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FOSTERING CITIZENSHIP COMPETENCES

THROUGH MORAL DILEMMAS WORKSHOPS IN THE EFL CLASSROOM

PAOLA AZUCENA ROJAS MURIEL

UNIVERSIDAD PEDAGGICA Y TECNOLGICA DE COLOMBIAFACULTAD DE EDUCACIN

M.A. PROGRAM IN LANGUAGE TEACHINGTUNJA2008


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FOSTERING CITIZENSHIP COMPETENCES

THROUGH MORAL DILEMMAS WORKSHOPS IN THE EFL CLASSROOM

BY

PAOLA AZUCENA ROJAS MURIEL11122918

A study presented as a requirementto obtain the M.A. degree inLanguage Teaching. (With major inTEFL Teaching English as a ForeignLanguage)

DIRECTORMARGARITA RUIZ ROCCA

Magister en Investigacin y Tecnologa Educativa.

UNIVERSIDAD PEDAGGICA Y TECNOLGICA DE COLOMBIAFACULTAD DE EDUCACIN

M.A. PROGRAM IN LANGUAGE TEACHINGTUNJA2008


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NOTE OF ACCEPTANCE

Director

__________________________

Professor. Margarita Ruiz Rocca, M.A

Juror

___________________________

Professor.

Juror.

___________________________

Professor.

Tunja, febrero de 2007


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AKNOWLEDGEMENTS

Agradecimiento dedicaciones


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CONTENTS

Page

INTRODUCTION1. THE STUDY . 3

1.1 THE PROBLEM .. 3

1.2 RATIONALE .. 7

1.3 RESEARCH QUESTIONS AND OBJECTIVES .. 10

1.3.1 Main question . 11

1.3.1.1 Related question . 11

1.3.2 Main objective . 11

1.3.2.1 Specific objective. 11

2. LITERATURE REVIEW 12

2.1 RESEARCH ON CITIZENSHIP COMPETENCES . 12

2.2 RESEARCH ABSTRACTS REVIEW 14

2.3 MORAL DEVELOPMENT 17

2.4 MORAL DILEMMAS 24

2.4.1 Konstanz method . 28

2.5 CITIZENSHIP COMPETENCE . 32

2.5.1 Competence 32

2.5.2 Citizenship ... 33

2.5.3 Citizenship Competence 37

3. RESEARCH DESIGN ... 42

3.1 TYPE OF STUDY ... 42


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List of charts

Chart N 1 Abstracts ReviewChart N 2. Kohlbergs Stages of Moral Development

Chart N 3. Summary of the Research Design.

Chart No 4. Moral Dilemmas Workshops


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List of Annexes

1. Permissions.2. Diagnosis data.

3. Survey.

4. Workshops and reflections.

5. Interviews.


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List of Figures

1. Figure N 1. Moral development competence process through the moraldilemmas discussions.

2. Figure N 2. Phases of the Konstanz Method Dilemmas Discussion in the

workshops.

3. Figure N 3 Core category Hatching out the eggshell others made around

me.


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FOSTERING CITIZENSHIP COMPETENCES THROUGH MORAL DILEMMAS WORKSHOPS INTHE EFL CLASSROOM.

Paola Rojas Muriel.M.A Candidate in Language Teaching.Universidad Pedaggica y Tecnolgica de [email protected]

Citizenship is not a course, but a learner way of livingRichard Peters

ABSTRACT

This basic or generic qualitative research focuses on identify eleventh graders citizenshipcompetences through moral dilemmas discussion workshops in a public school where students presentsome aggressive characteristics on their behavior when acting in their living together. The use of this

pedagogical strategy lets students reflect on themselves and connect their daily experiences with theirlearning process in an EFL classroom. This study also aims at promoting teachers awareness on theirfunction as agents of social change, and stimulating students active participation in their social

responsibilities as citizens through reasoning, reflection and moral development where students needs,experiences and context are the core of the teaching and learning processes. Data was provided bymeans of surveys, interviews and students reflective logs. Findings show two main concerns: 1) An EFLclassroom might provide reflective spaces to foster moral development and citizenship competences toenable students capacities of solving problems looking for the community benefit 2) Moral dilemmasdiscussions workshops are a strategy through which students start the understanding and internalizing

processes of their social responsibilities as citizens allowing them evolve from thinking to action. Thuslearning and teaching language become meaningful processes within and outside the classroom.

Key Words:Moral Dilemmas, moral development, citizenship competence, social responsibility,social competences.

