Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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2. Review of the Literature
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2.1. Theoretical Background
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2.1.5. The Methodology of Global Competence Development in the EFL Classroom
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2.1.5.1. The General Characteristics of the GCED Approach

2.1.5.1. The General Characteristics of the GCED Approach

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Teachers can use different methods and techniques to address important real-world issues. In such a setting, the teacher becomes a facilitator, who supports the learners to work independently and in groups to enquire into challenging issues, critically assess evidence, discover the world around them and pose the right questions (Oxfam, 2015; UNESCO, 2018). As GCED is a student-centred and interactive approach, methods and techniques promoting the active participation of students can help them develop their various skills (Cates, 2002; OECD, 2018; Sampedro & Hillyard, 2004). In a class infused by the global perspective, the role of the learner is to participate actively, ask questions, take responsibility for their own learning, collaborate with others, listen to the others actively, connect their learning to other subjects, and connect their local experiences to the global (Oxfam, 2015). In such a context, the learners should be involved in experiential learning, have the opportunities to face, develop and reflect on their own values, views, and attitudes; and learn how to take action for the world (UNESCO, 2018). UNESCO proposes the following guidelines for teaching techniques and pedagogies promoting GCED (UNESCO, 2015):

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  1. nurturing a respectful, inclusive and interactive classroom/school ethos;
  2. infusing learner-centred and culturally responsive independent and interactive teaching and learning approaches that align with learning goals;
  3. embedding authentic performance tasks;
  4. drawing on globally-oriented learning resources that assist students in understanding a ‘larger picture’ of themselves in the world in relation to their local circumstances;
  5. making use of assessment and evaluation strategies that align with the learning goals and forms of instruction used to support;
  6. offering opportunities for students to experience learning in varied contexts including the classroom, whole school activities, and in one’s communities, from the local to the global); and
  7. foregrounding the teacher as a role model (p. 25).
 

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These guidelines can be realized in different ways in the EFL class including group-based tasks and project work, organised discussions about thought-provoking texts, images or videos, structured debates, and service-learning (PISA, 2017). Sampedro and Hillyard (2004) offer the following techniques for dealing with global issues: individual think time, pair work for discussion or improvisation, group work for brainstorming and research, whole-class discussion and data collection, surveys, interviews, games, poetry appreciation and writing exercises. Another effective way of exploring issues is the use of drama in the classroom; students can become very active participants of the lesson through role-plays and simulations while also developing their creativity and language skills (Brander et al, 2015; Sampedro & Hillyard, 2004). UNESCO (2018) proposes the use of transformative, creative pedagogies to engage students in learning, such as event-based learning, storytelling, design thinking, and project-based learning.

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If used purposefully, Information and Communication Technology (ICT) tools can enhance the quality of lessons when it comes to GCED (Oxfam, 2018; Ruas, 2017; UNESCO, 2015). Teachers can use ICT tools to introduce authentic materials to their students, such as images, videos, podcasts, songs, or online games with the help of which they can work on local, global, and intercultural issues. Students can also be encouraged to use ICT devices either in class or at home. Teachers can also design flipped classroom experiences for their students (Ruas, 2017, UNESCO, 2018), even in disadvantaged school contexts. Teachers could ask their students to watch a video about a controversial issue and practice the relevant language through structured exercises before class at home and then they could use class time to practice productive skills in “authentic contextualised task[s]” (Ruas, 2017, p. 18). Also at home, they can research information, prepare for presentations, or collaborate with their classmates or students from other countries on different intercultural projects (UNESCO, 2014). In a computer lab, students can be asked to collaborate using online tools (e.g., research a topic in groups and present it to their classmates using Google slides); nevertheless, if the group cannot get into a lab, the students can also use their smartphones (UNESCO, 2014) to research information, compose short messages (e.g., forum contributions, comments) or even record short videos (e.g., record comments, taking a stand for or against a statement in a minute, a message of encouragement for people to act).

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In summary, there are endless possibilities to bring global issues into the language classroom and it depends on individual language teachers’ creativity and resourcefulness how they deal with this task. If a teacher follows the guidelines presented above, they will develop the skills and attitudes in their students necessary for global competence and model the values and behaviours necessary for global citizens. As a first step though, they need to create the optimal atmosphere for successfully dealing with such potentially controversial issues, without upsetting the students.
 
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