And it's about the belief that we can all make a difference. Education for global citizenship is not an additional subject - it's a framework for learning, reaching beyond school to the wider community. It can be promoted in class through the existing curriculum or through new initiatives and activities.
The benefits are felt across the school and beyond. Global citizenship helps young people to:. What's more, global citizenship inspires and informs teachers and parents, too.
But above all, it shows young people that they have a voice. The world may be changing fast, but they can make a positive difference - and help build a fairer, safer and more secure world for everyone. Fullerton, A. When the rain comes.
Hohn, N. Toronto, Canada: Groundwood. Hong, N. Days with Dad. Brooklyn, NY: Enchanted Lion. Lai, T. Inside out and back again. Leatherdale, M. Stormy seas: Stories of young boat refugees. Toronto, Canada: Annick. McCarney, R. Where will I live? Toronto, Canada: Second Story.
Phi, B. A different pond. North Mankato, MN : Capstone. Pinkney, A. The red pencil. Redding, L. Calling the water drum. Ruurs, M. Sanna, F. The journey. London, England: Flying Eye. Schwartz, J. The town is by the sea. Senzai, N. Escape from Aleppo.
Wild, M. The treasure box. Somerville, MA: Candlewick. Young, R. Bishop, R. Mirrors, windows, and sliding glass doors.
Perspectives , 1 3 , ix—xi. Heard, G. Awakening the heart: exploring poetry in elementary and middle school. Portland, ME: Heinemann.
She is passionate about the power of stories to transform lives. Global Literature To Teach Global Understanding This spring, several new books that foster global understanding for childhood audiences have been released that are written and illustrated by international authors and illustrators.
Works Cited Bishop, R. Filed Under: Announcements. What is The Classroom Bookshelf? Each Monday, The Classroom Bookshelf posts an entry on a recently published book for children or young adults. Our goal is to identify books that can be used in K-8 classrooms in a variety of ways. We invite you to explore the many entries on this blog by either by browsing past entries titles that intrigue you using the archive navigation tool below or by using the SEARCH field in the right sidebar.
You can search the entries by keyword, curriculum topic, genre, or author. Dr Sing, a middle aged woman came to me when the session was over.
She is an organiser of the English session. Sing: Well, there has been an increasing demand for English learning, so I think the Service in English should be a good idea. They can improve their English in a friendly learning community; get to understand the English culture, and also help themselves become good persons.
Sing: Participants meet and make friends with each other, sharing knowledge and their learning experience through speaking, listening, and reading. We have group leaders, who will help with reading material, guiding them in reading, and through the group discussion, they practice their speaking skill.
Sing: Not at all, as I believe they would learn and internalize those important values and faith that Bible wants to convey. Besides, the Bible we use for reading and discussion is in the bilingual form, which helps ease understanding.
Some advanced learners use them to practice their translation because language in Bible is considered very authentic. I trust through this focused and guided learning, they absorb Christianity and eventually they will become converted into a real Christian. Christians did a lot of good things in China. English language is powerful influence, so we want to empower young people a pathway to the value system of mainstream society. From the above extracts, we notice that the English Bible session provides an important learning opportunity for English learners, in which guided and collaborative learning takes place; expert scaffolding from fluent English speakers is of high teaching value.
Apparently learners benefit a lot from a friendly and interactive learning environment. The data also supports the work of cultural psychology on the importance of faith in developing cognition, where trust, respect, and reciprocity typify their interaction. Firstly, it is fair and necessary for the FL class to concentrate more on teaching those important grammar rules with high consciousness in acquisition.
However, this cannot become an excuse for deemphasis or overlook of the ultimate goal for any language learning—communication. We often see students from China even those of English major are not confident in group discussions or seminars, nor are they competent enough in the academic reading and writing although they were enrolled to English universities with marvelous scores in TOFEL or IEL test.
Therefore, the suggested solution to this deficit is to adopt a new and innovative approach to English teaching and learning so as to shift the focus of teaching grammar to teaching use.
Currently, the communicative approach has increasingly become a method of fashion in China and elsewhere in EFL countries. Although little evidence has shown the approach has its effective application in the EFL classroom due to limited comprehensible input and an authentic communicative context, the nature of communicative approach is well applied in those activities that engage more interactive learning, naturalistic environment, and face-to-face communication.
So when introducing the communicative approach in the classroom remains a question due to whatever reason, English Corner, English Club, and any types of learning community provide extra opportunities similar to those apparent in first language acquisition. We can see the incentive with students coming to English Corner or Club is by their passion and positive attitudes toward the target language and its culture but not by exams.
Third, the huge influence that the social context exerts on linguistic matters is the provision of the opportunities for practice. Informal learning scenarios as compared with formal classrooms offer a more naturalistic, democratic and friendly environment for social intercourse, debates and other communicative transactions. The value of this natural and collaborative learning is to cut the distance between the actual development level and the level of potential development. Research data has also revealed a much more equal relationship in learning.
