Developing*Global* Competence*in*ELT** Ben*Goldstein* · 2016-08-06 · Global*competence*...
Transcript of Developing*Global* Competence*in*ELT** Ben*Goldstein* · 2016-08-06 · Global*competence*...
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Developing Global Competence in ELT
Ben Goldstein
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Global competence
…. is the capacity 1) to analyse global and intercultural issues cri@cally and
from mul@ple perspec@ves 2) to understand how differences affect percep@ons,
judgments, and ideas of self and others 3) to engage in open, appropriate and effec@ve
interac@ons with others from different backgrounds on the basis of a shared respect for human dignity.
• OECD : GLOBAL COMPETENCY FOR AN INCLUSIVE WORLD • hWps://www.oecd.org/pisa/aboutpisa/Global-‐competency-‐for-‐an-‐inclusive-‐world.pdf
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Overview
1 What does it mean to be “globally competent”? 2 Tasks which foster global competence (GC) 3 Incorpora@ng global competence in materials 4 Valuing human dignity & cultural diversity
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1 WHA T DO E S I T M E AN T O B E G L O BA L L Y C OMP E T EN T ?
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PISA document
Skills Knowledge and Understanding Abtudes
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hWps://www.oecd.org/pisa/aboutpisa/Global-‐competency-‐for-‐an-‐inclusive-‐world.pdf
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• Knowledge and understanding of global issues implies familiarity with the most important issues which cut across na@onal boundaries (climate change, migra@on, poverty, etc.)
• the capacity to understand the interrela@onships between issues, trends, and systems across the globe.
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• Intercultural knowledge and understanding
• involves knowledge about one’s own culture, other cultures, and the similari@es and differences between cultures.
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Applying cri@cal thinking to a global or intercultural problem requires… • recognising that your assump@ons may influence the evalua@on process
• acknowledging that your beliefs and judgments are always con@ngent and dependent upon your own cultural affilia@ons and perspec@ve
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2 T A S K S WH I C H F O S T E R G LO BA L C OMP E T EN C E
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Reuters/Jeff Topping
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A cri@cal mind…
• Ques@ons assump@ons • Thinks through the consequences of a line of reasoning
• Looks for evidence and examines it carefully • Considers alterna@ve ideas
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• Where is this place? (choice/prior knowledge) • How do you know? (evidence) • What are the people doing? What is surprising about this, if anything? (assump@ons)
• How does this compare with other images of such places? (alterna@ves)
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Wikipedia: entry – Mexico / United States border
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Where?
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Where?
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• Knowledge & Understanding of Global Issues: US / Mexican Border, contemporary relevance
• Intercultural knowledge and understanding: Reflec@on on different world borders, including own
country’s borders
• Analy@cal and cri@cal thinking: Comparison of different images of US / Mexican border,
contexts where these images may be found
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3 I N COR PORA T I NG G LO BA L C OMP E T EN C E
I N MA T E R I A L S
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• There is a great deal of incidental cultural informa@on available in course materials, but it is on the whole an arbitrary selec@on, and, crucially, it remains just informa@on – learners are not required to respond to it in terms of their own experience or integrate it into new structures of thought and feeling. The subculture of the language learner and the “small culture” of the classroom tend not to be addressed”
• (Pulverness / Tomlinson, 447)
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English Unlimited Starter
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4 V A L U I NG HUMAN D I GN I T Y / C U L TU RA L
D I V E R S I T Y
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“born everywhere, raised in Britain”
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“I miss the freedom that the children have because they can just play outside and the parents don't really worry that much, whereas here there is a lot of worrying going on”. Dickerson (aged 15), Madagascar
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“Othering”… or “otherising”
Adrian Holliday: “Small Cultures”
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ERICK’S STORY
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Every learner has a dis2nct story to tell, and teaching culture is about construc2ng and
hearing these stories. MORAN, 2001, p.3