A rise in mobility, the globalization phenomenon, and the move towards internationalization of education have had a definite impact on education in general and, on language teaching, in particular. The fact that today’s societies are becoming increasingly interconnected and interdependent has influenced educational curricula at all levels of instruction. The fact that more attention is being paid to global concerns, such as pollution, nuclear proliferation, world health, conservation of resources and species, global cooperation in peace keeping, international communications networks, (cfr. Rivers, 1993: 155) places greater demands on the language classroom. How can language teachers connect language teaching to the real competitive world our future graduates will have to face? “An efficient and practical way for language learners to interconnect with global needs is to interconnect to other fields of study. This has led language teaching practitioners to inevitably i ncorporate content into language teaching practice allowing for interdisciplinary pedagogies to flourish.” (Filice, in “Activating CBI Within ESP University Contexts”, forthcoming). Teachers need to reflect on new orientations that will “better equip the learner with knowledge and skills suitable for the global age” (Mehisto et al, 2008: 11).
Integrated Learning for an Integrated World: Facing the Challenges of language education
FILICE, Serafina
2012-01-01
Abstract
A rise in mobility, the globalization phenomenon, and the move towards internationalization of education have had a definite impact on education in general and, on language teaching, in particular. The fact that today’s societies are becoming increasingly interconnected and interdependent has influenced educational curricula at all levels of instruction. The fact that more attention is being paid to global concerns, such as pollution, nuclear proliferation, world health, conservation of resources and species, global cooperation in peace keeping, international communications networks, (cfr. Rivers, 1993: 155) places greater demands on the language classroom. How can language teachers connect language teaching to the real competitive world our future graduates will have to face? “An efficient and practical way for language learners to interconnect with global needs is to interconnect to other fields of study. This has led language teaching practitioners to inevitably i ncorporate content into language teaching practice allowing for interdisciplinary pedagogies to flourish.” (Filice, in “Activating CBI Within ESP University Contexts”, forthcoming). Teachers need to reflect on new orientations that will “better equip the learner with knowledge and skills suitable for the global age” (Mehisto et al, 2008: 11).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
