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A Global Issues Project Pack

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Learning to express opinions in English. Relevance. Addressing issues of importance to ... Investigating issues crucial to the home' culture. Social importance ... – PowerPoint PPT presentation

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Title: A Global Issues Project Pack


1
A Global Issues Project Pack
  • Andrew Finch, PhD

2
Global Issues
3
Global Issues
4
Global Issues
5
Global Issues
6
Global Issues
7
Global Issues
8
Global Issues
  • Why include GI in our English classes?
  • Meaning
  • Learning to express opinions in English
  • Relevance
  • Addressing issues of importance to the students
  • Authenticity of Content-matter
  • Cultural importance
  • Investigating issues crucial to the home
    culture
  • Social importance
  • Discovering what we can do to help

9
Projects
  • Why use projects for Global Issues?
  • Projects … exemplify process and task-based
    ideas by being collaborative, avoiding
    competition, and lending themselves to analysis
    of global goals into sub-components which are
    then delegated to sub-groups, who take
    responsibility for completing them.
  • Skehan, P. (1998). A Cognitive Approach to
    Language Learning. Oxford Oxford University
    Press, p. 273.

10
Projects
  • Why use projects for Global Issues?
  • Projects … allow for a wide scope of
    self-determined action for both the individual
    and the small group of learners within a general
    framework of a plan which defines goals and
    procedures. Project learning realises a dynamic
    balance between a process and a product
    orientation.
  • Legutke, M Thomas, H. (1991) Process and
    Experience in the Language Classroom. Harlow
    Longman, p. 160.

11
Projects
  • Projects take account of recent findings made in
    the fields of cognitive, affective and social
    learning
  • Cognitive over-emphasis on one aspect of
    language (e.g. grammar, communication, fluency,
    error-correction) adversely affects the attention
    given to other learning processes.
  • Affective factors such as attitude, perceptions,
    motivation, confidence and anxiety control what
    is learned in the classroom, and are more
    important than cognition (Stern, 1983).
  • Social collaboration, responsibility, honesty
    and trust can be developed and learned in the
    classroom. It is the responsibility of teachers
    to foster these important life skills.

12
Projects
  • Projects allow for a student-centered perspective
    of language learning, focusing on the development
    of
  • Autonomy (self-directed learning)
  • problem-solving (higher-order thinking skills)
  • critical thinking (higher-order thinking skills)
  • self-esteem (confidence, motivation, success)

13
Projects
  • This involves putting the student in the driving
    seat in terms of
  • identifying learning needs (needs analysis)
  • taking responsibility for achieving those needs
    (planning, setting goals, achieving goals)
  • reflecting on the effectiveness of the study
    process (assessment, leading to new goals).

14
A Project Pack
  • The following slides will explore a sample ELT
    Project Pack, to see how EFL teachers can
    promote
  • Awareness of global issues
  • Meaningful SLA (Second Language Acquisition)

15
Global Issues materials should
  • be directed at the learner
  • empower the student as an autonomous learner
  • promote self-esteem
  • reduce affective filters
  • develop personal and social responsibility
  • include linguistic goals
  • include learning-for-life goals
  • encourage personal reflection on cognitive,
    affective and social achievements.

16
Social Goals
17
How can we help?
18
How can we help?
19
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20
How can we help?
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How can we help?
22
How can we help?
23
How can we help?
24
Some Quotes
  • Human history becomes more and more a race
    between education and catastrophe. (H. G. Wells
    http//www.quotationspage.com)
  •  
  • Now the whole question of the educators role in
    dealing with planetary crisis becomes prominent.
    (OSullivan, 2001, p. 46)

25
Some Quotes
  • Some type of holistic, or participating
    consciousness and a corresponding sociopolitical
    formation have to emerge if we are to survive as
    a species. (Berman, 1981, p. 23)
  •  
  • Establishing lasting peace is the work of
    education all politics can do is keep us out of
    war. (Montessori, cited in McCarthy Ed., 2001,
    p. 35)
  • Education becomes a meaningless endeavour unless
    the education acquired has some impact on
    the human condition. (Pine Boy 1977 237)
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