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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5.2. Developing the Knowledge Component of Global Competence
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5.2.1. Results of the Interview Study
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5.2.1.7. Aspects Influencing the Inclusion of the Global Content in English Classes

5.2.1.7. Aspects Influencing the Inclusion of the Global Content in English Classes

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Even though there was a participant who said that there are no obstacles when it comes to incorporating the global perspective into her classes, many of them managed to list some constraints and factors that influence whether or not they bring in certain issues to their classes. The variable that was mentioned the most frequently was time (Á, H, I, SZ, T), whether they have time to prepare for these classes and whether they have time in class to deal with such topics. Áron and Tilda mentioned that sometimes they are just too tired to supplement the coursebook or write new materials that would facilitate discussions on global topics. The coursebook was also mentioned as an important factor by four participants (É, K, L, SZ), as they tend to include global topics that they can link to what is being discussed in the coursebook.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Áron and Hedvig underscored the importance of teachers’ competence to deal with such issues in class and Izabella and Tilda confirmed this by saying that they would only bring in issues to discuss with their groups about which they feel knowledgeable. The participants also tend to take students’ interests into consideration (E, I, L, SZ) and choose topics they know will appeal to their students or at least ones they think their students would be able to relate to. Students’ sensitivities should also be taken into account (L, T), in connection with which Leó emphasised the usefulness of knowing one’s group. He also gave the following example:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

If someone’s gay, for example… and if the others don’t know it about them, or they don’t want to talk about it in class because they are not ready… I would try to do something with this situation. Of course, you can’t always do something, and I usually tell them that it’s okay not to want to or not to like to talk about something, or not to be ready to do so… but one day you’ll have to talk about these things. You should try it out here, among each other, because you know me, you know that you can do it here… because I’m not the sort of teacher who would judge you (T/NL-4).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Emma and Tilda added that their relationship with the group and the group dynamics may also have an impact on their decisions to bring different issues into class. Emma recounted that once she had a student who she knew would “completely sabotage the class” and “troll the whole song” (T/HE-4) she wanted to bring in, so in the end, she decided not to work on that material in class. The participants also mentioned the topicality of the issues (B, É, L, SZ) and as Béla put it, if the issue is topical enough, he is “ready to put down the coursebook” (T/BÁ-3) and devote a class to examining the issue at hand. Other aspects influencing teachers’ decisions included the students’ language proficiency level (H, I, K), the availability of materials (Á) and devices (I), inspiration (SZ), and requests from the school’s maintainer (B, E).
 
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