La dimensión global en la clase de Inglés de ES

Interculturalidad y pensamiento crítico

38/11 N/C Presencial Inglés Media PF, /4F 37 Hs. Reloj Dict: 8720 Res: 3095/11 Punt: 0,48

Dirección de CapacitaciónProvincia de Buenos Aires

http://ciie-r10.wikispaces.com/ 

Capacitador ETROscar Marino

2012

http://www.youtube.com/watch?v=Wn0_H-kvxkU

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What does it mean to be literate in the 21st

century?

Dimensión Global de la educación =

Temas globales

La inclusión de la competencia intercultural

El desarrollo del pensamiento crítico

Recursos digitales para la selección de material

De la teoría a la practica

De la Competencia intercultural

A la práctica para desarrollar el pensamiento crítico.

Sinergia

Contexto global

Contexto local

El docente crea la interacción y la interconexión entre ambos contextos

“Think globally and act locally”

Temas globalesDesarrollo de materiales y planificaciones

Los alumnos desarrollan competencias

Lingüística

Socio-lingüística

Discursiva

Intercultural

Material auténtico

Cultura Otras culturas

Contexto globalContexto local

El rol de la interdisciplinariedad

Para desarrollar la competencia intercultural

El pensamiento crítico

C L I L

From UNCOVERING CLIL by Marsh, Mehisto and Frigols (2008)Core features of CLIL methodology (p. 29-30)

Multiple focus• supporting language learning in content classes• supporting content learning in language classes• integrating several subjects• organizing learning through cross-curricular themes and projects• supporting reflection on the learning processSafe and enriching learning environment• using routine activities and discourse• displaying language and content throughout the classroom• building student confidence to experiment with language and content• using classroom learning centres• guiding access to authentic learning materials and environments• increasing student language awarenessAuthenticity• letting the students ask for the language help they need• maximizing the accommodation of student interests• making a regular connection between learning and the students' lives• connecting with other speakers of the CLIL language• using current materials from the media and other sourcesActive learning• students communicating more than the teacher• students help set content, language and learning skills outcomes• students evaluate progress in achieving learning outcomes• favouring peer co-operative work• negotiating the meaning of language and content with students• teachers acting as facilitatorsScaffolding• building on a student's existing knowledge, skills, attitudes, interests and experience• repackaging information in user-friendly ways• responding to different learning styles• fostering creative and critical thinking• challenging students to take another step forward and not just coast in comfort CO-operation• planning courses/lessons/themes in co-operation with CLIL and non-CLlL teachers• involving parents in learning about CLIL and how to support students |• involving the local community, authorities and employers

Dimensión del contenido Dimensión cultural

Lengua para participar en la cultura

Lengua para aprender cultura

Alfabetización digital del siglo XXI

La clase de inglés se presenta como el ambiente propicio

para el desarrollo de la competencia intercultural y el

pensamiento crítico para adquirir conocimientos sobre

distintas culturas

Objetivos

ayudar a los docentes a adquirir un mejor entendimiento conceptual de la

competencia intercultural

  ayudar a los docentes a mejorar sus métodos de enseñanza para el desarrollo

de la competencia intercultural

  brindar a los docentes el marco conceptual para el desarrollo de pensamiento

crítico y los criterios prácticos para incluir instancias de pensamiento crítico en

las planificaciones de clase.

  brindar a los docentes criterios para la selección de material auténtico y para el

desarrollo de tareas en base a ese material

  brindar a los docentes los lineamientos para planificar y desarrollar secuencias

didácticas desde un enfoque interdisciplinario

  brindar a los docentes los conocimientos sobre las distintas formas de utilizar

las netbooks para la selección de material y para el desarrollo de tareas para los

alumnos.

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What does it mean to be literate in the 21st

century?

Problem 1 

How can you introduce the global dimension in your English classes?

