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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5.3.2.3. Fruitful Discussions about Challenging Issues

5.3.2.3. Fruitful Discussions about Challenging Issues

Jegyzet elhelyezéséhez, kérjük, lépj be.!

When asked what they do to make sure the discussion goes smoothly and peacefully, the participants collected a handful of ideas. Those teachers who set the rules for interaction, remind their students of the rules (É, J, K). Édua gave the following example, which shows how she reminds her students to listen to each other:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the four corner activities, where they have to take a stand whether they completely agree, agree, disagree, or completely disagree with the statement, they have to justify why they went to each corner, and they have to refer back to the opinion of the person who went before them by repeating it in order to make sure they are listening to each other and they have to show that they are listening to each other (T/FG-HS1-É-9).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Other teachers moderate the discussion by either trying to get the conversation back on track (G), by stepping into the debate (I, K), summarising and paraphrasing what was said before (B, I, K), setting an example of expressing their ideas respectfully (B), or by asking questions from any agitated student. For the latter, Gloria gave the following example:
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

If someone gets all hot and bothered, I ask them questions. I try to get them to elaborate on some parts of their arguments and as they need to think a bit more about it, they tend to calm down eventually. (T/FG-HS2-G-6)
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

For such cases, Klaudia suggested reflecting on the course of the discussion: “let’s stop here for a moment, let’s take a deep breath and let’s think it through…” (T/FG-HS2-K-6). As she saw it, it quite often happens that the students are talking at cross purposes, in which cases it is worth going back to the root of the problem and looking back at the discussion. Finally, in Lehel’s groups, it is usually the students who need to moderate their own discussions, as he is not the one who gives the floor to a student, “but if a student said something and someone wants to react to it, then, the speaker should hand it over to their mates” (T/FG-HS1-L-9).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Finally, the participants talked through two main problems which usually occur while discussing controversial issues in class: domineering opinions and finding what to say. For not having enough ideas to say during the discussion, Alma suggested brainstorming ideas together before the discussion and Zsóka suggested either asking provocative questions from the students or contributing to the discussion with more controversial statements. To avoid groupthink and balance opinions in the class, Lehel suggested that the students should write down what they think about the topic individually before engaging in conversations, and Alma and Zsóka both suggested working in pairs and smaller groups, to ensure that everyone can express their opinion.
 
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