Global Education in Second Language Teaching
Journal Title: International Journal of Physical and Social Sciences (IJPSS) - Year 2012, Vol 2, Issue 8
Abstract
This article paints an optimistic picture of the role we second language teachers can play not only in improving our students’ language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education. What is your opinion? When you manage to get away from the everyday emergencies of dealing with classes, family, and the other aspects of teachers' lives and look at what is going on in the world, are you optimistic or pessimistic about the future of the human race and of our fellow residents on the planet Earth? Do you believe that we as second language teachers can have any impact on what is going on in the world, or should we concentrate solely on improving our students' language proficiency? In this article, we two authors propose an optimistic view of the future of this planet. We propose that as our tiny globe spins round the sun, we second language teachers can play a role in making it a better place at the same time that we improve our students' language proficiency. The means by which we have been attempting this lies in the infusion of global education into the second language curriculum. This article has four parts. First, we describe what global education entails and provide a list of some organizations of second language teachers who include global education in their teaching. Second, we go into depth on two major areas of global education: peace education and environmental education. Third, we discuss four questions that second language teachers frequently ask about the inclusion of global education in their teaching. Finally, we provide lists of print and electronic resources on peace education (Appendix 1) and environmental education (Appendix 2).
Authors and Affiliations
George M Jacobs, Kip Cates
Keywords
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