 

Global education is an approach to education developed in the 1970s and 1980s which aims to promote students´ knowledge and awareness of world peoples, countries, cultures and issues. As an approach to language teaching, it involves integrating a global perspective into classroom instruction through a focus on international themes, lessons built around global issues (peace, development, the environment, human rights …), classroom activities linking students to the wider world and concepts such as responsibility and world citizenship.  Advocates of this approach see the foreign language as a window to the world and global education as a way to bring educational relevance to the classroom through meaningful content based on real-world topics. Global education has been defined as education which “promotes the knowledge, attitudes and skills relevant to living responsibly in a multicultural, interdependent world (Fisher and Hicks, 1985) and as education which aims to bring about “change in the content, methods and social context of education in order to better prepare students for citizenship in a global age” (Kniep, 1985). Cates (1990) describes global education as an approach to language teaching which aims at enabling students to effectively acquire and use a foreign language while empowering them with the knowledge, skills and commitment required by world citizens for the solution of global problems. Maley (1992) sees global education as a way to solve the perennial problems faced by language teaching: the gulf between classroom activities and “real life”, the separation of language teaching from mainstream educational ideas, and the lack of a content as subject matter.

Global education

Handout

What is global education?

Choose a definition and discuss about it.

 

1.Globalization has led to growing interdependence and increased

contacts with people from different countries;

2.Our planet faces serious world problems which require

international cooperation to solve;

3.Surveys show that modern youth is often ignorant of world

peoples, cultures and issues;

4.Current education systems fail to prepare young people adequately

to cope with these challenges due to traditional schooling based

on rote memorization, passive learning and examination pressures

The rationale for global education is that:

Give your

opinion

Do you agree? Handout

Knowledge

knowledge about world

countries and

cultures, and about

global problems,

their causes

and solutions;

Skillsskills of critical

thinking, cooperati

ve problem solving, conflict

resolution, and

seeing issues from

multiple perspecti

ve;

Attitudes

attitudes of global awareness, cultural appreciati

on, respect

for diversity,

and empathy;

Action

the final aim of global

learning is to have students

“think globally and act locally”

“Think globally and act locally”

Why global education?

Look at your handout and choose one of the three reasons to share with your mates.

Advocates of global education typically criticize the narrow focus of much traditional language teaching with its emphasis on linguistic form, trivial content (shopping, tourism, pop culture), its avoidance of controversial issues, and its textbook stereotypes. Global language teachers strive to design language lessons around world regions (e.g. Africa), social issues (e.g. AIDS), international themes (e.g. the Nobel Peace Prize), and global problems (e.g. landmines, tropical rainforests). They see e-mail and the Internet as ways to promote global awareness and inter-cultural communication, and arrange overseas visits and exchanges to promote international understanding. Handout

Global education, through its emphasis on meaningful communication about real-world topics, has promoted interest in content-based instruction and communicative language teaching. It has also led language educators to reach out for teaching resources to global issue organizations such as Amnesty International, Oxfam and UNICEF, and to experiment with teaching ideas, activities and materials from such disciplines as peace education and environmental education. It has further led to new thinking about the social responsibility of the language teaching profession in a world of social inequality and linguistic imperialism.

Global education has had its biggest impact with teachers of English, who argue that the status of English as a global language (see Crystal, 1997) makes the EFL classroom ideal for global education. These teachers see English less as the language of native speakers, and more as a language for learning about the world and communicating with world peoples.

What is Citizenship ?The concept of citizenship has had a varied history reflecting the changing contexts in which it has been used. In the city-states of the Ancient World the status of citizen was reserved for a minority of the population with political influence but also with responsibilities towards the rest of society.

In revolutionary times, citizenship as a concept was used to demand an increasing involvement in political and civil society for previously excluded sectors of the population.

As the world was divided into distinct political territories, citizenship was closely associated with belonging and the status of citizen of a particular state or empire was used to claim rights (e.g. freedom, security, political participation and residence).

Recent globalising trends are promoting a new form of citizenship that encourages a sense of belonging and of rights and responsibilities that transcend national and cultural boundaries.

• What rights and responsibilities do you now have as a citizen that your ancestors might not have had 300 years ago? Do you think you and your fellow citizens are better off through having these rights and responsibilities?

• What resources or reasons can history provide for intercultural communication?

By definition, Global Citizenship involves engaging with

distant places and different cultures, but this is never

undertaken in isolation from our own lives and communities.

