Global Education and Early Language Learners
from October 24, 2018
On October 24, #earlylang teamed up with #GlobalEdChat for a discussion on the role of global education in the Early Language Classroom. To make sure everyone understood the terms, @SECottrell provided definitions of Global Competence and Intercultural Communicative Competence (ICC). According to @AsiaSocietyEDU, Global Competence is the ability to investigate the world, see other perspectives, communicate ideas and take action. ICC as defined by @ACTFL, is using language skills and cultural understanding to interact with people authentically and effectively. Participants went on to discuss ways to support global competence in all classrooms, resources needed, and partnerships designed to support the inclusion of global competence in all classrooms.
Q1: What does global competence look like for elementary school-aged children?
Many participants commented that students must begin to look beyond themselves and their familiar world. They should be able to look at different practices with curiosity and an open mind, not to judge something as weird or silly. It is important for them to explore other perspectives and to learn about teamwork and communication. To ensure that this happens, it is important for teachers to provide opportunities for students to interact with children from other cultures and to use materials that reflect different cultures and ethnicities.
Q2: How can world language teachers integrate global competence into their classes?
The main way to integrate global competence is through interaction with native speakers and people from other cultures. With technology, it is easier than ever to create a classroom exchange through Skype, Twitter, or participate in an @EdChangeGlobal event. Teachers can set up pen pals or art pals, students exchange drawings on a theme instead of letters, then talk about the drawings. Finally, crafting authentic essential questions and using project-based learning can help students view the world beyond the classroom and their everyday experiences.
Q3: How can teachers across disciplines support global competence in the classroom?
The consensus was to utilize interdisciplinary units based on real world issues to engage students in different content and from different points of view. Learners are more engaged when their learning connects with more than one discipline and is relevant to their experiences. In addition, don’t limit collaboration to the typical “academic” subjects, PE and music teachers can explore the origins of traditional games and music, art teachers can look at how different cultures use art to express themselves.
Q4:What resources help us make global competence an intentional part of our unit design?
@hsingmaster Posted this link to an article on language immersion https://t.co/AbajI9tSaI
@doriecp “I know this seems super obvious, but include a space for it in your unit/lesson planner! Creating an actual space for it in my lesson plans forced me to be more intentional.”
@SrtaOwens “ACTFL world language standards, district standards, student can-do statements, school improvement goals, community input.”
@MaestraAubreyCT “EQs that get at real world, relevant issues are necessary. Resources for differentiation (books, internet) are important to ensure that all Ss can make a personal connection.”
@SECottrell “many of the new reader novels are heavily infused with intercultural aspects. Turning these into exploration/investigation has really ratcheted up the global competence in our class.”
@rensink_connie posted this link to the @WorldSavvy Matrix https://t.co/NzmARjU671
@MaCristinaRV “The integration of authentic resources from another culture provides the opportunity for #earlylanglearners to experience what people make and use, how they think, and what they do.”
Q5:How can teachers partner up to support each others’ global competence goals?
Collaboration is the key. Utilize co-planning for assessments, instruction, and standards. Brainstorm with colleagues on how to include global competence in all classrooms. Create partnerships within a school and with teachers around the world, this link has resources for finding classrooms around the world https://t.co/LNTd8he8Qx. Two thinking routines were suggested. The first was, “I see, I think, I wonder” to discuss products, practices, and perspectives that students could understand. The other was, “Why does ___ matter? Why does it matter to me? Why does it matter to the world?” as a means to get students and teachers to think globally. A final suggestion was to continue to participate in both#earlylang chats and #globaledchat.
Q6: What other types of partnerships can support teachers’ inclusion of global competence in the classroom?
Since the discussion is on global competence, it makes sense to extend partnerships outside the classroom and school walls. University partnerships are a natural extension and can provide theory and research to ground a program. Local businesses and community can provide authentic experiences in global competence skills and ICC. Parents may also have connections that can help students attain global competence. Finally, the internet has many resources to create global awareness, such as the Sustainable Development Goals for Children (@SDGsForChildren).
Reflaction (reflection + action) How will you foster global competence in your classroom after this evening’s chat?
After so many great suggestions and ideas, participants discussed what they will do next. These steps included thinking about broadening partnerships, being more intentional in making connections for younger students, and participating in both #earlylang and #GlobalEdChats on a regular basis.
Thank you to all who participated in this #EarlyLang chat! Thank you to our #earlylang and #globaledchat moderators, Heather (@hsingmaster), Sara-E. Cottrell (@SECottrell), and Valerie Shull (@windycitysenora). Thanks also to EMC School (@EMCSCHOOL) for sponsoring tonight’s chat.
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