RESUMEN

Esta bsica o generativa investigacin cualitativa esta enfocada en identificar competenciasciudadanas en estudiantes de grado 11 a travs de la discusin de dilemas morales en un colegio publicoen donde los estudiantes presentan caractersticas agresivas en su comportamiento durante suconvivencia. El uso de esta estrategia pedagogica permite a los estudiantes reflexionar y conectar theirdaily experiences con el proceso de aprendizaje en el salon de ingls como lengua extranjera. Esteestudio tambien apunta a promover conciencia en los profesores en su funcion como agentes de cambiosocial y a estimular en los estudiantes su participacin activa en las responsabilidades sociales comociudadanos a travs del razonamiento, la reflexin y el desarrollo moral donde las necesidades,experiencias y los contextos de los estudiantes son el centro del proceso de la enseanza aprendizaje.Los datos fueron proveidos por medio de encuestas, entrevistas y carpetas reflexivas. Los resultadosmostraron dos importantes intereses: 1) Un salon de clases de ingles como lengua extranjera podria

proveer espacios de reflexion para promover desarroolo moral y competencias ciudadanas para estimularlas capacidades de los estudiantes al resolver problemas buscando el beneficio de la comunidad. 2) Lostalleres de discusiones de dilemas morales son una estrategia a travs de los cuales los estudiantesempiezan procesos de comprensin e interiorizacin de sus responsabilidades como ciudadanos,

permitiendoles evolucionar desde el pensamiento a la accion. Asi, aprender y ensenar una lengua seconvierte en un proceso significativo dentro y fuera del colegio.

KEY WORDS:Competencias ciudadanas, dilemas morales, desarrollo moral, responabilidadessociales.
mailto:[email protected]:[email protected]:[email protected]


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INTRODUCTION

They may forget what you said, they may forgetwhat you did, but they will always remember

how you made them feel.Anonymous

Teachers are considered agents of change, who are expected to educate

students in an integral way promoting social, cultural and moral values in our society

(Clavijo, 2001). When I obtained my job in Cerinza School, the idea agent of change

was in my head. My objective as a teacher was and continues being the generation of

transformative processes and the change of attitudes in my students, taking into account

their social context and, of course, the responsibilities they have as active members of

their communities.

The purpose of this research is to provide EFL students with opportunities to

foster their citizenship competences and writing skills, in order to promote moraldevelopment when they live together in and outside the school, and to encourage them

in the improvement of their writing. Last purpose was carried out through the

development of six moral dilemmas discussions workshops, which let students make

connections among their needs, their own realities and their school as well as let them

become active participants in their contexts.

Citizenship competences consist of knowledge as well as cognitive, emotional

and communicative abilities, which make possible that a citizen acts constructively in a

democratic society. Right now, our country has in its menu violence and war as its main


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dishes; Cerinza region is not the exception. In this region, students seem to accept

situations about aggressiveness and violence as normal events. This is whythe practice

of moral dilemmas discussion in the EFL classroom is an option for promoting moral and

social competences in order for students to change their attitudes and behavior in a

community where progress is hardly promoted.

The moral dilemmas discussions workshops let me explore about students moral

development while I built connections among my teaching practices and my students

needs in the EFL classroom. Then teacher as a researcher planned six workshops

based in students interests, context and ______. In the same way, students production

while developing the workshops becomes in an interest of exploration particularly in their

writing skills. The moral dilemmas discussions workshops were designed to involve

students reflection and decision making through the connection made between their

realities and situations presented in daily life to foster their moral development and

through this the fostering of their citizenship competences as well as their writing skill.

Halliday (1982) expresses that language perform an important function in a social

being, Language is the main channel through a member learn to act as a member of a

society and to adopt their culture, way of thinking, beliefs and values. Then, language

becomes the vehicle for constructing their life. This study focuses on writing skill as the

vehicle of transmission in students life. Completer ojo


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Based on aforementioned concerns and the context where my teaching practice

is developed, the strategy of moral dilemmas discussions become in a way about

offering to my students a reflective space in an EFL classroom, where they can reflectand express themselves taking into account their contexts and where they get

encourage to develop as constructive members of their society. Besides, this reflective

space turns out to be a motivating way to improve students language skills in the

foreign language, particularly the writing one, through the interest of expressing their

ideas and participating in plenaries. Consequently, EFL students have the opportunity to

use language as a social mean for understanding their world and improving their acting

and living in the school.

The present document includes in chapter one the description of the problem, the

rationale that emphasizes the importance of this study, the research questions that

emerged from the problem and the objectives. Chapter two displays the constructs

which were the basis for this study. Chapter three contains the research design, the

description of the setting and population, the validity and reliability considerations and

procedures for data gathering. Chapter four describes the pedagogical intervention

implemented for this study. Chapter five presents the data analysis and the findings

which illustrate the core category and its subcategory that came into view from the data

and the conclusions. In the last part of this document, I addressed the importance of the

findings in the pedagogical field and introduce some ideas for further research.


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1. THE STUDY

The classroom is one of the best laboratories to start inquiring about the teachingand learning processes and the daily phenomena that might emerge during this study. It

was by exploring this laboratory that the current research materialized, took the form of a

problem, became worthy to be studied and solved. This chapter describes the origin for

the current research interest, poses the problem and discusses the importance of

devoting time, work and energy to study citizenship competences in an EFL classroom.

The questions and objectives that led the study are finally presented.

1.1 THE PROBLEM

What I have experienced in this classroom is a hostile environment where

knowledge is not constructed in terms of tolerance. Students replace their school duties

by their own wishes. To develop English class in such environment might become

difficult due to students attitudes towards English; they reflect rejection, frustration and

most of the times students lack of interest about learning English could be perceived.

