Abstract
Universities and other centers of learning are joining with the United Nations and other international institutions to further the study of significant issues that are affecting the lives of people across the globe. Ministries of education in various countries want to have their students develop an understanding of the concept of global citizenship and the connections between the peoples of our increasingly intertwined world. In line with this, many educational institutions are including global issues education in their curricula. The English language is the predominant language of international business, globalization, medicine, international education, and politics. Billions of people are studying and using English daily. Can language teachers play a part in promoting global citizenship and creating a peaceful and sustainable world? This paper aims to answer that question and to address vital principles involved in the creation of activities and teaching materials that merge global issues content and language education. It will also provide examples of how teachers can combine content education and critical thinking skills in ways that develop grammatical knowledge and the traditional skills of reading, writing, speaking, and listening.
Highlights
Globalization affects every person on Earth twenty-four hours a day
Is the role of a language teacher to teach just the mechanics of a language? Should we introduce global issues into language classrooms? If yes, why is global issues content-based instruction necessary? What are good practices to follow when teaching global issues in language education (GILE) courses? This paper attempts to answer these questions and outline important educational principles for GILE educators
The United Nations Foundation states, “The great challenges of the early 21st century are global in nature — issues that transcend the capabilities and resources of any one nation or sector” (2013, para1)
Summary
Globalization affects every person on Earth twenty-four hours a day. The actions and decisions of people across the globe are altering the air we breathe, the water we drink, the food we eat, and the health care we receive. A small number of people, many of them English speakers, are making decisions that affect our food supply, our climate, and our freedoms. All teachers, including language teachers, should reflect on the educator’s role. Is the role of a language teacher to teach just the mechanics of a language? Should we introduce global issues into language classrooms? Why is global issues content-based instruction necessary? What are good practices to follow when teaching global issues in language education (GILE) courses? Is the role of a language teacher to teach just the mechanics of a language? Should we introduce global issues into language classrooms? If yes, why is global issues content-based instruction necessary? What are good practices to follow when teaching global issues in language education (GILE) courses? This paper attempts to answer these questions and outline important educational principles for GILE educators
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
