Multilingual Urban Planning for Inclusive Community Spaces
Created by Alison Dykman
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Multilingual Urban Planning for Inclusive Community Spaces

Grade 12Foreign Language3 days
The "Multilingual Urban Planning for Inclusive Community Spaces" project engages 12th-grade students in exploring how multilingualism influences urban planning and community inclusivity. Through activities such as the Multilingual Cityscape Challenge and bilingual dialogue simulations, students learn to design urban spaces that meet diverse linguistic needs, enhancing their understanding and communication skills in a foreign language. The project aligns with ACTFL Intermediate Low standards, using role-play and dialogue to develop students' language proficiency while fostering an appreciation for cultural diversity in urban settings.
MultilingualismUrban PlanningCommunity DiversityLanguage ProficiencyCultural Inclusivity
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design urban spaces that reflect the multilingual diversity of our community, while promoting inclusive development and communication for all residents?

Essential Questions

Supporting questions that break down major concepts.
  • How does language influence urban spaces?
  • What role does multilingualism play in community development?
  • How can urban planning reflect the diversity of a community?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Develop a foundational understanding of how multilingual needs influence urban planning and design.
  • Engage effectively in basic conversations in target languages about urban planning concepts.
  • Create and present a simple urban plan proposal that accommodates multilingual communication.
  • Analyze how language influences community inclusivity and diversity in an urban context.

ACTFL Intermediate Low

ACTFL-IL-1
Primary
Communicate on familiar topics using a series of simple sentences.Reason: Students will need to communicate the rationale behind urban planning decisions influenced by multilingualism, using straightforward language.
ACTFL-IL-2
Primary
Handle social interactions in everyday situations by asking and answering simple questions.Reason: Engagement with community members about multilingual needs will require managing interactions and inquiries.
ACTFL-IL-3
Secondary
Understand simple information when presented with some repetition and rewording in areas of practical needs.Reason: Students will interpret community feedback and data regarding language needs in urban planning using simple information.

Entry Events

Events that will be used to introduce the project to students

Multilingual Cityscape Challenge

Students are presented with a hypothetical city map, where they must identify multilingual needs within the community spaces. They will experience a simulation where different language speakers interact, challenging them to design inclusive signs and communication tools.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Multilingual Dialogue Simulation

Students simulate dialogues with residents from different language backgrounds to practice basic conversational skills and understand language needs.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide into pairs and choose two different language profiles from the city map.
2. Create a dialogue script where one student is a city planner and the other is a community member.
3. Discuss needs and challenges in their language, using simple sentences and questions.

Final Product

What students will submit as the final product of the activityRecorded or live role-play of a dialogue between a city planner and a community member.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL-IL-2 as students handle social interactions by using simple questions and answers.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Multilingual Dialogue Simulation Rubric

Category 1

Language Proficiency

Assessment of students' ability to use simple sentences and questions in the target language during the dialogue simulation.
Criterion 1

Use of Simple Sentences

Evaluation of the students' ability to accurately construct and use simple sentences in the dialogue.

Exemplary
4 Points

Employs a wide range of simple sentences accurately and fluently, enhancing the dialogue with appropriate expressions.

Proficient
3 Points

Uses simple sentences accurately and frequently, with minor errors that do not impede communication.

Developing
2 Points

Occasionally uses simple sentences with several errors that sometimes impede understanding.

Beginning
1 Points

Struggles to use simple sentences, with frequent errors that obstruct understanding.

Criterion 2

Use of Questions

Ability to ask and answer simple questions appropriately in the dialogue context.

Exemplary
4 Points

Consistently asks thoughtful, relevant questions and provides clear, appropriate answers, facilitating dialogue.

Proficient
3 Points

Usually asks and answers questions effectively, with occasional minor errors.

Developing
2 Points

Attempts to ask and answer questions, with some errors that occasionally hinder interaction.

Beginning
1 Points

Seldom asks or answers questions thoughtfully, often causing confusion.

Category 2

Role-Play Engagement

Evaluation of students' active participation and realism in the role-play simulation, conveying multilingual needs.
Criterion 1

Cultural Relevance

The extent to which the dialogue reflects cultural and linguistic diversity effectively.

Exemplary
4 Points

Demonstrates deep understanding and respectful integration of cultural and linguistic nuances in the role-play.

Proficient
3 Points

Incorporates cultural and linguistic elements appropriately, with minor inaccuracies.

Developing
2 Points

Attempts to include cultural elements, with frequent inaccuracies or generalizations.

Beginning
1 Points

Lacks cultural and linguistic awareness, resulting in a simplistic or inaccurate dialogue.

Criterion 2

Collaboration and Interaction

Assessment of students' collaborative skills and ability to interact effectively with partners.

Exemplary
4 Points

Engages actively and constructively with partner, showing leadership and initiative.

Proficient
3 Points

Collaborates well with partner, contributing effectively to the dialogue.

Developing
2 Points

Engages with partner inconsistently, with limited contribution.

Beginning
1 Points

Engages minimally with partner, hindering role-play progress.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how participating in the Multilingual Dialogue Simulation helped you understand the importance of language diversity in urban planning. How did this activity impact your perception of inclusivity in community spaces?

Text
Required
Question 2

On a scale of 1 to 5, to what extent do you feel confident in engaging in basic conversations about urban planning concepts in a foreign language after this project?

Scale
Required
Question 3

Which aspects of multilingual urban planning do you think are most important for fostering community inclusivity and why?

Multiple choice
Required
Options
Signage and wayfinding
Public service announcements
Community events and meetings
Educational programs