In light of increasing globalization, this collection makes the case for global citizenship education as a way forward for transforming foreign language learning and teaching to better address current and future global challenges in times of unprecedented change.
The volume maps a multi-dimensional approach within foreign language pedagogy to take up the challenge of "educating the global citizen". Drawing on sociocultural, pedagogical, cosmopolitan, digital and civic-minded perspectives, the book explores the challenges in constructing epistemological frameworks in increasingly global environments, the need for developing context-sensitive educational practices, the potential of linking up with work from related disciplines, and the impact of these considerations on different educational settings. The collection reflects an international range of voices, attuned to global and local nuances, to offer a holistic compilation of conceptual innovations to showcase the relevance of global citizenship issues in foreign language education and encourage future research.
This book will be of interest to scholars in intercultural education, foreign language education, and language teaching, as well as policymakers and foreign language teachers.
Author(s): Christiane Lütge, Thorsten Merse, Petra Rauschert
Series: Routledge Studies in Language and Intercultural Communication
Publisher: Routledge
Year: 2022
Language: English
Pages: 312
City: New York
Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
Figures
Contributors
Acknowledgments
Introduction
Global Citizenship Education: Contested Concept and Framing Paradigm
Structure of the Book
References
Part I Concepts: Theoretical State-Of-The-Art On Global Citizenship in Foreign Language Education
1 Re-Imagining Foreign Language Education in a Post-COVID-19 World
Introduction
How Has the COVID-19 Pandemic Accelerated Changes in Existing Conceptions of Language, Language Learning and Language Use?
Changes in Our Conceptions of Language
Changes in Language Learning
Changes in the Modalities of Language Use and Knowledge Transmission
Changes in the Ultimate Goals of FL Education
International Peace and Understanding
Economic Competitiveness
Global Citizenship
What Theories Have Been Proposed in the Last Ten Years to Reconceptualize FL Education and How Do They Hold Up in Post-COVID Times?
Michael Byram’s Intercultural Communicative Competence (2021)
Kern’s Multiliteracies (2015)
Li Wei’s Translanguaging as a Theory of the Practice (2018)
Macedo’s Decolonizing Efforts (2019)
Pennycook’s Post-Humanism (2018)
How Can We Re-Envisage FL Education in a Post-COVID-19 World?
Educating the “Global Citizen” Through Border Crossing
Educating for Emotional Decentering and Empathy
Educating for Epistemological Decentering and Reflexive Practice
Human and Machine Assemblage Vs Assimilation
Conclusion
Notes
References
2 Civic Identity, Citizenship and Foreign Language Education
Introduction
Civic Identity in Concentric Circles
National Identity and Civic Education
Global Citizenship and Education
Globalization: Two Approaches
Global Knowledge
Global Competencies
Global Consciousness
Global Engagement
Global Citizenship Education: Neoliberal Or Cosmopolitan?
Citizenship and Foreign Language Education
Conclusion
References
3 Challenges to Global Citizenship Education: Nationalism and Cosmopolitanism
Introduction
Global Education
Cosmopolitanism
Citizenship Education
Global Citizenship Education
Contesting and Questioning GCE
Language Teaching and Education for Cosmopolitan Citizenship
Conclusion
Acknowledgments
References
4 Enriching Global Civic Education in Foreign Language Education Through Service Learning
Enriching Global Civic Education in Foreign Language Education Through Service Learning
Frameworks for Changing Pedagogy
What Is Service Learning?
Conceptualizing Service Learning as Experiential Learning
Service Learning in Foreign Language Education
Why Service Learning?