To be a teacher at a public school has been probably one of my hardest

experiences during my teaching practice but at the same time it has been the greatest

opportunity to become a researcher. This environment provoked a process of reasoning

and reflection about the concepts I held on teacher, student, language teaching and

learning. I conceived a classroom as a place where a unidirectional relationship took


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place. There the teacher was the authority while students silently were destined to obey.

Clavijo helped me to reinforce my position, when she asserts to say that: When

language teachers assume the last role, they become instructional actors in theclassroom scarifying students that are not provided with opportunities to pose problems

related with the conflicts they live beyond the school (2001:36). In this way, Teaching

was a simple interchange of some commodities called information about a language, an

easy task to be accomplished in my classroom. Learning was, in a certain sense, a

response to the teachers expectations. As a result, education became a process of

accumulating concepts, ideas and rules useful for answering good tests and for

repeating the information given.

The concept of being a receiver the student and a giver the teacher; and

therefore, the owner of knowledge, drove my decisions and my way of teaching. I was in

a classroom and my function was teaching, but this particular classroom was something

else; here the power of the teacher became weak, and English, just as a subject, lost its

value to be taught. Then, what to do? how to teach English? Who are my students?

These questions were the starting point for this research.

Reasoning moved me to think about the environment of the classroom. Students

aggressive behaviors, their idea of power determined by shouts and mistreatment and

the conviction that the community should compensate learners for being studying, were

three aspects under which the relationship inside the classroom took place. Context!

That was the first answer that comes into sight. Classroom is a community formed by


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social beings; as Freire says, it is the place where students and teachers bring their own

problems, their realities. English as a language should be the vehicle under which

dialoguing could be started and human relationships could occur to live in peace and tobelong to a social group. Therefore the real context should be considered at the time of

teaching. Well, this specific classroom did not need just grammarrules; it needed social

competences.

When touching the students as social beings, it is possible to comprehend their

rejection towards English learning. Students ambitions are framed in having food and a

place to live, in order to obtain that, (as the students said) men only need to work as day

laborers taking care of cattle and sowing the ground, and women to marry someone who

provides them a place to live. In these terms, education does not provide students with

the necessary tools to read their worlds and to construct their own realities. Learning a

couple of rules and expressions in English would not help these students to be aware of

their function as members of a society. This way, motivation for learning a foreign

language was not enough, the last reason joined with the students low self esteem on

their capacity for practicing a new language (memorizing new vocabulary, constructing

sentences and expressing their own ideas) let me face this problem and reason about

the self. The interaction into the classroom was how this research started.

The social phenomenon experienced in the classroom shows the necessity of

implementing a new teaching and language approach. Based on Vigotsky, Aguirre

(2004:10) argues that: social activity influences cognition through its instrument, its


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language, and its social institutions. Rather than providing students with knowledge

about language, there is an urgency, in this particular setting, of allowing reasoning

among students to enable them to construct and reconstruct their worlds. This was theexit point of my reflection, which got focused on the fostering of citizenship competences

through the moral dilemmas discussions as an alternative for improving the hostile

environment perceived in the English classroom and consequently encouraging

students self esteem in their skills particularly the writing one. I was a teacher interested

in looking at the teaching process in terms of the instructional way, but I did not care

about the human being there was behind my students who learned a foreign language.

Then I understood that it was urgent to implement a strategy that permitted to my

students the development as a human being by developingusing their writing skill. In this

way, the fostering of citizenship competences became a valuable strategy to improve

the aggressive environment in my classroom.

1.2 RATIONALE

The concern of this study comes from my desire to understand my students

behaviors and how English as a subject could support that interest, taking into account

students needs and of course their contexts by means of the connections they can

make between their own realities and school. The original idea emerged from my

experience as a M.A candidate and as a language teacher. Then, based on the initiative

that education involves the development of people with responsibilities focused on their

communities, who, as members of a group, participate in the decisions that engage


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solutions to the problems emerged in their context, learning a language should not be

conceived as an isolated subject, but as an opportunity to encourage students reflection

and to promote students critical thinking and decision making; language becomes a

means for developing the individual as a person. Piaget cited in Salmon (2001), states

that students are not an empty vessel to be filled up with knowledge; they are human

beings who belong to a community.

Implementing the discussion of moral dilemmas to explore students citizenship

competences in an English class might be worthy because it responds to:

1. Students integral development that according to the General Law of Education in

Colombia is one of the main goals of it. (M.E.N. 1994. Art. 14). Students must be

formed within an integral system of social aspects, cultural background, ethics and

moral values in our society (Pineda, 2001). Thus, education has to do with the

development of individuals based on social responsibilities as members of a holistic

and integral education. With these polices, M.E.N. seek to encourage a

transformation of negative behaviors and attitudes of the Educational community into

positive ones, generating reflection and awareness about living in peace with others.

Thus, this study points to the idea about the developing of students social

responsibilities which support them to change attitudes which favor the learning

process of the foreign language, in this particular context the writing skill.


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The planning of discussions of moral dilemmas workshops drew also a dynamic

relationship that should exists among the goal, the contents, the methodologies and the

strategies planned in the syllabus of English. Therefore, the learning of the foreignlanguage might become meaningful for students because it also fosters values and the

critical reading of the world.

