La dimensión global en la clase de Inglés de ES Interculturalidad y pensamiento crítico 38/11 N/C Presencial Inglés Media PF, /4F 37 Hs. Reloj Dict: 8720 Res: 3095/11 Punt: 0,48 La dimensión global en la clase de Inglés de ES Interculturalidad y pensamiento crítico 38/11 N/C Presencial Inglés Media PF, /4F 37 Hs. Reloj Dict: 8720 Res: 3095/11 Punt: 0,48 Dirección de Capacitación Provincia de Buenos Aires Capacitador ETR Oscar Marino 2012

C:\Documents and Settings\Inbox Technology\Mis documentos\Mis vídeos What does it mean to be literate in the 21st century?

Dimensión Global de la educación = Temas globales La inclusión de la competencia intercultural El desarrollo del pensamiento crítico Recursos digitales para la selección de material

De la teoría a la practica De la Competencia intercultural A la práctica para desarrollar el pensamiento crítico.

Sinergia Contexto global Contexto local El docente crea la interacción y la interconexión entre ambos contextos

“Think globally and act locally”

Temas globales Desarrollo de materiales y planificaciones Los alumnos desarrollan competencias LingüísticaSocio-lingüísticaDiscursivaIntercultural

Material auténtico Cultura Otras culturas Contexto global Contexto local

El rol de la interdisciplinariedad Para desarrollar la competencia intercultural El pensamiento crítico C L I L

From UNCOVERING CLIL by Marsh, Mehisto and Frigols (2008) Core features of CLIL methodology (p ) Multiple focus supporting language learning in content classes supporting content learning in language classes integrating several subjects organizing learning through cross-curricular themes and projects supporting reflection on the learning process Safe and enriching learning environment using routine activities and discourse displaying language and content throughout the classroom building student confidence to experiment with language and content using classroom learning centres guiding access to authentic learning materials and environments increasing student language awareness Authenticity letting the students ask for the language help they need maximizing the accommodation of student interests making a regular connection between learning and the students' lives connecting with other speakers of the CLIL language using current materials from the media and other sources Active learning students communicating more than the teacher students help set content, language and learning skills outcomes students evaluate progress in achieving learning outcomes favouring peer co-operative work negotiating the meaning of language and content with students teachers acting as facilitators Scaffolding building on a student's existing knowledge, skills, attitudes, interests and experience repackaging information in user-friendly ways responding to different learning styles fostering creative and critical thinking challenging students to take another step forward and not just coast in comfort CO-operation planning courses/lessons/themes in co-operation with CLIL and non-CLlL teachers involving parents in learning about CLIL and how to support students | involving the local community, authorities and employers

Dimensión del contenidoDimensión cultural  Lengua para participar en la cultura  Lengua para aprender cultura Alfabetización digital del siglo XXI

La clase de inglés se presenta como el ambiente propicio para el desarrollo de la competencia intercultural y el pensamiento crítico para adquirir conocimientos sobre distintas culturas

Objetivos ayudar a los docentes a adquirir un mejor entendimiento conceptual de la competencia intercultural ayudar a los docentes a mejorar sus métodos de enseñanza para el desarrollo de la competencia intercultural brindar a los docentes el marco conceptual para el desarrollo de pensamiento crítico y los criterios prácticos para incluir instancias de pensamiento crítico en las planificaciones de clase. brindar a los docentes criterios para la selección de material auténtico y para el desarrollo de tareas en base a ese material brindar a los docentes los lineamientos para planificar y desarrollar secuencias didácticas desde un enfoque interdisciplinario brindar a los docentes los conocimientos sobre las distintas formas de utilizar las netbooks para la selección de material y para el desarrollo de tareas para los alumnos.

C:\Documents and Settings\Inbox Technology\Mis documentos\Mis vídeos What does it mean to be literate in the 21st century?

Problem 1 How can you introduce the global dimension in your English classes?

Global education is an approach to education developed in the 1970s and 1980s which aims to promote students´ knowledge and awareness of world peoples, countries, cultures and issues. As an approach to language teaching, it involves integrating a global perspective into classroom instruction through a focus on international themes, lessons built around global issues (peace, development, the environment, human rights …), classroom activities linking students to the wider world and concepts such as responsibility and world citizenship. Advocates of this approach see the foreign language as a window to the world and global education as a way to bring educational relevance to the classroom through meaningful content based on real-world topics. Global education has been defined as education which “promotes the knowledge, attitudes and skills relevant to living responsibly in a multicultural, interdependent world (Fisher and Hicks, 1985) and as education which aims to bring about “change in the content, methods and social context of education in order to better prepare students for citizenship in a global age” (Kniep, 1985). Cates (1990) describes global education as an approach to language teaching which aims at enabling students to effectively acquire and use a foreign language while empowering them with the knowledge, skills and commitment required by world citizens for the solution of global problems. Maley (1992) sees global education as a way to solve the perennial problems faced by language teaching: the gulf between classroom activities and “real life”, the separation of language teaching from mainstream educational ideas, and the lack of a content as subject matter. Handout

What is global education? Choose a definition and discuss about it.

1. Globalization has led to growing interdependence and increased contacts with people from different countries; 2. Our planet faces serious world problems which require international cooperation to solve; 3. Surveys show that modern youth is often ignorant of world peoples, cultures and issues; 4. Current education systems fail to prepare young people adequately to cope with these challenges due to traditional schooling based on rote memorization, passive learning and examination pressures Give your opinion Do you agree? Handout

The goals of global education are divided into the four domains of knowledge, skills, attitudes and action Knowledge knowledge about world countries and cultures, and about global problems, their causes and solutions; Skills skills of critical thinking, cooperative problem solving, conflict resolution, and seeing issues from multiple perspective; Attitudes attitudes of global awareness, cultural appreciation, respect for diversity, and empathy; Action the final aim of global learning is to have students “think globally and act locally”

“Think globally and act locally”

Why global education? Look at your handout and choose one of the three reasons to share with your mates. Advocates of global education typically criticize the narrow focus of much traditional language teaching with its emphasis on linguistic form, trivial content (shopping, tourism, pop culture), its avoidance of controversial issues, and its textbook stereotypes. Global language teachers strive to design language lessons around world regions (e.g. Africa), social issues (e.g. AIDS), international themes (e.g. the Nobel Peace Prize), and global problems (e.g. landmines, tropical rainforests). They see and the Internet as ways to promote global awareness and inter-cultural communication, and arrange overseas visits and exchanges to promote international understanding. Handout

Global education, through its emphasis on meaningful communication about real-world topics, has promoted interest in content-based instruction and communicative language teaching. It has also led language educators to reach out for teaching resources to global issue organizations such as Amnesty International, Oxfam and UNICEF, and to experiment with teaching ideas, activities and materials from such disciplines as peace education and environmental education. It has further led to new thinking about the social responsibility of the language teaching profession in a world of social inequality and linguistic imperialism.

Global education has had its biggest impact with teachers of English, who argue that the status of English as a global language (see Crystal, 1997) makes the EFL classroom ideal for global education. These teachers see English less as the language of native speakers, and more as a language for learning about the world and communicating with world peoples.