Designing Service Learning
Opportunities, Challenges and Future Directions
Conclusion
References
Part II Practices in Context: Fine-Grained Views On Educational Practices of Global Citizenship
5 Intercultural Service Learning Reframed: A Comprehensive Model and Its Practical Implementation in the Foreign Language Classroom
Introduction
Global Citizenship Education Goals in the Foreign Language Classroom
A Pedagogic Approach Towards Global Citizenship: Intercultural Service Learning
A Comprehensive Model of Intercultural Service Learning
Implementing Intercultural Service Learning in the Foreign Language Classroom: The Global Peace Path Project
Project Synopsis
Learning Objectives: Curricular Goals and Intercultural and Democratic Competences
Intercultural Encounters
Service
(Self-induced) Action
Structured Reflection
Project Evaluation and Findings
Conclusion
Acknowledgments
Notes
References
6 Internationalism, Democracy, Political Education: An Agenda for Foreign Language Education
Introduction
Internationalism in Education
Criticality and Intercultural Citizenship
Competences for Intercultural and Democratic Culture
Educating Plurilingual and Interculturally Competent Democratically Active Citizens
Brief Description of the Project and Its Participants
Our Analysis and Findings
Conclusion
Notes
References
7 Global Citizenship and Virtual Exchange Practices: Promoting Critical Digital Literacies and Intercultural Competence in Language Education
Introduction
Conceptual Framework
Global Citizenship and Intercultural Competence
Critical and Political: Preparing for Dialogue and Civic Engagement
Critical Digital Literacies and Language Education
VE Activities as a Vehicle for Developing Critical Digital Literacies and Intercultural Competence Within Global Citizenship Education
Implementing Erasmus + Virtual Exchange in Our Pedagogical Context
Methodology of the Study
Participants
Data Analysis and Discussion
Interpersonal Theme (Group and Personal Participation)
Developmental Theme Focusing On ICz, CDL and Agency
Conclusions and Recommendations
Notes
References
8 Fostering Positive Intercultural Attitudes in a Japanese High School Context Through the Art Miles Mural Project
English as a Foreign Language in Japan
Critical Thinking in English as a Foreign Langauge
Japanese Youth’s Awareness of Domestic and Global Issues
Global Education in EFL
Attitudes of Intercultural Understanding in EFL
ICC and Visual Literacy
Experiential Learning and Project-Based Learning
The Art Miles Mural Project
Context and Background
Step One: Encounter (June)
Step Two: Recognition (July–August)
Step Three: Interchange (September–November)
Step Four: Production (November–January)
Step Five: Reflection (February–March)
Method
Increased Interest in Other Cultures
Improvements in English Communication
Increased Interest in Global Issues
Intercultural Understanding and Global Issues
Museum Learning
Integrating Verbal and Visual Literacy in L2
The AMMP and GCE
Conclusion
References
Part III Connections: Future Directions of Global Citizenship Education
9 “Hard Spaces” of Global Citizenship Education: A Comparative Analysis Through Ecopedagogical, Linguistic, and Feminist Lenses
Introduction
Ecopedagogy: A Brief Introduction
Notes On Ecolinguistics
Contested Terrains of GCE and Language
Citizen and Non-Citizen
“Hard Spaces” for GCE Incorporating Ecopedagogy Within Language Learning Spaces
Non-transdisciplinary, Non-Contextuality
Cultural Homogeneity
Epistemologies of the North
Ahistoricity, Apoliticity
Fatalism
Baseless (Anti-)dialogue: Post-Truthism
English as Equating Internationalization
Notes
References
10 Digital Citizenship in Foreign Language Learning and Teaching: Educating the Global Citizens of the Future
Digital Transformations, Digital Citizenship: Living, Learning, Teaching
Re-visiting Influential Frameworks of Digital Citizenship Education
Changing Perspectives: The Digital Citizen in a State of Flux
Transferring Digital Citizenship Education: Perspectives On Foreign Language Learning and Teaching
Communication Dimension: Global and Digital Literacies
Inter- and Transcultural Dimension: Global and Digital Interaction
Identity Dimension: Global and Digital Participation
Content Dimension: Global and Digital Contexts
Critical and Reflective Dimension: Awareness for Global and Digital Diversity
Uniting Digital and Global Citizenship? A Preliminary Conclusion
References
11 Exercising Imagination: Teaching and Learning for Global Citizenship With Literature of Migration
Other Possibilities. Literature and Imagination in FLT and Global Challenges
Literature of Migration and Educating Global Citizens in Foreign Language Classes
“Optional Extras” Or Integrative Forces? A Case for Including Global Citizenship Education With Literature of Migration Into the FLT Curriculum
Imagining a Global Citizenship With Literature of Migration: Final Thoughts
Notes
References
12 Language Learning and Community Engagement for Global Citizenship
Global Citizenship Key Concepts and Their Overlaps With Critical Language Pedagogy
Language Learning and Intercultural Interaction in the Context of Global Citizenship Education
Developing the Curriculum for Language-Based Global Citizenship Education
Research Questions and Methods
Analysis and Evaluation of Results
Engagement Type 1
Engagement Type 2
Conclusions
Note
References
Concluding Remarks
Final Critical Perspectives
Challenges and Opportunities in Researching GCE
References
Index