2. Students needs of becoming active participants of their own identity as social

beings. Through language, students might read their lives and participate in the

construction of their own reality. In doing so, moral development workshops upon

moral dilemmas discussions could offer students the opportunity to reflect upon their

world experiences while constructing or using knowledge effectively. Clavijo

(2001:32) claims for a redefinition of language as a way to create a more

participatory structure of curriculum. So students might take their experiences from

inside of the classroom to the outside of it.This is why, the conception of language in

this study deals with the consideration that it goes beyond the mere act of

transferring knowledge and instructional guidelines. It deals with the consideration

that language is a vehicle for social communication.

The EFL curriculum entails the interaction of a group of people where each

person brings his/her own reality, a world in miniature, of the real world outside Dubin

& Olshtain, (1986). In this interaction, the practice and the fostering of values is a

constant that should not be ignored, but engaged within the teaching learning


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experiences. This engagement could be possible through the development of reflection

and critical thinking since this could connect students real needs.

3. The human dimension of education. Dewey, quoted by Clavijo (2001), explains in

great detail the impact of the school curriculum on the childrens life. It is not just to

develop a mental process, as Kohlberg (1971) expresses: It has to do with the

influence that the students context has on their moral development; bringing about

the importance of its critical thinking and its relation with the dynamic process of

language learning.

4. It is well- known that Colombia is a country with a very high level of violence, and

with issues like corruption and discrimination. Fostering citizenship competences in

the EFL facilitates individuals the construction of their own citizenship. Students

should learn how to read critically their realities, so that they will be able to make the

best decisions for themselves and for the sake of their communities. The strategy of

moral dilemmas could be a good one for developing this capacity. This could end up

in students becoming productive individuals of the society.

This study attempts to foster citizenship competences in students by means of

reflecting and thinking critically upon the discussion of moral dilemmas taking into

account that despite knowing what moral values are all about, students at school do not

behave accordingly. This issue might be related to the fact that students in the

classroom are limited to the repetition of concepts and not to the practice in spaces


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where they can analyze the real and meaningful situations they have to face everyday,

consequently, English learning process is affected.

After having presented reasons about why fostering citizenship competences

through the development of moral dilemmas discussions, in the next section I will

present the research questions which lead this study.

5.3 . RESEARCH QUESTION AND OBJECTIVES

This part of the chapter presents specific information about the research question

that guided this study, as well as the objectives. Three approaches are addressed along

the questions. The first is a social approach by means of citizenship competence; the

second is a psychological one through moral development and the last one is a

pedagogical approach by way of moral dilemmas discussion as an innovative

intervention in this research to favoring the English learning process, in this case writing

skill.

1.3.1. Main question

The line of inquiry was always citizenship competences. The main question

refined during the process is:


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What do moral dilemmas workshops reveal about eleventh graders citizenship

competences and their writing skill development at Colegio Nacionalizado de Cerinza?

1.3.1.1. Related question

What is the role of moral dilemmas discussions in the fostering of students writing skill,

citizenship competences?

How does students English oral and written production emerge from Reading Circles focused on moral

dilemmas discussions?

1.3.2. Main objective

To foster citizenship competences and writing skill through moral dilemmas

workshops, in order to promote moral development in eleventh graders when they live

together at Colegio Nacionalizado de Cerinza.

1.3.2.1 Specific objective

To determine students performance when exerting their Citizenship Competences while

discussing moral dilemmas.

To explore?


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2. LITERATURE REVIEW

Citizenship is not a course, but a learner way of livingRichard Peters

This chapter develops three parts related to the theoretical framework, the first

one presents moral development process, moral dilemmas discussions, and the base

method to develop the moral dilemmas discussions as part of the pedagogical strategy I

implemented to foster writing skills and citizenship competences . The second one refers

to do with a look over research and concepts on citizenship competences to give the

fundamentals of this study, and the last one refers to a critical perspective to contribute

to the development of students English writing skills in the classroom. All together

become the foundations that support this research. The discussion about moral

development, its intervention in fostering citizenship competences and the role of moral

dilemmas discussions as a pedagogical strategy consider the concepts given by

Kohlberg (1971), Gmez (2005), Ruz and Chaux (2005) and Lind (2003).

2.2MORAL DEVELOPMENT

In order to become agents of change, teachers must take into account that

students are social beings who belong to a community and, consequently, are

responsible for their own society. Teachers then are also responsible for provoking

students awareness ofwhat means to be an active member of their society. Nowadays,


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most educational institutions have integrated in their vision the development of human

beings able to act properly within their social environment. And it is assumed that values

are the core for acting in a pertinent way. As values are addressed to behaviour exertedin the daily life, it is necessary to comprehend that talking about values and their

practice has to do with moral development as a way to take advantage of students

knowledge of values.

M.E.N. states that it is also possible to develop morality in human beings; this is a

fundamental aspect in citizenship development. Moral development is understood as the

cognitive and emotional progress, which lets each individual make autonomous

decisions and do actions which reflect a major concern for the others and for the own

well.(2004:8).

Values are the core for the moral development even though, as Jaramillo says

(2004), it is difficult to talk about human beings and their values, it is necessary to keep

in mind that values guide our decisions making. Tierno (1996) expresses the idea of

that the total development of an individual in a particular society depends on the values

that people have. Then, it could be said that the positive development in any society

results from the effect of the values possessed by its members.

With the development of moral dilemmas discussions based on values, students

could break the paradigm of values not being developed in other places different from

home. Jaramillo (2004) in Al Tablero newspaper main page argues that many people


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think that citizenship, attitudes and relations with others are not measurable. It is

believed that nobody can penetrate the values field because they belong to each

individual; it belongs to the family and its members decide the values they like.Therefore, if the school decides to evaluate them, a valued position would be imposed.

But, on the contrary, if anybody talks about values exerted to act, they become part of

the hidden curriculum. Each human relation implies values necessarily. The important

thing here is to show our way of relating to others, analyzing them and working in a

cooperative way.

Lemins concept (1994) of values states that they are determined by the

beliefs we hold, and the idea someone or a community consider important. Values are

the foundation of our decision- making. We express our values in the way we think and

act. In the classroom, students act when making decisions; therefore, it becomes a

space to interact to be critical and cooperative thinkers. The beliefs they bring from their

family formation are evident when they put into practice social values. At school students

might become more able to sustain those values. Nevertheless, it has been evidenced

by students behavior that values are being replaced by anti-values, those values that

present facts that affect the community as benefits, unfortunately, are transforming this

world in a place where respect for life has been lost and intolerance has paved the road

to violence. Working with a pedagogy based on values at school is to educate humans

to appreciate the real price of things.


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While students develop discussions, and they take values as the base of their

thoughts, ideas and decisions in the classroom, they learn and put into practice rules for

developing discussions in a proper way, namely a discussion where situations as lettingothers speak, accepting others point of view and learning to listen to others could

become a way to make students internalize citizenship competences.

It is by fostering moral development in students that teachers can be effective

leaders in the formation of social beings able to make decisions favouring autonomy

and the living in peace with others. In agreement with the educational guideline of the

M.E.N, the curriculum of the educational institutions aims at fostering moral attitudes

and values which derive in moral judgment competence. It is important to consider here

the definition of moral judgment competence provided by Kohlberg referred as: "the

capacity to make decisions and judgments which are moral (i.e., based on internal

principles) and to act in accordance with such judgments (Kohlberg cited in Lind

2004:13). This capacity result from a process initiated in families and is reinforced

during schooling, which reaches a mature moral development state according to

Kohlberg (ibid.)

must do justice both a) to the moral principles to which one is

committed, and b) to the very situation in which one experiences a moral

dilemma... A moral judgment thus must both be highly consistent (in

regard to one's own moral principles), and differentiated(in regard to the

particular situation).


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Chart N 2. Kohlbergs Stages of Moral Development

Moral development, as argued by Kohlberg, is given within six stages (see Chart

N 1). Each individual moves through these six stages when his/her capacity to apply

rational moral principles is progressively enhanced up to the highest stage of moral

development. Then, the attainment of moral autonomy is reached. In my classroom for

example, when students realize the presence of others he/she comprehends that his/her

opinions are not the only ones, it is evidenced that when discussing a moral dilemma, it

gives space to reflect about the others ideas as more feasible than his/her own. At this

stage, the individual acknowledges the significance of universal ethical principles as a

basis for calculating a response, and s/he is informed by a sense of justice in any

LEVELS STAGES DEFINITIONS

Level 1.

Preconventional

Morality

Stage 1

Obedience andPunishment

The earliest stage of moral development is especially common in youngchildren, but adults are capable of expressing this type of reasoning. At thisstage, children see rules as fixed and absolute. Obeying the rules isimportant because it is a means to avoid punishment

Stage 2

Individualismand Exchange

At this stage, children account for individual points of view and judge actionsbased on how they serve individual needs. In the Heinz dilemma, childrenargued that the best course of action was whichever best-served Heinzsneeds. Reciprocity is possible, but only if it serves one's own interests

Level 2.

Conventional

Morality

Stage 3

InterpersonalRelationships

Often referred to as the "good boy-good girl" orientation, this stage isfocused on living up to social expectations and roles. There is an emphasison conformity, being "nice," and consideration of how choices influencerelationships.

Stage 4

MaintainingSocial Order

At this stage of moral development, people begin to consider society as a

whole when making judgments. The focus is on maintaining law and orderby following the rules, doing ones duty, and respecting authority.

Level 3.

Postconventional

Morality

Stage 5

Social Contractand IndividualRights

At this stage, people begin to account for the differing values, opinions, andbeliefs of other people. Rules of law are important for maintaining a society,but members of the society should agree upon these standards

Stage 6

UniversalPrinciples

Kohlbergs final level of moral reasoning is based upon universal ethicalprinciples and abstract reasoning. At this stage, people follow theseinternalized principles of justice, even if they conflict with laws and rules.


