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Teaching and learning for global citizenship in the EFL classroom – towards a pedagogical framework
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Abstract:
This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs. ; This research was funded by national funds (OE), through the Fundação para a Ciência e Tecnologia, I.P. (FCT), Portugal, in the scope of the framework contract foreseen in the numbers 4, 5 and 6 of the article 23, of the Decree-Law 57/2016, of August 29, changed by Law 57/2017, of July 19. ; published
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Keyword:
Classroom practices; Foreign language education; Global issues; Globalization; Grounded theory; Oxfam; Pre-service teachers; Primary education; Teacher education; UNESCO; Upper secondary education
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URL: https://doi.org/10.4018/978-1-7998-4402-0.ch005
http://hdl.handle.net/10773/30502
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