Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
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5.1. Secondary School Teachers’ Views on Global Competence Development
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5.1.1. Results of the Interview Study
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5.1.1.4. Whose Task is it to Develop Students’ Global Competence?

5.1.1.4. Whose Task is it to Develop Students’ Global Competence?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The interviewees unanimously believed that developing students’ global competence is everyone’s task – the school, the parents, friends, and the students themselves should all contribute equally. Many of them admitted to having an easier task as EFL teachers, as the English lesson does not always have fixed content, and it depends on the teacher what topics they want to deal with in class. Áron confirmed this by saying that in his History lessons, he would not be able to deal with such topics as the amount of the material does not make it possible. Even though most of the respondents admitted that they are in an easier position, they also believed that every teacher should pull their weight in this task. As Tilda put it,
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

We are still passing on knowledge, and arts teachers and science teachers have to pass on completely different things. Everyone should pull their weight, but I do understand that Maths or Physics teachers cannot link this to each topic… but I think what happens is that language teachers and Hungarian literature and grammar teachers spend a lot of time [on these topics] […] and it’s a bit lonely. So mostly language teachers take care of it, while we still have the present perfect to cover (T/T-8).
 

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The extent to which teachers feel it is their job to develop students’ global competence and bring in global, local, and intercultural issues to their classes may be in connection with how they see their role as a teacher – whether they simply regard themselves as language teachers or also as educators. All the interviewees claimed that they think educating children is their task too. This is how Áron saw the difference:
 

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I don’t think that I’m teaching a language, I’m teaching the kids. […] I feel less like a language teacher and being a sort of language teacher who just prepares students for language exams… that I don’t like, because I don’t think being a language teacher should be like this in today’s world. I think the main aim of education […] should be to produce intelligent, conscious, and mentally healthy school leavers… and whether they have a C8 language exam does not measure whether they such become people (T/Á-4).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Szilveszter saw his role very similarly, he rather feels like an educator than a language teacher. In his view,
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

a teacher is someone who goes into the classroom, teaches what they are expected to, then, they assess students quite fairly… but when they leave the classroom, they do not care about the children anymore. An educator cares about the children… and is interested in the children and sees them as little human beings… and thinks it is important to familiarize them with as many things as possible (T/SZ-5).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In connection with the same question, Tilda felt that she was at a turning point: as she did not feel she had a well-developed personality yet, she did not feel she was completely ready to educate children. Nevertheless, she admitted that quite recently she started to enjoy talking about deeper and more educational topics more than simply explaining grammar rules.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In summary, the participating language teachers believe that developing students’ global competence is their task, because they are aware that they have the means and the freedom to do it properly in their classes. As described, they also accept the fact that nurturing healthy and conscious young people is part of their job, which is exactly the aim of global competence development.
 
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