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situation, a student then learns to take into account others and could be possible they

can see themselves as the character of those situations. Thus, students learn from living

experiences in their contexts, and so, the learning process could be conceived as asocial activity.

Gmez (2005: 54), who supports the meaning of learning in this study, explains

that from a social perspective it is possible by means of an active participation in the

interpretative practices of the community, which has to do with an observation outside

the individual (context), followed by an inside observation (identity) to end with an

outside observation again. However, from a psychological perspective, learning takes

place inside the individual. The social perspective assumes learning from inside to the

outside of the individual, making learning a social practice where the individual is

responsible of the construction of his society. Focusing this general view of learning on

language, Halliday (1928) argues that it is the main channel through which the life

models are transmitted, le copio a maria buscarlo en el mail de elizabeth

Hablar del aprendizaje de la lengua extranjera y por ende edel writing

Through the discussion of moral dilemmas students might take what they have

inside, their beliefs, ideas and decisions, confront them with their outside (their practices,

reading of values that society has underlined as essential)for making the decisions they

think are the most feasible. In this way, students construct meanings, create an identity

and implement practices to favor their communities. Then, the learning writing process


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for this study is assumed, not only as a grammatical structure, but as a social practice

too.

Regarding Kohlbergs theory about moral development competence, Gmez(2005:91) psychologist and sociologist, based on the political psychology research by

Gellatin and Adelson, 1960; Cornell, 1971; Ijzendoorn, 1980 cited by Seoane, 1988,

argues that Kohlbergs approach about the mental process, presents some incoherent

relation between the stages proposed and the social cognition theory. While Kohlbergs

theory aims that reasoning based on stages is conditioned to age, it is to say that an

individual could not reach the next stage at least the individual has reached in a logical

sequence the appropriate age. While Kohlberg concludes that Hay un paralelsmo entre

el estadio lgico del individuo y su estadio moral1.

Gmez argues that the context and the social development play an important role

in the moral development no matter the age; it means that this same individual could

reach the next stage if the social context offers him a situation that forces him to make a

decision, namely, el que haya un razonamiento moral avanzado depender de que

haya un razonamiento lgico avanzado (ibid.), in this way the social context is the

mechanism which help to advance the individual to the next stage. Finally, even the

stage determines the moral development in the cognitive processes, it is the social

context that make the moral development competence advanced.

1 Lawrence Kohlberg. (n.d. 72) Estadios Morales y Moralizacin. El Enfoque Cognitivo

Evolutivo.


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For this study, the stages of moral development proposed by Kohlberg and the

social contexts by Gmez are taking into account as the foundations in the development

of reasoning for the moral development competence. This competence is then the resultfrom the moral dilemmas discussion which mixes both the cognitive-development and

the socio-cultural paradigms of moral development.

Considering the classroom as a dynamic community where human relations are

revealed, involving values that lead the proper behaviours to sustain this community, the

best known way to foster moral and democratic competencies is to provide proper

learning opportunities. Thus, this kind of learning can encourage students self

confidence so they express freely their moral ideals and arguments and they also

respect others and their right to provide opinions. Such a learning opportunity is

provided by the teaching strategy of moral dilemma discussion, first suggested by Blatt

(1969) and his mentor Kohlberg (Blatt & Kohlberg, 1975), and later improved by Lind

(2005).

2.4. MORAL DILEMMAS

According to McPartland (2001:121) the cognitive-development approach in

moral education has been a dominant paradigm for the last 30 years. He claims that

moral dilemmas discussions are taken as a means for enhancing the capacity for moral

reasoning in young people. Wilson, cited in McPartland, argues that the use of such

dilemmas to promote moral reasoning in young people goes to the core of moral


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A moral dilemma taken as a short story about a character who faces up a difficult

situation and who has to make a decision about the best and feasible option (Chaux, et

al, 2004:42) means to predict and reflect on the consequences of the decision as well as

on the consequences of an alternative decision. It would nurture students ability to

make reasoned arguments and invite students to express their concern for human

rights. It implies that students have to evaluate them and select the best decision

according to their beliefs and needs. Here, there are not wrong or correct answers. This

view represents dilemma discussions as a pedagogical strategy where teacher

persuades students to produce conscious reflections while discussing, then a relation

among the activity and students own beliefs and realities is established.

By means of moral dilemmas discussions; teacher who promotes interaction

among students to find some resolution to the dilemma, can create a learning

environment real enough to generate moral emotions and social pressure. By alternating

cycles of challenge and support, this method assures that the stimulation of moral

emotions and social tensions, it never points at where learning becomes impossible.

Kohlberg encouraged the use of moral dilemmas in the classroom, both as a means of

diagnosing the level of moral awareness in which a young person is functioning, and

also as a means of promoting a capacity for moral reasoning in young people, arguing

that by doing so, progress towards moral autonomy would be accelerated. The

dilemmas involve meaningful situations which could be present in students daily life.


