Bringing IGOs into the Classroom

    After focusing on the global challenges of climate change, students prepare to participate in a United Nations simulation, which focuses on climate migrants and refugees. This simulation was prepared for a class of 24 first-year Belgian university students, all of whom were English Learners (the majority spoke French as their first language), of approximately B2-C1 proficiency (Advanced low to Advanced mid, on the ACTFL scale). This particular class was comprised entirely of students studying law.

                                                            ICC Goals: 

   Investigate: I can understand why people may be forced to leave their country of origin, and can identify reasons why integration in a new culture may be difficult.

   Interact: I can respectfully play a role representing a different culture/country, and explain why that government takes certain positions in response to migrants, refugees, climate change, and international allies. 

Preparation:

   The introductory slideshow can be found by clicking here. 

   To prepare for the simulation, students first complete a worksheet about migration, in which they learn about reasons why people migrate, and then do a bit of self-reflection as they identify elements of their own culture before exchanging these ideas with a partner. Students are encouraged to share personal experience with culture shock, before discussing what culture shock might be like for refugees who may have experienced trauma, may not speak the target language, etc. 

   The video then introduces students to the nation of Kiribati, which is slowly sinking into the sea, due to climate change. After going over the answers to the worksheet as a class, and discussing students' reactions, they learn the basic parts of what a Model U.N. simulation is like in regards to decorum, the sequence of events, and general expectations.   

   The second part of the presentation introduces students to the parts of a Model U.N. Simulation, including how to write a resolution. As a class, we write a resolution together, and practice parts of parliamentary procedure ("I yield my time," "Motion for an unmoderated caucus," etc.) 

   Students then each choose a partner and are assigned countries to represent; if adapting this activity for a non-EL context, it would make sense to choose countries from the target language, provided those nations' governments and the news media have enough resources for students to read and research. 

   Students are sent a preparatory background guide and are expected to work with their partner to write an opening speech, stating their country's position on the topic (with citations, as necessary), which should last approximately 1 minute. 

Assessment:

Students were assessed via a rubric, which had four categories: 

• The quality of their arguments: Were they accurately representing their country's position, and did they cite reputable sources in doing so?

• Participation and cooperation: Were students positively and respectfully interacting with classmates? Did they make an effort to initiate conversation, and did both partners have an opportunity to speak? Were they using technology and staying on-task? 

• Use of English: Were students comprehensible? Were they making an effort to use academic English with few grammar or vocabulary errors? 

• Body Language: Were students maintaining open and inviting non-verbal cues? Did they seem to be actively listening and participating? 

                                           Reflection:

     A key element of any classroom simulation is a de-brief, to hear students' reactions to the activity, and to get feedback for the future. This particular simulation had an overwhelmingly positive response, with students requesting to extend the simulation by an extra day (one hour more than the originally-planned two hours). 

     If students had to represent a country with which they did not agree, these reflections can be especially interesting and insightful.  For example: Hungary unconditionally closing its borders, while a student representing Hungary had parents who were immigrants. 

     Overall, simulations such as Model UN challenge students to use their language skills in all three communicative forms: presentational (giving prepared and extemporaneous speeches), interpersonal (working with other 'delegations' towards a goal), and interpretive (when doing research or reading others' resolutions), providing an excellent, real-world context in which to engage and excite language learners.