The focus is rather on exploring what links us to other

people, places and cultures, the (e)quality of those

relationships, and how we can learn from, as well as about,

those people, places, and cultures. All this might result in a

very localized expression of Global Citizenship, such as the

challenging of a racist remark in the school break.

Global citizenshipThe global is local

Reflection point Review the Curriculum Design for English, and identify how it can contribute to develop knowledge, understanding, skills, values and attitudes as listed below.

OXFAM

How do these elements relate to Byram´s model of intercultural communicative competence? Oxfam activities

OXFAN

A model of intercultural competenceAttitudes and feelings• Acknowledging the identities of others: noticing how others have different identities and accepting their values and insights.• Respecting otherness: showing curiosity about others and being willing to question what is usually taken for granted and viewed as ‘normal’.• Having empathy: being able to take someone else’s perspective, to imagine their thoughts and feelings.• Identifying positive and negative emotions and relating them to attitudes and knowledge.

Behaviour• Being flexible: adapting one’s behaviour to new situations and to what other people expect.• Being sensitive to ways of communicating: recognising different ways of speaking and other forms of communication that exist in other languages or other ways of using the same language.

Knowledge and skills• Having knowledge about other people: knowing facts about people whom one meets, and knowing how and why they are what they are.• Discovering knowledge: using certain skills to find out about people one meets, by asking questions, seeking out information, and using these skills in real-time encounters.• Interpreting and relating: understanding people or places or things by comparing them to familiar people, places, things in one’s own environment, seeing similarities and differences.• Being critical: noticing how other people think and act and distancing oneself from one’s own ways of thinking and acting, and being able to explain one’s judgements about both.• Becoming aware of one’s own assumptions, preconceptions, stereotypes and prejudices.

Action• Taking action: as a consequence of all the rest, being willing and able to become involved with other people in making things different and better. Handout

INTEGRATING THE TEACHING OF ENGLISH TO OTHERSUBJECTS IN THE CURRICULUM

A few examplesSpeaking and listeningIn groups, students decide on a global issue they would like to investigate and research a selection of different texts from a range of authors which give different insights into that particular issue. They then devise a presentation or play which demonstrates the complexities of the issue and explores different feelings, opinions and responses and roles of the actorswithin it.

RepresentationsPupils consider the representations and prejudices shown in a range of media responses to one topical news story.Pupils explore the ways in which particular ideologies, including prejudices and injustices are embodied in language.

WritingStudents use testimonies, diaries or autobiographies to learn more about the lives and experiences of a range of young people in a country different from their own. This creates opportunities to understand how many things in their lives are similar to those of others andthat there may be core values and aspirations which are common. Students can write newsletters or create a documentary which draws their connections.

StorytellingStudents can use the performance traditions of different storytelling genres such as epic forms of Hindu storytelling; the West African and Caribbean tales of Anansi; or the traditions of Welsh Eisteddfod. Students can consider how the landscape and environment shape different oral traditions and customs and how stories have travelled across and between cultures. Inengaging empathetically with situations they can use their understanding of role and narrative to consider the moral choices and decisions that many of these tales lead the listener towards.

Handout

Caribbean tales of Anansi

The traditions of Welsh Eisteddfod.

http://www.walesonline.co.uk/news/wales-news/2011/11/26/national-eisteddfod-may-lose-some-traditions-to-become-profitable-am-warns-91466-29844307/

http://www.jamaicans.com/culture/anansi/anancy_intro.shtml

AM Assembly Members

A few examples

Exploring an environmental issueStudents can investigate an environmental issue in a country where their target language isspoken. They can find words which represent environmental concepts, such as ‘rethink’,‘refuse’, ‘reduce’, reuse ‘repair’ and ‘recycle’. Working in groups, students find differentexamples of what is being done to protect the environment in their chosen country. As a wholeclass they can discuss the different opinions and ideas that have emerged from their research.They can use persuasive writing to encourage greater sustainability using the examples theyhave explored.

