- What is a debate? While it seems like a simple concept that we all understand, recognise that learners gain an understanding of language and content through the lesson approach itself, not simply the language points being practised. Debates inherently suggest that there are two or more valid sides to an issue worth presenting, supporting and rebutting. But are there?
- How do classroom power dynamics impact learner beliefs? Despite our best intentions and efforts to reduce it, the teacher-student power dynamic is inherent in any classroom and plays a role in how many learners gauge what is appropriate in a language or culture. Framing content as a debatable implies to learners that it is an appropriate topic to argue for or against in their study and living context.
- Does cultural context impact what can be debated? It’s important to consider the learning context. Learners need to recognise when a particular topic is no longer debatable, whether because of laws or social norms. We need to prepare our learners for appropriate communication within the societies where they are using English.
- Will anyone be unfairly marginalized because of the debate? Perhaps not every topic needs to have an equal number of people on both sides of the debate. When the topic, however, revolves around a learner’s belief system or rights things can become more difficult. At best, you could end up unfairly placing that learner in the position of sole representative without their permission. At worst, it creates a space where they may feel attacked. Our learners need the option for their voices to be heard and validated, not discriminated against or violated.
- Read more: Giving a specific set of topics or concrete framework with which to use debates can be overly prescriptive, so I choose not to do so in this article. However, should you be interested in how these considerations may play out on a topic like LGBTQ rights, see my views in my blogpost below. http://fourc.ca/debate-lgbtq/ .
Image courtesy of Library
