Developing Students' Global Awareness in EFL Reading and Speaking

Autor/in	Al-Jarf, Reima
Titel	Developing Students' Global Awareness in EFL Reading and Speaking
Quelle	4 (2022) 1, S.31-38 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Al-Jarf, Reima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2664-8067
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; College Faculty; Global Approach; Consciousness Raising; Cultural Awareness; World Problems; Stereotypes; Reading; Speech Communication; Diversity; Values; Knowledge Level; Skill Development; College Freshmen; Ecology; Economic Factors; Politics; Health; Education; International Cooperation; Information Technology; Social Systems; Ideology; Teacher Role + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fakultät; Globales Denken; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Weltproblem; Klischee; Leseprozess; Lesen; Wertbegriff; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Studienanfänger; Ökologie; Ökonomischer Faktor; Politik; Gesundheit; Bildung; Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Informationstechnologie; Social system; Soziales System; Ideologie; Lehrerrolle
Abstract	Results of a questionnaire with a sample of EFL instructors at some Saudi universities showed that the instructors just follow the assigned textbook and do not integrate any global themes in their EFL courses. Therefore, this article aims to proposes a model for integrating global themes in the EFL college classroom, especially in reading and speaking instruction. The aim of the model is to help EFL students learn about the ideologies, cultures and customs of other countries; address current global problems; compare the similarities and differences the peoples of the world share; focus on the interrelatedness of human beings; recognize stereotypes western people have about Islam, Muslims, Arabs, women; and listen to multiple perspectives. The model proposes 4 areas of global themes that can be integrated in EFL reading and speaking: (i) global systems (political, economic, cultural, ideological, ecological, health, social, technological, educational, ideological and judicial; (ii) diverse human values such as conflict resolution, cooperation and teamwork; (iii) current global issues issues (terrorism, fundamentalism, violence…etc); and (iv) the history of contact and interdependence among peoples. It also proposes the integration of 4 types of goals: knowledge, skills, values and participation goals. Examples of concepts, and types of objectives related to the global themes, resources for locating global themes; stages of teaching the global themes and instructor's role are provided. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01