1. People’s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research Abderrahmane MIRA University, Béjaia National Conference on “Teaching and Learning Civic Education through EFL in Higher Education: Case Studies” November 22nd & 23rd, Organized by the Department of English Faculty of Arts & Languages

2. Batna-2 University
Promoting Global Citizenship through Integrating the Qur’an and Sunnah in Syllabi Designed for Civic Education as an Integrative component of EFL Curricula By
Manel MIZAB Pr. Amel BAHLOUL

3. Discussion of the Results Conclusions and Recommendations
Contents
Introduction
Global Citizenship
Civics Education
Aims & Problem
The Study
Discussion of the Results
Conclusions and Recommendations
References

4. Introduction
Globali-zation
21st Century
New Demands
Keeping pace

5. Global Citizenship Active Face and resolve Proactive Peaceful,
Tolerant,
Inclusive, and
Secure

6. Actualizing Citizen (AC)
Civics Education
Actualizing Citizen (AC)
Dutiful Citizen (DC)
Diminished sense of government obligation –higher sense of individual purpose
Obligation to participate in government centered activities
Voting is less meaningful than other, more personally defined acts such as consumerism, communicative volunteering, or transnational activism
Voting is the core democratic act
Mistrust of media and politicians is reinforced by negative mass media environment
Becomes informed about issues and government by following mass media
Favors loose networks of community action –often established or sustained through friendships and peer relations and thin social ties maintained by interactive information technologies
Joins civil society organizations and/or expresses interests through parties that typically employ one-way conventional communication to mobilize supporters
Bennett (2003). The Divided Citizenry: The traditional civic education ideal of the Dutiful Citizen (DC) vs. the emerging youth experience of self- Actualized Citizenship (AC)

7. The introduction of civics education
Aims 1. 2. 3.
Global Citizenship
The introduction of civics education
Qur’an
and
Sunnah

8. They are the scaffold of civics education
The Study: Question and Hypothesis
?????????? How is the Civics Education syllabus designed with regard to the Algerian EFL context?
we assume that
The principles embodied in the Qur’an and Sunnah are the basic trigger of global citizenship
They are the scaffold of civics education

9. Questionnaire Teachers The introduction of Civics Education
Research Methodology Design
Questionnaire Teachers
The introduction of Civics Education
Qur’an and Sunnah

10. Teachers Discussion of the Results Proposition (93.33%)
Opposition (6.67%)
A civilised community
Citizenary values
A way of transmitting the Arabo-islamic heritage.
A way to transcend locality to universality
Knowledge and skills
Excercise rights and democracy
Global, international/ intercultural competencies
Learnt in primary, middle, and secondary education.
Starts at home, and does not need to be taught, especially not through a foreign language.

11. Discussion of the Results (Cont’d)
Principles of the Qur’an and Sunnah
قال الله تعالى: ”ونزلنا عليك الكتاب تبيانا لكل شىء ” (النحل: 89)
Usuary
قال الله تعالى: »و جرم اللهُ الْبَيْعَ وَحَرَّمَ الرِّبَا « (البقرة: 275)
قال الله تعالى: ” الَّذِينَ يَأْكُلُونَ الرِّبَا لَا يَقُومُونَ إِلَّا كَمَا يَقُومُ الَّذِي يَتَخَبَّطُهُ الشَّيْطَانُ مِنَ الْمَسِ“ ا(لبقرة: 275)
Bribery
قال الله تعالى:» وَلاَ تَأْكُلُواْ أَمْوَالَكُم بَيْنَكُم بِالْبَاطِلِ وَتُدْلُواْ بِهَا إِلَى الْحُكَّامِ لِتَأْكُلُواْ فَرِيقاً مِّنْ أَمْوَالِ النَّاسِ بِالإِثْمِ وَأَنتُمْ تَعْلَمُونَ « (البقرة : 188)
عن عبد الله بن عمرو بن العاص​-رضي الله عنهما-​ قال:​ »  لعن رسول الله -صلى الله عليه وسلم- الراشي والمرتشي « ​رواه أبو داود والترمذي وصحح
Stealing
قال الله تعالى: »وَالسَّارِقُ وَالسَّارِقَةُ فَاقْطَعُواْ أَيْدِيَهُمَا جَزَاء بِمَا كَسَبَا نَكَالاً مِّنَ اللّهِ وَاللّهُ عَزِيزٌ حَكِيمٌ «   (المائدة: 38)
قال رسول الله صلى الله عليه و سلم:  »لعن الله السارق «
قال رسول الله صلى الله عليه و سلم: »ولا يسرق السارق حين يسرق وهو مؤمن. «. رواه البخاري ومسلم.
Lying
عن أبي هريرة رضي الله عنه عن النبي صلى الله عليه و سلم: »من كذب عليَّ متعمدا فليتبوأ مقعده من النار« (رواه البخاري و مسلم)
. ​Cheating “English”
عن أبي هريرة رضي الله عنه عن النبي صلى الله عليه و سلم: »مَن غشَّ فليس مِنِّي « (رواه مسلم)
Hygiene
قال الله تعالى: » إنَّ اللـه يُحِبُّ التَّوَّابِينَ وَيُحِبُّ الْمُتَطَهِّرِينَ« (البقرة: 222)
Relationships
قال الله تعالى: »يأيها الذين امنوا لا يسخر قوم من قوم عسى أن يكونوا خيرا منهم ولا نساء من نساء عسى أن يكن خيرا منهن ولا تلمزوا أنفسكم ولا تتنابزوا بالألقاب بئس الأسم الفسوق بعد الإيمان ومن لم يتب فأؤلئك هم الظالمون«(الأنعام: 132) 
وقال الله تعالى : »وقولوا للناس حسنا« ( البقرة: 83)
Altruism
عن مالك بن أنس رضي الله عنه عن النبي صلى الله عليه وسلم : »لا يؤمن أحدكم حتى يحب لأخيه ما يحب لنفسه« (رواه البخاري و مسلم)
Justice
قال الله تعالى: »وَمَن لَّمْ يَحْكُم بِمَا أنزَلَ اللّهُ فَأُوْلَئِكَ هُمُ الظَّالِمُونَ« (المائدة: 45)

