The Effects of Global Education in the English Language Conversation Classroom

Abstract

<p>Global education is the backbone of balanced teaching. This is also applicable in the second language teaching domain where its application could result in enhancing global awareness and the linguistic competence of learners. It is, however, important to consider the platform of teaching English to speakers of other languages where the participant’s content as well as task plays an important role in enhancing the learning curve.</p> <p>With the above as a theoretical background, this study puts global issues into practice within the content of a syllabus of English language teaching in an intermediate, multilingual and multi- cultural conversation class at the Institute Of Language Studies (IOLS), India, producing competent students. The effect of integrated global education in teaching English as a second language has been qualitatively evaluated throughout the course of the experiment. Global education issues are investigated, amalgamating the content-based and task-based language teaching methods as offshoots of the communicative approach. At the same time, the learners were also encouraged to think critically. After the instruction of the intended syllabus, participants basically showed a higher degree of awareness of global issues and the ability to analyze problems and apply critical thinking in their environment. They were also more effective and coherent in their class participation than in other classes.</p

Rhetorical Structures in Academic Research Writing by Non- Native Writers

“…English has emerged as the preferred language for global communication (Ommen, 2012;Baskar and Soundiraraj, 2013) and instructors must consider "platforms of teaching English to speakers of other languages" (Omidvar and Sukumar, 2013) rather than simply adopting the textbook intended for Native users which may be lack in ELT methodologies that support foreign and second language consideration (Al-Khairy, 2013). Such convention has drawn many investigations on research article writing by Non Native English (NNE) writers.…”

Blogging About Current Global Events in the EFL Writing Classroom: Effects on Skill Improvement, Global Awareness and Attitudes

“…Due to the importance of global competence and global awareness in education, a review of the literature has shown numerous studies that integrated global learning in different courses. For example, Omidvar and Sukumar (2013) indicated that global education is the backbone of balanced teaching even in second language courses. Integrating global issues into the syllabus in an EFL intermediate, multilingual, and multi-cultural conversation class at the Institute of Language Studies, India, produced competent students.…”

Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT

“…However, global citizenship education is considered to be too wide-ranging to cover a single course or unit, and can also be integrated as a common area of connection within the scope of many disciplines, including ELT. Concordantly, it seems possible to mention an increasing awareness in the literature which integrate global (citizenship) education with ELT (Arıkan, 2009;Cates 1997;2000;2002;Chowdhury, 2013;Dyer & Bushell 1996;Erfani, 2012;Focho, 2010;Gürsoy, 2010;Jacobs & Cates, 1999;Jacobs & Goatly 2000;Hauschild et al, 2012;Hosack, 2012;2011;Kruger, 2012;Omidvar & Sukumar, 2013;Pramata & Yuliati, 2016;Sağlam & Gürsoy, 2010;Serrano, 2008;Yakovchuk, 2004;Yamashiro & McLaughlin, 1999). While some of these studies emphasize how global issues will provide meaningful content for language lessons, others underline the tasks of language teachers in teaching for a better world.…”

“…It would not be wrong to say that one of the areas in which global citizenship education can be effectively implemented is foreign language programs.Indeed, in recent years, many educators in the field of English Language Teaching (ELT) around the world have touched on the importance of global (citizenship) education for English as a Second Language (ESL) and English as a Foreign Language (EFL) (Arıkan, 2009;Cates 1997;2000;Chowdhury, 2013;Dyer & Bushell 1996;Erfani, 2012;Focho, 2010;Gürsoy, 2010;Gürsoy & Sağlam, 2011;Jacobs & Cates, 1999;Jacobs & Goatly 2000;Kruger, 2012;Omidvar & Sukumar, 2013;Sağlam & Gürsoy, 2010;Serrano, 2008;Yakovchuk, 2004;Yamashiro & McLaughlin, 1999).…”

“…According to Omidvar and Sukumar (2013), a real curriculum is not limited to teaching a specific subject area in a college or university but aims to cultivate multifaceted citizens who fulfill their social functions more efficiently. On the other hand, the findings of the research have revealed that the instructors think that the current ELT curriculum does not educate students as global citizens.…”