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writing

For the purpose of this study, the process of moral development competence

through students moral dilemmas discussions is shown in Figure No.1 where the

students thinking and reflecting process are given within the discussion of moral

dilemmas inside the EFL classroom. This process is framed within the Cognitive-

evolutionary approach. This dynamic process (first set of circles) allows students to

reach a new level of morality: the decision making which originates the moral

development competence (second set of circles). Both the dynamic process and the

moral development competence are influenced by the social environment where

students belong to. Escribir la parte del writing

CONTEXT AND SOCIAL ENVIRONMENT

CONTEXT

AND

SOCIALENVIRONMENT

CONTEXT

AND

ENVIRONMENT

CONTEXT AND SOCIAL ENVIRONMENT

MAKING

DECISIONS

STUDENTS

PROCESS OF

THINKING

AND

REFLECTING


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Figure N 1. Moral development competence process through the moral dilemmas discussions

The discussions of moral dilemmas in the EFL classroom provide students with

the opportunity to apply their values to social issues, which are experienced at school

and in their daily lives. A moral dilemma discussion materializes the critical thinking and

becomes a strategy which permits students to work together in a cooperative way to

define problems, generate solutions, and reflect upon the effectiveness of the solution

selected. Questioning students about the possible solution to the dilemma and its

relation with their own lives promotes analysis and interaction among students. In this

way students are provided with opportunities to develop and foster critical thinking and

moral reasoning, which end up in the moral development in students.

2.4.1 Konstanz method

To support the idea about developing moral dilemmas discussion in the

EFL classroom for promoting citizenship competences is necessary to talk about the

method used and its benefits. The Konstanz Method presents some facts that benefit

the development of moral competence; one of this is the interaction that it permits to

students. This method which is conform by seven phases, offer one that implies the

discussion of arguments. This phase let students to think, analyze and reflect about theirown arguments and so their own decisions. In order to develop the moral dilemmas

strategy for fostering the Citizenship Competences and taking into account the


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methodologies for using it (Chaux, E & et al, 2004:45), the Konstanz Method was

considered to be the most appropriate.

To carry out the discussions before mentioned, it is mandatory to create a

classroom environment; it is provided by the cycle that the seven phases of this method

offer as well as the organization. This method employs a semi-real dilemma as a task,

which cause confrontation among students, because put into sight people ideas about

their beliefs, in this way it cause controversy, provoking emotions which role is to

encourage the moral judgement.

This Konstanz Method for moral dilemma discussion (KMMDD) comes from thirty

years ago; according to Lind (2005), it was the invention of Blatt and Kohlberg, which

emerged from a critical review of the authors method and empirical evaluation studies

(e.g., Berkowitz, 1981; Berkowitz et al., 1980; Oser & Althof, 1994; Schlfli et al., 1985;

Walker, 1983). Lind (ibid) also express that: To make the effects of this method more

effective and to make this method better teachable and applicable in classroom

teaching, we have experimented with various changes of the dilemma discussion and

thoroughly studied their effects and the effects of other intervention experiments. It

makes me felt encourage because this research can support the idea of improving this

method, since this is developed in an EFL classroom.

Besides, this method has been used in many intervention studies related to

teacher education programs in many countries (Lind, 2002), and in comparisons to


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many other methods of moral education, this method is well-founded in the philosophy

of education and in psychological and educational research.

Based on Lind (ibid), the following assumptions are the base for developing this

method:

Moral and democratic behavior is largely dependent on a person ability to apply his

or her moral ideals in a conflict situation, that is, on his or her competence to make

moral judgments and to enter a moral discourse with opponents.

These moral competencies can (and need to) be fostered through out the life-span,

that is, from early age through childhood, youth and adulthood, in family, schools,

university and at the workplace.

Moral competence and other desired outcomes are best fostered through providing

an learning environment in which the individual is challenged by a moral task and in

which s/he feels safe to freely express his/her moral ideals and arguments and inwhich s/he also respects others right of their own opinion.

According to one great difficulty with any teaching method is that each student

has his/her own way of learning. We found that the KMDD is well grouped to deal with

this problem because it contains a good balance between phases of support and

challenge, as I said at the beginning. It also helps the teacher to keep the learning

climate in an optimal range by speeding up or slowing down the phases. This method

has been already used in large groups of 100 people and more.


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Based on Lind, (2003) democracy is an important topic, with the Konstanz

Method, democracy points to a demanding idea about how people want to live together.In this research the method implies a phase where democracy is observed, Lind said:

we have exchanged the rule by a king or a dictator through the rule by moral principles

to guide our action, and to solve any conflict by means of rational, nonviolent discourse

rather than by violence and power. In this study, when students developed the

discussion phase, they took into account rules like: do not interrupt when someone else

is speaking, listen carefully to what others have to say, let other people speak, do not

hog the discussion, think before you speak, , in order to avoid fights or aggressions. If

the wish is about changing attitudes, students should be competent in judging without

forgetting their principles, principles which are delicate in our students generation.

Moral-democratic competences can not be acquired by instruction or by old ways

of teaching "from above", but must be learned by children, adolescents and adults "from

bottom up", very effectively, for example, through the solution of "educative moral

dilemmas" under the guidance of well-trained teachers. The teachers and their way of

teaching must be a role model for the children. Only through this model the children will

get to know what democratic behaviour really means, and how to live and work together

democratically.

