Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
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    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
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- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
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- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
  - Task 1
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- 8. Learning about the latest toolkits supporting learning
  - Task 1
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- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
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- 10. Selecting an aspect of cooperative learning resources to explore
  - Task 1
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- 11. Recording the outcomes and reflect on what should be done differently next time
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- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 2.1 The reality of Globalization within teaching English

Task 1 In your work what have you experienced concerning globalization?

New techniques and methods | Changing attitudes to teaching and learning | New teaching competences

Global dominance of English and its effect on education

The fact that English now belongs to “everyone”[1] seems to imply that English will maintain its position as the global dominant language throughout the 21st century.

Global English is the product of economic globalization and the rapidly developing international business communication.

David Graddol’s[2] views help us to understand the notion of global English and its consequences in education. He says that

“The use of English continues to diverge in many new, largely uncharted, ways. One major domain of Global English lies within the many dispersed specialist communities -- from air traffic control to microbiology to international finance.

But each of these communities has its own terminology and language registers which may be understood well amongst colleagues but not by outsiders.

English is also now used by ever more culturally hybrid communities where it has been adapted to meet the needs of the complex identities created by globalization.

And improved communications are encouraging new forms of social networking which allow individuals to stay in touch simultaneously with friends, family and work colleagues with different language backgrounds.

The evidence points to a growing tolerance of multiple standards in English and growing flexibility and fluidity in the use of English by global citizens.”

David Graddol5 (English Department6, The Open University7) David Graddol5 (English Department6, The Open University7)

Nations worldwide also including the British professionals and educators cannot help getting used to working with both children and teachers from cultures other their own. They are required to teach in multicultural environments based on different underlying assumptions and principles. Thus it may happen that even within a specific class EFL teachers must cooperate either with children or co-workers from different cultural backgrounds. Nowadays there are no clear boundaries where the influence of the British educative culture begins or ends. As globally success, rapidity and effectiveness are valued no longer can teachers of English afford to work with one or two methods for years. All professionals have to acknowledge that there is no more a single Hungarian, Spanish and Polish etc. way of teaching and learning. Moreover besides helping children to gain a feel for English they must be equipped with competences and skills that will prepare them for different careers. Learners later in their professional life may land in different cultures and “join a plurality of world-views”[3].

Teachers of English also have to bear in their mind that "the extreme position of the United States on the Individualism scale leads to other potential conflicts between the U.S. way of thinking about organizations and the values dominant in other parts of the world"[4]. It means that the Anglo-Saxon cultures dictate different attitudes to teaching and neither professionals nor learners can avoid understanding what is meant by their notion of worldly view. Understanding one's own cultural values is a primary requirement as it will help teachers in promoting universal values rather than culturally specific values. Therefore standardized textbooks and materials may help teachers’ work but the requirements of the globalized world want professionals apply a great variety of teaching techniques and materials based on different educational theories.

[1] Wadhaugh, Ronald (1987). Languages in Competition: Dominance, Diversity, and Decline. Oxford, UK: B. Blackwell.

[2] David Graddol (2005). Global English. English Department, The Open University

http://www.open.edu/openlearn/history-the-arts/culture/english-language/global-english

[3] Gosling and Mintzberg The five minds of a manager (2003, p. 58)

http://www.tree4health.org/distancelearning/sites/www.tree4health.org.distancelearning/files/readings/The%20Five%20Minds%20of%20a%20Manager_0.pdf

[4]Hofstede, G. (1980). Motivation, leadership, and organization: Do American theories apply abroad? Organizational Dynamics, 9 (1), 1980: 61

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