12. Lesson Plan
Lesson Topic: Environment General Objective: Students will be able to write 3 to 6 sentences about their own carbon footprint and about what they are going to do to make it smaller. Language Objective: Students will be able to understand and use vocabulary related to environmental problems and they will practice their listening and reading skills. Civic Objective: Students will be able to look at the most common environmental problems and to think about their own impact on environmental protection. Assessment: Formative assessment: the students will be graded for the listening activity and the writing activity.

13. Procedures and Teacher`s Language
Lesson Plan (Cont’d)
Stages &Timing
Procedures and Teacher`s Language
Teacher`s notes/Aim
of the Activity
Organization
Materials
Warm­up.
5 min
At the beginning of the lesson students get Handout 1 and in pairs do a matching activity to get colloquations related to environmental issues: global warming, nuclear disaster, Greenhouse effect, ozone layer, oil pill. 
After the students have finished, they are shown the same material on Power Point and the whole class and the teacher check the answers.
Introduce
the topic and
 vocabulary
related to
environmental
issues
Pair work
Handout 1
Power Point,
slide #2
Stage 1
Pre­listening
activity
At this stage the teacher gives out Handout 2, where the students have to do another matching activity. This time they have to match the same colloquations to their definitions.
When finished, the class will be shown the same activity on a slide to check their answers.
Have students
think over the
introduced
problems and
prepare them
for the listening
activity.
Handout 2
slide #3

14. Teach reading for general idea.
Lesson Plan (Cont’d)
Stage 2
Pre­teaching
vocabulary
and while­
listening activity
(10 min)
The teacher shows slides with five different environmental issues and has a discussion with
the students over each of them, at the same time introducing the new words (drought, flood, recycling, pollution, ozone layer).
After that the teacher says that they are going to listen to four descriptions of
environmental problems. They have to listen and match the numbers of the speakers to the problems from the list on Handout 3. Students work individually. The teacher collects the answers for assessment.
Teach students
listening for
general idea.
Teacher­class
 Individual
work
Computer
Power Point
Slides #4,5,6,7,8
Handout 3
Stage 3
While­Reading
Activity
(10min)
Students get Handout 4 with a text about an environmental problem and are asked to choose the best title out of four
given below. On finishing, each pair shares their choice and explains it
Teach reading for general idea.
Pair  work
Handout  4

15. Lesson Plan (Cont’d) Stage 4 While­reading activity (5 min)
After that the students discuss the concept of carbon footprint
described in the text. Then the students are given Handout 5 with some of the human activities mentioned in the text (walking,
travelling by bike, travelling by car, travelling by plane,
travelling by train). Working in pairs, the students have to rank the activities depending on their impact on the environment, beginning with the biggest. They
are supposed to look up
information about it in the text. When finished, they will see the same material on a Power Point slide and check their answers.
Teach reading
for detail and to
have students
think about
people`s carbon
footprint.
Pair work
Power
point,
slide #9.
Handout 5
Stage 5
Post –reading
Then the students are asked to think about what people should do to protect the environment
from pollution. They have to choose the activities from the second list on
Make students think about their own life style and in what way it can harm the environment.
Power point,
slide #10.
Handout 5

16. Lesson Plan (Cont’d) Stage 6 Production (5 min) Individual work
Handout 5 which in their opinion help make
people`s carbon  footprint smaller.
Stage 6
Production
(5 min)
The students are asked the following questions: Do you think your carbon footprint is
big or small? Why do you think so? What are you going to do to make it smaller? They have to write a paragraph (3 to 6
sentences) about it.
The teacher collects the works for assessment.
Make them think about their own impact on the environment and write about it.
Individual
work
Power Point slide #11.

17. References
Bennett, W. L. (2003). Civic Learning in Changing Democracies,
Working Paper #4. Center for Communication and Civic
Engagement. University of Washington, Seattle, USA
Smith, A., Fountain, S., & McLean, H. (2002, September). Civic
Education in Primary and Secondary Schools in the
Republic of Serbia: An Evaluation of the First Year, 2001-
2002, and Recommendations. UNESCO.
English Language through Civic Education (ELCE).
(MAY 16, 2016). ENGLISH LANGUAGE PROGRAMS.
Retrieved MONDAY, 01/07/2016

18. THANK YOU FOR YOUR ATTENTION