Developing  Global  Competence  in  ELT    

 Ben  Goldstein  

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  

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            

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 ?  

PISA  document  

Skills    Knowledge  and  Understanding      Abtudes        

hWps://www.oecd.org/pisa/aboutpisa/Global-­‐competency-­‐for-­‐an-­‐inclusive-­‐world.pdf    

•  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.    

•  Intercultural  knowledge  and  understanding  

•  involves  knowledge  about  one’s  own  culture,  other  cultures,  and  the  similari@es  and  differences  between  cultures.    

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  

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  

Reuters/Jeff  Topping  

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    

•  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)  

Wikipedia:  entry  –  Mexico  /  United  States  border  

Where?  

Where?  

•  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                

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  

•  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)  

English  Unlimited  Starter  

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    

“born  everywhere,  raised  in  Britain”  

 “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

“Othering”…  or  “otherising”  

Adrian  Holliday:  “Small  Cultures”    

ERICK’S  STORY  

Every  learner  has  a  dis2nct  story  to  tell,  and  teaching  culture  is  about  construc2ng  and  

hearing  these  stories.  MORAN,  2001,  p.3