Ä¢¹½Ó°Òô

Authors: Julian Rattray, Seth Ferrin, Katie RiveraÌý

Advisor: Prof. Dr. Rai FarrellyÌý

Class: LING 4620 Teaching L2 Oral Skills and CommunicationÌý

Semester: Fall 2025Ìý

LURA 2026Ìý

Exploring the School-to-Prison Pipeline Through an English Language CurriculumÌýÌý

What if teaching English meant more than building communication skills—what if it meant giving students a voice in systems that shape their lives? This idea shaped our approach to designing a curricular unit that incorporates language learning with critical engagement in real-world issues. In LING 4620: Teaching L2 Oral Skills, each student is part of a group that integrates English language teaching with a social justice topic. This project is part of an resource for English language educators worldwide in partnership with our peers and professor. This project serves to get TESOL students to think about curriculum design beyond the level of a single activity or lesson, and instead on the scale of a unit. Our units consist of three lesson plans that are ninety minutes in length each, where we integrate language goals related to speaking, listening, and reading with discussions about and education on our social justice topic: the school-to-prison pipeline.ÌýÌý

It is important to teach the English language through topics that are relevant to our learners. By teaching English through social justice topics, we can address the needs in our learners' lives while also teaching them the language skills they need. Content-based language instruction helps students find relevance between the topics and their lives.Ìý

We chose the as our social justice topic because it is an extremely pertinent topic to our English language students. We designed this unit for high-school-aged students at a B2-C2 . Specifically, for newcomer students, students who are unfamiliar with the American school system, and students who are part of a vulnerable population, this is extremely important information. We wanted to begin by discussing features of the school system that are likely unfamiliar to our students, such as zero-tolerance policies and law enforcement presence in schools. We wanted students to develop a foundation in vocabulary and general knowledge about the school-to-prison pipeline while cultivating listening and pronunciation skills. In our lesson on restorative justice, we focused on student application of listening and communication skills to discover alternative approaches to discipline. We wanted students to cultivate the ability to advocate for themselves and their peers within this system and to advocate for a better system.Ìý

School-to-Prison-Pipeline Curriculum Unit Poster (Designed by the creators of this unit)Ìý

Our unit consists of three lessons, each building on the previous one to deepen both language skills and critical understanding. The introduces students to zero-tolerance policies and encourages them to examine how strict disciplinary rules can lead to unfair outcomes. Through vocabulary activities, pronunciation practice, and case study discussions, students not only develop their English skills but also begin analyzing how these policies affect different groups of students. By connecting language practice to real-life scenarios, students are able to engage more deeply with both the content and the language.Ìý

The shifts focus to law enforcement in schools, specifically the role of School Resource Officers (SROs). In this lesson, students explore arguments both for and against police presence on school campuses, using listening activities, structured discussions, and role-play exercises. One key goal of this lesson is to help students develop the language needed to advocate for themselves in situations involving authority figures. By practicing how to express opinions, agree or disagree respectfully, and defend their perspectives, students gain both linguistic confidence and practical communication skills.Ìý

The introduces restorative justice as an alternative to punitive discipline systems. Students learn about programs that focus on repairing harm, building community, and supporting students rather than punishing them. Through video analysis, group presentations, and collaborative discussions, students explore how restorative approaches can reduce harm and create more equitable school environments. This lesson emphasizes that discipline does not have to be about punishment, but can instead be an opportunity for growth and understanding.Ìý

Language is a central aspect of students’ lives and a critical tool for communication. As such, in an English language classroom, learners should not be passive recipients of knowledge but active constructors of their own proficiencies. Social justice lessons are an essential piece of actively involving learners as agents of change and fostering critical awareness, empathy, and social action. Building tools of communicative competence with relation to concerns that directly relate to their lives creates opportunities for students to contribute voices, perspectives, and lived experiences, which are recognized as valuable sources of knowledge. When integrating these topics into the classroom, teachers need to ensure inclusive and respectful participation, a supportive and culturally responsive classroom community, and opportunities to explore diverse perspectives and realities. Through activities like discussions, projects, and critical reading tasks, learners are encouraged to reflect on their own experiences and those of others, building both linguistic competence and critical consciousness. Additionally, using authentic tasks and materials fosters a sense of agency and responsibility because students use their knowledge to advocate for justice.Ìý Ìý

Title Image Credit:Ìý

Little, H. (2018). Minorities’ Plight in the Classroom: School-To-Prison Pipeline. Roosevelt House Public Policy Institute at Hunter College. Ìý

References:Ìý

European Union. (n.d.). Common European Framework of Reference for Language skills | Europass. Europass.europa.eu. https://europass.europa.eu/en/common-european-framework-reference-language-skillsÌý

Teaching L2 Oral Skills. (2026). Teaching L2 Oral Skills. Google.com. https://sites.google.com/colorado.edu/teaching-l2-oral-skills/home?authuser=0Ìý

Julian Rattray is a Chinese major with a TESOL minor at the University of Ä¢¹½Ó°Òô Boulder. He is passionate about language learning, teaching, and cross-cultural communication. He hopes to use his language skills in his future career while helping students find their voice through English.Ìý

Katie is majoring in Elementary Education, Linguistics for TESOL, and Spanish at the University of Ä¢¹½Ó°Òô Boulder. She is an avid reader and loves spending time with her friends and family. She has a passion for teaching and is greatly enjoying learning about language teaching. Ìý

Seth is majoring in Linguistics on the TESOL tract at the University of Ä¢¹½Ó°Òô Boulder and is also pursuing a masters in Linguistics through the BAM program. Seth also enjoys participating in Ä¢¹½Ó°Òô Boulder’s Golden Buffalo Marching Band.Ìý