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LANGUAGE AS TOOL FOR A GLOBAL EDUCATION (Bridging the gap between the traditional and a global curriculum)

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Presentation on theme: "LANGUAGE AS TOOL FOR A GLOBAL EDUCATION (Bridging the gap between the traditional and a global curriculum)"— Presentation transcript:

1 LANGUAGE AS TOOL FOR A GLOBAL EDUCATION (Bridging the gap between the traditional and a global curriculum)

2 INTRODUCTION What is global education? The global education curriculum – cultural awareness – understanding of global issues – universal values – critical thinking skills – experiential learning

3 THE GLOBAL CURRICULUM CULTURAL AWARENESS cultural sensitivity. awareness of specificities and similarities in other cultures view issues from a multidimensional perspective (with aid of a cultural lens) harness those issues that cut across cultural barriers. correct misunderstandings/biases of different cultures, dissipate exotic views of self and own cultures

4 Global Issues environmental protection and sustainable development globalization and world economies human rights and social justice gender and discrimination conflict resolution and peace building population and food security democracy and good governance health, sanitation and HIV/AIDS rural development and poverty reduction war and natural disasters uses and misuses of ICTs volunteering and community service

5 Universal Values human dignity and respect for all truth, honesty and justice love, compassion and empathy sacrifice and the welfare of the needy strife for excellence and the dignity of labor self esteem, pride and dignity positive human emotions /role of conscience culture of peace and non violence

6 Critical thinking skills truth seeking self critical systematic approach to information processing n open minded good reasoning and sound judgment problem solving skills analytical skills interpretation evaluation draw inferences information transfer make the right choices question the statusquo if need be. aware of various options for participation and his responsibility and capability of bringing change

7 Experiencial learning audio-visual materials ICTs laboratory library practical classroom activities excursions debates exposés speeches creative writing participating in cultural activities doing community service interviews schools/classroom exchanges seminars workshops conferences

8 CONSTRAINTS TO GLOBAL EDUCATION absence of subject in teacher training programs myopic view of global education by teachers difficulty to alter the set curriculum lack of time to research on it lack of awareness, lack of skills or competence lack of creativity or spontaneity lack of material on global issues prejudice or lack of interest

9 INTEGRATING THE GLOBAL CURRICULUM IN THE LANGUAGE CLASS the social context of language the global nature of language itself (i.e it is not subject specific) the ‘content carrier’ component of language Using the global curiculum as content to teach language skills, grammar & vocab. exploiting the global curriculum in schemes of work

10 A Review of some Helpful Activies LISTENING –text –poem –song –story –sketch –speech –debate –Spelling/dictation –TV/radio news –obeying instructions

11 SPEAKING –Question and answer sessions. –Students make sentences. –Picture reading/interpretation –Dialogues/ role play –Debates –News presentation –Interviews. –Exposés –Speeches –Story telling –Match commentaries –Description of incidents, things, people, places –Counting –Naming of objects, people, places –Introducing self and others –Verbal summary of a text, poem, song or discussion. –Reading aloud/poetry recitations

12 READING –Brainstorming –Question and Answer session –Multiple choice questions –Sentence completion –True/False questions –Yes/No questions –Treating vocabulary from text –Treating grammar from text –Skimming/summary exercises –Asking questions on text –Information transfer to charts, graphs and vice versa –Agreeing/disagreeing with writers view –Silent reading –Giving personal opinion/judgment/prediction –Reading etra material (e.g novels, poems, drama, newspapers, magazines, journals etc)

13 WRITING –Spelling/Dictation –Rewriting scrambled words/sentences/paragraphs –Making sentences from substitution tables/graphs/ –charts/pictures etc –Sentence combination (using connectors) –Sentence expansion (adding words, ideas) –Sentence reduction (eliminating words) –Asking questions (‘wh’ questions, questions with tags, – questions beginning with auxilaries and modals) –Transformation drills (question/statement, active/passive, etc) –Cloze exercises –Sentence completion –Punctuation exercises –Asking for permision, making excuses, short notes etc –Dialogues/sketches –Poems/short stories –Descriptions, speeches, letters, argumentative essays –News, articles for newspapers, magasins, journals etc

