CASTRO ADRIANA
Capítulos de libros
Título:
Learners as Agents of Change: New Challenges for the EFL Class
Libro:
EFL classrooms in the new millennium: Selected papers from the 40th FAAPI Conference
Editorial:
Liliana Beatriz Anglada ... [et al.]. - 1a ed. . - Córdoba : ACPIAsociación Cordobesa de Profesores de Inglés, 2015.
Referencias:
Año: 2015; p. 1 - 10
Resumen:
The concept globalization, understood as ?a major reconfiguration of social geography [which] has propelled several important shifts in primary social structures? (Scholte, 2005) allows for reflection on the importance of encouraging and generating ?socially constructing- spaces for the transformation of the learning subject into social change agents. The term global citizenship contributes to empowering learners as well as conferring the right to challenge authority and dissent (Byers, 2005). Along this perspective, language instructors should face the task of forming knowledgeable, reflective, and inquisitive learners with the ability to critically analyze global issues from an open and empathic view. Furthermore, they must inspire them to "think globally and act locally? i.e. they need to urge them to consider the planet their home and take action accordingly. With these principles in mind, our presentation focuses on the teaching of current global issues in the English Language III chair, at Facultad de Lenguas, U.N.C by means of exposing students to different episodes of the animated sitcom ?The Simpsons? which parodies American culture and many aspects of the human condition. Audiovisual resources work as tools for fostering language acquisition and consolidation, and the incorporation of specific learning strategies and autonomy. The presentation of cultural products that introduce controversial topics encourages learners to move away from their zone of comfort, and eventually spur deep reflections on global conflicts and hot debates about ethical dilemmas. Since an ultimate goal is to form active social participants, the chair also stimulates activism, engagement and participation in out-of class activities. This derives from the conviction that, global citizenship education is a pedagogical approach that addresses each learner as social agent with inimitable beliefs and experiences and which also helps students explore and take a critical and informed stance upon global affairs.