The Impact of Teacher Education and English Language Education in Fostering Global Citizenship Education: A review of literature
Keywords:Global Citizenship Education, Teacher Education, English Language Education, Transformative education
The notion of Global Citizenship Education (GCE) has become a buzzword of educational discourses and policies of the contemporary world in which it aims to create knowledgeable, empathetic and skillful personnel with a view to ensure peaceful, tolerant, inclusive and sustainable global society. This renewed and transformative educational approach is a framing paradigm that encapsulates the role of education in forming competent citizens who actively and responsibly participate with critical awareness and understanding in this interconnected and interdependent world with its accelerating challenges and opportunities by disregarding any kind of manmade differences. Since teachers are the key to deliver such an education, this scenario demands teachers to be professionals possessing strong subject and pedagogical knowledge with appropriate managerial skills, readily adopt technologies and stay focused on the diverse and sensitive needs of their students. Therefore, building teachers’ capacity through teacher education should be a compulsive continuum. Moreover, with this approach, it is imperative to participate and collaboratively work as members of a global society. Thus, it is feasible to reach the intended goals through the English language as the linking language of the global community. Thereby, fostering GCE, with complementary effects between Teacher education (TE) and English Language Education (ELE) will be revealed by this study based on the literature review.
H. Aturupane, R. Ebenezer, H. Higashi, and S. Sosale, “ Sri Lanka human capital development realizing the promise, and potential of human capital,” Document of the World Bank,2019,pp. 72-108.
A. K. Edward, and I. O. Mensah, “Challenges facing the effectiveness of secondary school teachers’ continuous professional development in the Sekyere district: Enhancing practice with human performance technology,” International Journal of Research, and Innovation in Social Science. 2019, Vol. 3, no. 48, pp. 391-403.
S. Hin-Toh, G. Show, and D. Padilla, “Global citizenship education –A Guide for Policy Makers,” (APCEIU) Press. Republic of Korea. 2017, pp. 10-39.
A. Akkari, and K. Maleq, “Global citizenship: Buzzword or new instrument for educational change?” Europe's Journal of Psychology. 2019, vol. 15, no. 2, pp. 176-182.
D. Bourn, and F. Hunt, “A review of education for sustainable development, and global citizenship education in teacher education,” Global education monitoring report. 2017, pp. 6-50.
D. S. Banele, “Factors for teachers’ low use of ICT in secondary schools in Tanzania” International Journal of Research, and Innovation in Social Science. 2019, vol. 3, no. 3.
E. Garcia, and E. Weiss, “The role of early career supports, continuous professional development, and learning communities in the teacher shortage,”:The fifth report in 'The Perfect Storm in the Teacher Labor Market' series; Economic Policy Institute: Washington, DC, USA. 2019, pp. 1-32
UNESCO, “Progress on education for sustainable development, and global citizenship education,” 2019.
M. Porto, “Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers,” Foreign Language Annals. 2019, vol. 52, no. 1pp. 141-164.
L. C. Diaz, “Citizenship education, and the EFL standards: A critical reflection. Profile Issues in Teachers’ Professional Development,” 2017, vol. 19, no. 1, pp. 155-168.
M. Byram,W. Gaudelli ,G. Hull ,L. Jackson ,C. Kramsch, G. Misiaszek, and H. Starkey, “ Educating the global citizen international perspectives on foreign language teaching in the digital age. Ludwig-Maximilians-Universität Munich. 2019, pp. 1-92.
United Nations Office on Drugs, and Crime (UNODC), “Empowering students for just societies A handbook for secondary school teachers,” UNESCO, France. 2019.
E. Bosio, and C. A. Torres, “Global citizenship education: An educational theory of the common good? A conversation with Carlos Alberto Torres,” Policy futures in education. 2019, vol. 17, no. 6, pp. 745-760.
J. Bruce, C. North, and J. Fitzpatrick, “Pre-service teachers’ views of global citizenship, and implications for global citizenship education,” Globalization, Societies, and Education. 2019, vol. 17, no. 2, pp. 161-176.
J. Buchanan, N. Burridge, and A. Chodkiewicz, “Maintaining global citizenship education in schools: A challenge for Australian educators, and schools,” Australian Journal of Teacher Education. 2018, vol. 43, no. 4, pp. 51-67.
R. Roux, “Perspectives on global citizenship education of Mexican university English language teachers”. Glocal education in practice, Teaching, researching, and citizenship. 2019, vol. 17, no. 1, pp. 139-145.
H. Yusof, M. A. M. Noor, N. A. Jalil, M. Mansor, and J. Nordin, “Teachers’ perception of students’ knowledge, skills, and attitudes on global citizenship,” International Journal of Academic Research in Business, and Social Sciences. 2019, vol. 9, no. 9, pp. 153-164.
S. Franch, “Global citizenship education between qualification, socialization, and subjectification,” The Palgrave handbook of citizenship, and education, 2019, pp. 1-16.
M. A. Kopish, and W. Marques, “Leveraging technology to promote global citizenship in teacher education in the United States, and Brazil,” Research in Social Sciences, and Technology, 2020vol. 5, no. 1, pp. 45-69.