14 Grammar –Multiple choice questions –Most of the activities above could be used for grammar. For example: –Sentence completion –Cloze exercises –Oral drills –Rewriting scrambled words/sentences/paragraphs –Making sentences from substitution tables/graphs/ –charts/pictures etc –Sentence combination (using connectors) –Sentence expansion (adding words, ideas) –Sentence reduction (eliminating words) –Asking questions (‘wh’ questions, questions with tags, – questions beginning with auxiliaries and modals) –Transformation drills (e.g. active/passive, affirmative/negative, – singular/plural etc) –Completing tables (e.g. tenses, noun/verb, adjective/adverb etc) –Making sentences with grammar points –Dialogue completion –Punctuation exercises –Pronunciation exercises –Correcting sentences with grammatical mistakes

15 VOCABULARY Many of the exercises above could focus on the following: –Definitions –Explanations –Visual aids –Demonstration –Matching exercises –Labeling –Synonyms –Antonyms –Homophones –Meaning in context –Denotative/connotative meaning –Idioms/proverbs –False cognates –Odd word out –Classification (words from same family) –Generic words and their components (e.g. furniture: table, chair, cupboard) –Dictionary use –Translation

16 CONCLUSION challenging but not impossible benefits of a global education competence in English language on global issues empowers students, intellectually, personally and socially. increased student motivation (due to current/relevant issues) reduces monotony use of active vocabulary keeping abreast with past and present world events develops critical thinking/ self evaluation. problem solving skills Favours socio-emotional development/affective education helps avoid cultural shock promotes patriotism and community spirit encourages active participation in improving the world at all levels.

17 APPENDIX : Integrating the global curriculum in ‘seconde’. (Proposed sample for the first month with reference to the defined syllabus for 2nd and textbook GO FOR ENGLISH 2nd) Week 1Week 2Week 3Week 4 ListeningStory on tribal/ racial bias/ discri- mination A poem on any gender issue Sketch on non- violence Students listen to news on a topical global issue SpeakingStriking features of one’s culture Problems related to girls’ education Culture of peace building & unity Discussion on the above topical issue ReadingInclude idea of population & food security to text on natural resources Complement text on environment with other issues on environmen- tal protection and sustain- able deve- lopment. To the texts on football, bring in idea of sports as a unifying factor of the world’s people, importance of peaceful co-existence etc. Extra printed material on a chosen theme e.g ICTs, democracy, community service, good gover- nance or any topical issue. WritingMore practice on national or global implications of the topic above Other articles can focus on above topic or any other global issue. Can include topics on peace building, respect for all people, human rights etc Project: interviews, report on an event or community service etc GrammarUse ‘like, such as, for example’; and patterns with ‘used’ can be used to express ideas on population, HIV/AIDS, etc Sentences in the conditional & present perfect tense (active & passive) should be on the global themes for the week. Grammar points: present perfect, past perfect & past simple to express past inci- dents of violence,war or discrimi- nation. Review of tenses: sentences should focus on all global themes discussed so far. Vocabulary Include vocabulary on HIV/AIDS Nouns ending in tion & -ment should include those relevant to global themes treated. Add some vocabulary on global theme. The prefixes under- & over- can be used to make sen- tences on the above theme. Synonyms, antonyms, idioms or proverbs related to treated global themes. Communica- tive framework ‘Making suggestions’ can be related to addressing the above global issue. ‘Expressing consequen- ces’ can be linked to gender dis- crimination, environmen- tal pollution etc ‘Expressing finished and unfinished actions’, ‘using flash- backs’, or ‘speaking generally and being specific’ in situations of violence, conflict, peace etc Stating what you know or don’t know on a global issue, defen- ding opinion on a global theme, Supple- mentary reading Foreign cul- ture, tribal/ Racial dis- crimination, HIV/AIDS etc On gender, sustainable development different kinds of pollution etc Violence conflicts, war, peace building etc On any global issue of interest to the student.

18 BILIOGRAPHY Andezejewski, J. &Alessio, J. (1999): ‘Education for Global Citizenship and Social Responsibility’. Progressive Perspectives, vol I, No. 2, Spring 1999 Bruce, M.G., Podemski, R. S., & Anderson, C. M. (1991):Developing a Global Perspective: Strategies for Teacher Education Programs. Journal of Teacher Education, No. 42, 1991. Merryfield, M. & Wilson A. (2005): ‘The many dimensions of global education’. National Council for Global Studies Bulletin, no.103 Osler, A (2006): Citizenship and Language Learning. Trenthan Books, Stirling, UK Roux, J. (2001): ‘Re-examining global education’s relevance beyond 2000’. Research in Education, May, 2001

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