세계시민성 및 글로벌역량 함양을 위한 교양영어 수업운영 사례연구*

Abstract

This is a case study of implementing a general English course model that integrates global citizenship and global competence within a CLIL (content language integrated learning) framework. Following the backward design by <xref ref-type="bibr" rid="B77">McTighe &amp; Wiggins(1999)</xref>, the new model(Oh, 2021) specified four desired outcomes: understanding globalization and global citizens, understanding global competence, understanding technology, and understanding English communication. In order to develop global citizenship, a variety of activities were implemented using GCED101 materials available on APCEIU online campus. Drawn from the PISA global competence framework, critical literacy activities on authentic media articles were also administered. As a means to make authentic English articles more accessible for students whose English proficiency may not suffice for the target task, such scaffolding as machine translation, Korean, and cooperative learning was provided. The findings of a student perception survey on the four desired goals indicated that these goals have been achieved. Furthermore, students’ global competence measured with the PISA global competence survey significantly improved in the five constructs related to the course contents after taking the course for a semester. Students’ self-efficacy on the four language skills of reading, listening, speaking and writing also significantly improved on a post-survey. The implication of the study is that it explored a new paradigm for general English courses aiming to teach not only language skills but also value-oriented contents such as global citizenship and global competence.