Bilingual support shown in the singing group and Bible reading session has also convinced that L1 can also play a crucial role in initiating new language learning. The language issue seems to be absolutely crucial in the debate about citizenship and integration.
Driven by the cosmopolitan power of the world English as medium of communication across commerce, media, sports, sciences, education, entertainment, and so forth, English language learning in China has therefore been considered as a fundamental tool that educates Chinese citizens in global perspectives with skills for communication across cultural boundaries. The issues of improving communicative competence among Chinese EFL learners depends on how English is taught and learnt in the FL classroom and how it is getting practice outside the classroom.
Data drawn from English corners, English clubs, and English church all show that those informal learning settings in fact have a complenentary role to play especially when the formal English classroom is found having various deficits because of the long existing problematic grammar teaching and the technical attitude that ignores meaningful input, interaction, and output.
When dealing with cultural teaching, it commonly adopts textbook-oriented approach which is criticised as creating risks of creating and reinforcing stereotypes. On the contrary, those informal learning settings beyond the classroom provide an ideal ground for intercultural communication where diverse values and cross-cultural discourse can naturally take place via developing intercultural skills so that they become tolerant of cultural differences.
Such an occasion places the expectation on universal values and makes language acquisition contribute to the preparation for democratic and active citizenship. Having conversation with students who take part in these activities as well as with those who do not, we learn how integral motivation to succeed in the English learning can improve fluency through taking part in informal activities. The data has also helped us expand notions about who counts as teachers in terms of taking control of learning.
These activities help students by appealing to their interests, increasing self-confidence, and equally taxing on both sides in developing bilingual and bicultural capability.
Through observations, we see students' learning expertly scaffold and peers also expertly scaffolding the learning of others in ways that are not well recognised or understood in the formal classrooms and that may be particularly important in the case when English as a global language is learned in a country where the target language is not environmentally used.
The English church in China as a unique learning scenario also draws our close attention, where we see a kind of generous tuition, expert scaffolding, and interactive teaching and learning offered to students through English Bible reading sessions.
Research data from this scenario also supports the work of cultural psychology on the importance of faith in developing cognition, where trust, respect, and reciprocity typify their interaction, and these three aspects are also seen in other two scenarios.
Due to nature of L2 learning, foreign language learning is more challenging, but if we believe any language learning involves three basic factors, aptitude, motivation, and opportunity, and their working force varies from person to person, from L1 and L2, then what we understand as a supportive learning environment should create learning conditions that would close the gap between L1 and L2 learning processes.
In the recent China, many studies have been devoted to identifying various factors that are responsible for low achievement in EFL class. While mentalist and UG teaching models are blamed for their deemphasizing the role of the environmental context, and the audio-lingual model derived from behaviorism also blamed for its mechanism and negative attitude towards bilingualism, the nature of interaction, and communication shared by both L1 and L2 learning processes is overlooked or out of focus.
We believe that the findings from this study will inform work with teachers and students in schools and universities and those concerned with TESL at large. This is an open access article distributed under the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article of the Year Award: Outstanding research contributions of , as selected by our Chief Editors. Read the winning articles. Journal overview.
Special Issues. Academic Editor: Eric Z. Received 27 Dec Revised 30 May Accepted 04 Aug Published 19 Oct Abstract The ongoing globalisation has led to a tremendous expansion of the English language. Theoretical Insights English learning in the lives of university students in China spans knowledge across sociocultural aspects of second language learning.
Social Context and Learning Motivation Language learning of any kind is contextualised, which has several implications to second language learners. Social Context and Learning Community The social context not only influences attitudes towards language learning but also determines the provision of opportunities for language learning in both formal and informal settings, and the social context is particularly the source of informal learning opportunities for language use and learning [ 26 , page 26].
Settings and Backgrounds English Corner, English Club, and English Church are three main settings for English students to learn and practice English beyond the formal classroom.
Findings and Analysis The above three settings, English Corner, English Club, and English Church though different in form, share many things in common and have a complementary role to play in the life of English learning. Data from English Corner Take English corners for example, students I met and talked all confirmed that this regular English speaking meeting provides them with various opportunities.
A Place to Build Confidence and Motivation Some students shared with me their first days in the English corner and said their motivation and confidence are developed side by side with their attitude towards learning English. A Place to Develop a Global Learning Community In the English corner, speakers are from different departments, different ethnic backgrounds and even different countries. Data from English Church The English church is a special learning scenario besides English corners and clubs.
Author: How did you have the idea to run this English session? Author: Do you mind they come here only for this language purpose? Implication for Language Learning in China Firstly, it is fair and necessary for the FL class to concentrate more on teaching those important grammar rules with high consciousness in acquisition.
Conclusion The language issue seems to be absolutely crucial in the debate about citizenship and integration. References B. Pride and J. Holmes, Eds. View at: Google Scholar M. Canales and M. Lyons, Ed. View at: Google Scholar R. Brumfit and K. Johnson, Eds. View at: Google Scholar K. Johnson and K. Gass and C. Madden, Eds. Morrow, Eds.
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