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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5.3. Good Practices in Developing Students’ Global Competence
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5.3.2. The Results of the Focus Group Interview Study
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5.3.2.2. Preparing the Group for Challenging Discussions

5.3.2.2. Preparing the Group for Challenging Discussions

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The participants of the two focus groups were divided on whether it is worth preparing one’s group for a discussion about controversial issues. Most of the participants (A, É, I, J, L, Zs) thought that no preparation is necessary, as many of these controversial issues crop up during classes spontaneously without any planning on the teacher’s part. Édua posited that any topic should be treated naturally, and no topic should be “swept under the rug” (T/FG-HS1-É-5). Izabella did not see the point in preparing her students for these discussions either, as her group is “not the sort that would interrupt each other” (T/FG-HS2-I-5). Two teachers, Johanna and Klaudia both asserted that a lot depends on the group that they are teaching and in Johanna’s words:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

I think we start preparing our groups a lot earlier and of course, we need the sort of mood or a sort of atmosphere in the group… I wouldn’t bring a controversial topic to a group where the members don’t trust each other or don’t trust me (T/FG-HS2-J-5).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Only three of the twelve participants, Johanna, Bella and Édua said that they tend to discuss the basic rules of interaction with their groups. Bella, for instance, usually starts by saying that there are “no right or wrong answers” and by encouraging them to “bravely express their opinions” (T/FG-HS2-B-5). She also finds it important to discourage the students from “reacting to each other negatively” because in such an environment the others would not dare to state their honest opinion. Finally, she added that as a Hungarian language and literature teacher, she feels that it is her job to teach them the rules of “intelligent debates” and that “they should listen to each other first before expressing their own opinion” (T/FG-HS2-B-5). Even though Lehel hardly ever deals with the rules of interaction for preparation, he usually teaches his students useful expressions and debate structures, which will come in handy during the discussion.
 
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