache will ha e o know why hey ha e chosen hose colo s, why hey ha e decided o design he pos e ha way, why hey ha e chosen ha hash ag and no a di e en one, e c. 3 d: Re lec on he impo ance o his campaign. Why ha e we ca ied ou his p ojec ? Wha bene i s could hei campaigns ha e i we showed hem o he wo ld? The eache will also p o ide hem wi h some ecommenda ions, like: - T y o include e e y hing you' e lea n du ing hese weeks. - Jus i y p ope ly all you answe s o gi e hem a meaning. - Pay close a en ion o he e lec ion pa .