V. Damiani, “Introducing global citizenship education into classroom practice: a study on Italian 8th grade students,” Center for educational policy studies journal, 2018, vol. 8, no. 3, pp. 165-186.
M. A. Kopish, “Global citizenship education, and the development of globally competent teacher candidates,”Journal of International Social Studies, 2017, vol. 7, no. 2, pp. 20-59.
J. Hatley, “Universal values as a barrier to the effectiveness of global citizenship education: A multimodal critical discourse analysis,” International journal of development education, and global learning, 2019, vol. 11, no. 1, pp. 87–102.
Oxfam, “Education for global citizenship, A guide for school in England: Oxfam education, and youth,” Oxfam House, 2015, pp. 2-24.
U. Sekaran, and R. Bougie, “Research methods for business: A skill building approach,” John Wiley & Sons. Beekam print, New Delhi. 2016.
J. Mezirow, “Transformative learning: Theory to practice. New directions for adult, and continuing education,” 1997, vol. 74, pp. 5-12.
M. Christie,M. Carey, A. Robertson, and P. Grainger, “ Putting transformative learning theory into practice,” Australian Journal of Adult Learning, 2015,vol. 55,no. 1: 9.
C. Johanson, “An integrative model for transformative learning, Adult Education,” Research Conference. 2008.
S. Santalucia, and C. R. Johnson, “Transformative learning: Facilitating growth, and change through fieldwork,” OT Practice, 2010, vol. 15, no. 19, pp. 1-7.
M. Sullivan, and K. Pashby, “Citizenship education in the era of globalization: Canadian perspectives,” Brock Education Journal, 2008, vol. 17, no. 1.
M. Alanazi, “The acquisition of synonyms by Arabic-speaking EFL Learners: Evidence from University of Tabuk,”Doctoral dissertation, 2016.
J. Lombardi, “What’s so radical about radical constructivism?,” 19th International congress on personal construct psychology, 2011, pp. 1-5.
E. S. Nwanchor, “Transformation towards sustainable living under global education approach: International students’ experience, “Doctoral Dissertation. Anglia Ruskin University, 2014.
S. Krashen, “Principles, and practice in second language acquisition, Pergamon Press Inc. 1982.
M. H. Long, “Native speaker/non-native speaker conversation in the second language classroom,” University of Hawai'i working papers in English as a second language, 1983, vol. 2, no. 1.
M. Swain, “Communicative competence: Some roles of comprehensible input, and comprehensible output in its development, input in second language acquisition,” 1985, vol. 15, pp. 165-179.
D. A. Kolb, “The process of experiential learning. Experiential learning: experience as the source of learning, and development,” Inc Prentice-Hall, 1984, pp. 20-38.
A. T. Boggu, and J. Sundarasingh, “Language learning strategies among less proficient learners in Oman,” Journal of Humanities, and Social Science, 2014, vol. 1, no. 9, pp. 46-53.
S. A. Darwish “Teachers’ attitude toward a foreign language: Factors affecting the target language teaching process,” International Journal of English Language Teaching, 2017, vol. 5, no. 1. 1
A. U. Nwanyanwu, “Effective teaching of the English language in multicultural l2 Classrooms: the Nigerian perspective”, International Journal of English Language Teaching, 2017, vol. 5, no. 4, pp. 26-31.
H. B. Bormanaki, and Y. Khoshhal, “The role of equilibration in Piaget’s theory of cognitive development, and its implication for receptive skills: A theoretical study,” Journal of Language Teaching, and Research. 2017, vol. 8, no. 5, pp. 996-1005.
K. Ekanayake, M. Shukri, A. Khatibi, and F. Azam, “Global citizenship education practices, and teacher education,” Journal of Education, society, and behavioral science. June 2020, vol. 33. pp. 36-47.
V. Symeonidis, “Revisiting the European teacher education area: The transformation of teacher education policies, and practices in Europe,” Center for Educational Policy Studies Journal, 2018, vol. 8, no. 3, pp. 13-28.
F. Basarir, “Examining the perceptions of English instructors regarding the incorporation of global citizenship education into ELT,” Global citizenship education, 2017, vol. 5, no. 4, pp. 409-425.
S. Haidar, and F. Fang, “English language in education, and globalization: A comparative analysis of the role of English in Pakistan, and China,” Asia Pacific Journal of Education, 2019, vol. 39, no. 2, pp. 165-176.
M. Potts, “Living global citizenship: A new pedagogy for citizenship education,” Educational Journal of Living Theories, 2014, vol. 7, no. 2, pp. 102-118.
D. Crystal , “English as a Global Language ”(2nd Ed. ). New York: Cambridge University Press. 2012.
I.C.Ke, “Globalization and global English: Panacea or poison for ELT in Taiwan?,” Taiwan Journal of TESOL. 2010, vol.7, no.1, pp.1-27.
How to Cite
Copyright (c) 2020 Kumari Ekanayake, Ali Khatibi, Ferdeous Azam
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.