Perspectives on the news and current affairsStudents can download stories from newspapers from around the world. Activities can include:find the names of all the people or places; gist reading for the main topic; jumbling headlinesand text paragraphs; learning reading strategies for unknown words; strategies forpronunciation of, for example, names and places.Further activities might include: pupils creating their own news bulletin for the country; creatinga three word headline; extending headlines into grammatically complete sentences; comparingand contrasting this news with that from other news sources in the same and other countrieson the same day, considering what news receives priority and what different perspectives thereare on the same story; keeping a diary of important events in a specific country over a period oftime; and considering whether there are more positive or negative stories. Students mightconsider which countries are represented most in news stories in French or Spanish media,how this compares to English media and why there might be differences.

Real life stories from around the worldStudents can find out about the lives of individual young people in a country where their targetlanguage is spoken, for example, Spanish in Bolivia or French in Haiti. They explore similaritiesand differences between their own lives and those of others, their feelings and perceptionsabout their lives, their hopes and aspirations for the future. Handout

A few examplesStudent voice and sustainable schoolsStudents have an important role to play in exploring and putting forward suggestions for howtheir school can become more sustainable. In considering issues such as energy usage, foodsourcing and waste, they can consider the global impact of actions and choices made intheir school.Students can discuss and develop ways to monitor the school’s progress, for example, throughcarbon footprinting.

Human rightsStudents can explore situations globally where there are competing rights. They can exploresituations where human rights are being denied, both locally and in other parts of the world.They use a developing understanding of the legal framework of human rights to consider howhuman rights abuses might be challenged. For example, they can find out about the lives ofworking children whose rights are being denied and explore responses to this.

The mediaStudents can investigate the way the media has represented and reported on a topical story,such as the rights of migrant workers, considering the various perspectives described includingthat of the migrants themselves, employers and the government. Students can investigateexamples from other countries as well as their own.Students can consider the power of the media in influencing perceptions, choices and lifestylesincluding their own. They might do this by asking people about their understanding of aparticular global issue, their views on it, the strength of those views and where they think theirviews come from.They can consider what they could actually do to address what they see as a lack ofunderstanding or an imbalance in views in their local community about a specific global issue.

Handout

http://timeforchange.org/what-is-a-carbon-footprint-definition

Carbon footprinting.

SOME MORE CASESCarry out an interview

Learning from the wider worldThink about experiences you have had personally that could enhance your teaching of the global dimension. You may have been born, or have lived or worked, overseas. You may spend time with friends or family who were born or who have lived overseas. You may have holidayed in various parts of the world. Your pupils' learning can be enriched by hearing these experiences.To complete the activity, you will need to ask somebody to help you. Could you invite in a parent or friend who has lived or worked overseas? Is there a returned VSO teacher in your school, or a teacher who has taught overseas who you could invite into school to be interviewed by the pupils (and to talk to other staff) about their experiences?The activity opposite focuses on an interview, and then invites you to think about ways of using links with other schools to introduce pupils to experiences of life in other countries.Activity1.Plan, and help your pupils to carry out, a structured interview with someone who has lived or worked overseas.2.Note down the learning outcomes.3.How does this interview contribute to bringing the global dimension to the teaching and learning in your own classroom?4.Plan ways in which learning from people with experience in different countries could be built into your existing schemes of work.5.If there is a link with an overseas school, discuss with teaching colleagues ways in which you can use this link to enrich the teaching of the global dimension across the subjects of the curriculum and throughout the school. You can register your school in COMPLETAR LINK

Handout

VSO http://www.vso.org.uk/what-we-do/

Our visionOur vision is a world without poverty.Our missionVSO brings people together to fight poverty.Our valuesBy thinking globally, we can change the world.Progress is only possible by working together.Knowledge is our most powerful tool.People are the best agents of change.

Activity1. Carry out a web search using the 'Google' search engine for

two place-based images. One place should be local and known to you; the other should be more distant and unknown. Print out or copy and save the images to your desktop, where permission is given that you may do so. Google

2. Now click on the Text icon and use the 'Comparison framework' (adapted from Grimwade, 2002) to compare the two images. A completed example, 'Comparison framework: example' is part of the material of this course.

Connections between places

Creating the need to know The global dimension in geography is concerned with exploring interconnections between people and places. It requires us to examine our own and other people's perspectives of places.Now complete the activity on the right, which should focus your thinking on the connections between places rather than the distance between them.