The final goal of a moral dilemma discussion is to develop basic moral-

democratic competences. In particular moral and democratic competences like the


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with the objective of developing citizenship skills. As he argues: Citizenship skills can

only be acquired and honed by actually participating in activities, both in school and the

community, that require personal commitment, reasoned thought, and action. (1999:

13). My students from Cerinza (and some teachers) assume that the development of

citizenship competences is responsibility of subjects as Religion, Ethics and Social

Science. Nevertheless Peters expresses in his study that the development of citizenship

skills has to be the responsibility of teachers from all subjects and he claims that There

is a need for teacher teams to design activities and experiences that will insure

student participation in the citizenship building process (ibid). Peters said that the

development of this kind of activities provides to students a view that connects the

individual to their community, and a concern in their quality of life. Therefore, and

English teacher and consequently and English classroom should share this social

responsibility.

In 2001, Bowman and Potts considered important to enhance students social

skills based on the increasing of the violence at school. They argue the lack of

development of social skills in the school curriculum and the limitation for parents and

teachers to teach about these skills; thus, students are not able to decide what is right

and what is wrong. The author also presents the application of techniques for

developing these kinds of skills. This innovation offers an impact in the students

behaviour and the teachers commitment to increase social responsibilities in their

students.


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The previous studies have emphasized the importance of developing citizenship

competences in students, and evidenced responsibility of teachers to do that. In the last

times, this topic has taken importance in research because of the increasing of unusualbehaviours and attitudes in youth, which impacts in a negative way a community.

Likewise, the citizenship competences are taken from all fields as a concern to qualify

teenagers lifestyle. The study of citizenship competences, then, has a wide scope

inside education; it is because the social development of youth is in the teachers hands.

If teachers programmes are implemented based on last concern, the description and

the analysis of developing citizenship competences should lead to the comprehension of

students behaviours in the classroom.

Next paragraphs present ten research abstracts coming from a selection of 318

abstract from ERIC.

2.2 RESEARCH ABSTRACTS REVIEW

In order to emphasize the foundations and background for this research study, it

was necessary to look for research developed about citizenship competences and moral

dilemmas. For this, ERIC2 web page was the source for the worthy information.

Besides, this search helped the researcher to know about what had been done about

these topics. Chart N 1 presents ten research abstracts articles on citizenship

2 Education Resources Information Center at: http://eric.ed.gov/
http://eric.ed.gov/http://eric.ed.gov/http://eric.ed.gov/


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competences that were found in ERIC data base to which the researcher had access.

Here, authors, title of the research article, and objectives of each abstract can be

identified.

RESEARCH ABSTRACTS REVIEW

TITLE AUTHOR OBJECTIVES

Educating for Adulthood or forCitizenship: SocialCompetence as anEducational Goal

Ten Dam, Geert;Volman,Monique

European Journal of Education,v42 n2 p281-298 Jun 2007

To evaluate the efforts of schools in enhancingthe social competence of their students.

To analyze what type of instruments arecurrently available and what problems havebeen identified in measuring educationalresults in the field of social competence.

Teachers' Goals regardingSocial Competence

Zwaans, Annemieke;ten Dam,Geert;Volman, MoniqueEuropean Journal of TeacherEducation, v29 n2 p181-202 May2006

To enhance social competence of students insecondary education.

Promoting PositiveYouth Development inSchools

Gomez, Brendan J.;Ang, PatriciaMei-MeiTheory Into Practice, v46 n2 p97-104 2007

To focus on holistic adolescent outcomes andschool outcomes that increase both adolescentpsychosocial well-being and societal well-being.

Voices Literature andCharacter Education Program.What Works ClearinghouseIntervention Report

Nd. To promote positive character and citizenshipvalues, literacy skills, and social skills in K- 12students.

Keep Social Studies in theElementary School Brewer, Ernest AndrewChildhood Education, v82 n5 p296Ann 2006

To appeal to other professionals for anincreased emphasis of social studies in K-5education.

Critical Thinking as aCitizenship Competence:Teaching Strategies

ten Dam, Geert;Volman, MoniqueLearning and Instruction, v14 n4p359-379 Aug 2004

To enhance critical thinking as a crucial aspectof the competence citizens need to participatein society.

Empowering Teachers toCreate a More Peaceful Worldthrough Global Education:Simulating the United Nations

Kirkwood-Tucker, Toni FussTheory and Research in SocialEducation, v32 n1 p56-74 Win2004

To examine authors own global teachingpractice in exposing participants to pressingglobal issues.

Building a Better Teenager: ASummary of "What Works" in

Adolescent Development.American Teens Series. Child

Trends Research Brief.

Moore, Kristin Anderson;Zaff,Jonathan F.2002-11-00

To help program designers, policymakers, andparents promote positive adolescentdevelopment.

To examine what works to promote well-beingamong America's adolescents.

All for One and One for All:Citizenship and MathsEducation.

Benn, Roseanneadult

To contribute to an active citizenship throughthe acquisition of knowledge and skills.

Chart N 1 Abstracts Review
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Fostering Citizenship Competences Revisado Elizabeth

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