Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
›
4. University Tutors’ Views and Practices Concerning GCD – Presentation of the Results from the University Context
›
4.3. Good Practices in Developing Students’ Global Competence
›
4.3.2. The Results of the Focus Group Interview Study
›
4.3.2.2. Preparing for Challenging Discussions

4.3.2.2. Preparing for Challenging Discussions

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The question of whether they prepare their groups for challenging discussions clearly divided the participants. Both Ulrich and Fred that they rarely do that before the discussions. As Ulrich put it,
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It’s the sort of thing that I actually rarely prepare for. […] I don’t really want to bring these issues directly into the classroom, but I’m very keen when there’s a moment when I see an opening when they arise to actually grab that moment and then make the most of it (T/FG-TT-2).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Fred saw it quite similarly and added that even though he sometimes negotiates ground rules with his groups at the beginning of his courses, he never does that for discussions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Marcella and Ingrid act rather differently and both emphasised the importance of creating ground rules with their groups. Ingrid stated that she often “prepare[s] directly and think[s] about how to raise a controversial issue and bring an issue into class” and she also negotiates the rules with her students (T/FG-TT-3). Marcella added that she also tends to ask the students to brainstorm interaction guidelines in her groups fairly early on, “some rules of the way we interact together just to raise awareness of… what’s the best kind of behaviour in the group that’s most fruitful… for having good discussions” (T/FG-TT-3). She went on by saying that she tries to model these rules for them, e.g., good listening, having a reflective distance from her own opinion, but to remind the students of these ground rules they usually create a poster together. Apart from the importance of creating interaction guidelines, the teacher trainers also raised the importance of reflecting on the discussions afterwards, with the aim of raising awareness and teaching them how to communicate successfully. Ulrich gave the following example of this approach:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Once there’s a discussion where I sense such ground rules would be important, I sort of turn it around and actually get the group to look at itself. So again, to work, sort of, you know… inductively, [like] OK, today’s discussion was … interesting. I have a feeling it didn’t go very well; do you think so too? Can we just talk a little bit about how we handle an issue like that? (T/FG-TT-5)
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Ingrid joined her by saying that these two approaches do “not exclude each other”, and even if she negotiates the ground rules with her groups, during and after discussions, sometimes she needs to remind the students of these ground rules and ask them the questions: “Did everybody manage to contribute? Did everybody feel OK in this discussion?” (T/FG-TT-5).
 
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave