Global Issues in Language Education:
Issue 36. Sep. 1999. (p. 4)|
Global Issues im Englischunterricht [Global Issues in English Teaching] by Reinhold Freudenstein |
This article, written by a European expert in language and peace education and published in German in a major language education journal, introduces German teachers of English to global education and the teaching of global issues in English language classes. After defining global issues and outlining the rationale for teaching about topics such as peace, human rights and the environment, the author gives examples of four different global issue EFL lessons: a landmine awareness quiz and role-play, a lesson on the effects of nuclear weapons, an EFL board game about refugees and an ecology unit featuring a game of environmental bingo. (Praxis. Vol 46. No 3. July-Sept. 1999)
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Global Citizenship Maturity Test by Tuula Penttila (FIPLV, Finland) |
This short article describes the Global Citizenship Study Programme launched by Finland UNESCO and the United Nations Association of Finland. The project, which involves students from elementary school to college level, aims to encourage self-directed critical learning on global issues such as peace, development, human rights, refugees and the environment. Participating students choose a global issue, do multi-faceted research on it (using libraries, field-trips, interviews, mass media, the Internet, etc.), and produce an end-product of some kind (a written report, video, audio-tape, etc.) which is then presented to others (as an oral report in class, by preparing an exhibition, theme week, field trip or play). The project includes a student journal and a self-evaluation form, plus evaluation of the final product by a group of experts from the Finnish UN Association who grant students a certificate. (FIPLV World News. No 42. April-May 1998)
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Coping With The Screen Age by Ruth Breeze (Instituto de Idiomas, University of Navarra) |
In this article the author argues that in the past 12 years English teachers have gone from what future archaeologists may call the Paper Age to the Screen Age - a change as revolutionary as that from the Bronze Age to the Iron Age. Just as our prehistoric ancestors had to adapt, so too should teachers now strive to master computer technologies to promote more effective language learning. As examples, she gives two suggestions of using computers for classroom learning: (a) Internet fact-finding missions where students make virtual visits on-line to world places as preparation for writing compositions, and (b) points of view where students compare UK and US views on current events such as the arrest of Chilean general Pinochet through different web sites (www.cnn.com vs www.guardian.com) or contrast views on ecology or pollution through investigating the Internet websites of different organizations. (IATEFL Issues. No 150. Aug-Sep 1999.)