Abstract
In a rapid changing world characterized by globalization and ongoing technology and communication advancements, English learners need to develop employability skills that ensure their competitiveness and qualify them to realize satisfying careers. Employers around the globe are seeking leaders who can transcend all historical, geographical, cultural and independent barriers to embrace global citizenship. Employees are required to adapt to diverse perspectives to foster their innovation, and build sustainable relationships across borders. Eventually, they can enhance inclusivity and increase productivity to drive better business outcomes. For this reason and others, promoting global citizenship in English Language Teaching (ELT) settings seems to be essential for equipping learners with the necessary job requirements. To investigate this issue, the current study adopted a quantitative research method using an on-line survey questionnaire sent to Moroccan ELT teachers. The data gathered was analyzed through SPSS (Statistical Package of Social Sciences), in the form of descriptive statistics in order to identify Moroccan ELT teachers’ challenges in developing students’ global citizenship and to suggest effective classroom practices to meet this goal. The study at hand will contribute to expanding literature on transversal skills development in ELT. Additionally, the implications and recommendations discussed will guide ELT teachers in fostering global citizenship among English learners.
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