In Ontario, language teachers from all grades should prepare students for global citizenship. However, research has shown that for reasons such as lack of training, resources, leadership, etc., global citizenship education is not happening in the French as a Second Language classroom. How can we help teachers realize they should promote the “ethos of global citizenship [built over] a set of moral principles and codes of conduct that are global in scope” (Pike, 2008, p. 38), in order to prepare learners to live and work in the 21st century?
Language teachers identities do influence the implementation of the curriculum both positively and negatively. Positive influence - in my experience - occurs when the teacher is confident. Confidence in this situation is built by content knowledge, and most importantly the skill to deliver such knowledge to the learners. Learners also pick the language teacher's confidence from the way the teacher displays confidence in his or her use of language (fluency in speech - especially in the L2 context).
In terms of the role the language teacher plays in global citizenship, the language teacher has ample opportunities to appeal to the emotion and cognition of the students in that he or she can draw moral values from both everyday texts (news, daily activities) and literary texts which can be used as examples from which learners can draw lessons from. The teacher can plan his or her lessons to always include active participation of the learners through discussions which would not only require objective responses, but also allow students to express their opinions, perspectives and critic the views of others. As language teachers, we are not bound by specific content to teach language skills - we use various texts to not only teach the language skills, but to also encourage the students to respond to whatever situation that we place before them or currently happening in the immediate context.
Hence, it is very important for language teachers to continuously construct identities in their interaction with students that would motivate quest for knowledge, freedom in expressing opinions while being sensitive to the audience and context, critic others opinions appropriately. The language teacher can do this with the background knowledge that he or she also discursively constructs and performs different identities in each and every interaction with students, and each interaction builds the students' global citizenship.
key concepts: citizenship in education, construction of identity in interaction, performativity, cognitive development
Hey. I'm afraid this does not answer your question, but just wondered about the position of local heritage in Ontario when global citizenship is promoted and how this could reflect on national identity.
Speaking from the angle of quality assurance, I think that implementing curriculum goals is vital. That is, if aiming for "global citizenship" for students is seminal for the academic INSTITUTION, it should feature as one of the OBJECTIVES of the PROGRAM in writing, implementing, and assessing curriculum. In this way, if teachers are not resistant to change, the implementation will be smooth. If they are, various means of verification of implementation (as witnessed in ACADEMIC ACCREDITATION) should be encouraged and enforced via periodical reports and classroom observation (which observation is seldom accepted by teachers). Full implementation of PROGRAM objectives can also be linked to career advancement and promotion, if the INSTITUTION allows that.
I hope this is helpful and doable in your context.
Muthana Makki Mohammedali when the ethos of global citizenship is built over moral principles that allow citizens to negotiate identity and promote peace on Earth (Appiah, 2018), nationality does not have to change. In fact, global citizenship is promoted by educational systems across the planet, including Canada and its provinces, because it is considered one of the 21st century competencies. The Ontario Ministry of Education states: "Global Citizenship • Contributes to society and the culture of the local, global, and digital community in a responsible, accountable, and ethical manner • Engages in local and global initiatives to make a difference • Learns from and with diverse people • Interacts safely and responsibly within a variety of communities • Creates a positive digital footprint • Relates to the environment and is mindful of the importance of all living things " (OME, 2016, p. 56). Retrieved http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf I hope I answered your question.
Virginia Dlamini-Akintola thank you very much for your answer. I really like when you said "... it is very important for language teachers to continuously construct identities in their interaction with students that would motivate quest for knowledge, freedom in expressing opinions while being sensitive to the audience and context... each interaction builds the students' global citizenship". I believe being a global citizen does not mean terminating your national citizenship, but learning to care about humanity and trying to build a better world. Global citizenship is about ethical principles, not about Geography. However, as you said and I agree, teachers' personal and professional identities are formed by many aspects of their lives, and their understanding of citizenship will affect their teaching. How do you think we can help teachers see the importance of teaching global citizenship?
Zouheir Maalej thank you for your answer. Ontario French teachers, from grade 1 to 12, are not resisting to implement the curriculum, but they haven't received training to teach global citizenship. Since teachers' identities influence their teaching approach and content selection, only if they already believe in global citizenship, they will be able to introduce it to the students, otherwise, how will they learn?
- Badges
- Science topic
- Similar topics
- Biological Science
- Physiology
- Physiological Processes
- Stress