How Language Competency Inspires Teacher To Go Global Education
Contents:
1.0 Introduction
2.0 To make sure the world better place
3.0 To be able to communicate with anyone around the world
4.0 To integrate global and intercultural issues in the curriculum
5.0 To guide them to travel around the world
6.0 Completing the task easily
7.0 Closing
8.0 References
1.0 Introduction
Global education is one of the most important skills we should have if we want to be successful in the world of 2022.Communication is one of the essential skills we need to have in order to succeed in global education because it is the key to connect with others.Additionally, language communication enables us to communicate with variety of communities by speaking, writing, and exchanging ideas, informations, and opinions.By learning both local and global languages, global education can help us comprehend the world in a much more comprehensive manner.As a result, we require thorough knowledge of global cultural understanding.We will be able to appreciate and respond to information, narratives, and perspectives from all over the world with the assistance of this method.It has the potential to improve a person's confidence and proficiency in using a common language to communicate, collaborate, and share responsibility.Skills needed to "recognise and apply an understanding of different perspectives" (World Savvy, 2014), as well as attitudes that encourage "a positive disposition toward cultural difference" (Reimers, 2009a, p. 184) and "an understanding of multiple levels of identity" (UNESCO, 2014, p. 9) are included in this category.Being able to do this will inspire us, especially as educators, to learn, adapt, act, and give our all, even in challenging situations.Language proficiency motivate educators to expand their horizons in education and to function professionally.
2.0 To make sure the world better place
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The desire to make the world a better place is the most common motivation for teachers to persue global education in language competency. They must have the experience to recognize, comprehend, and appreciate the perspectives of others, as well as to communicate effectively with people from various cultures and contexts, in order to accomplish that goal.They will bring those experiences with them and use them in becoming real citizens of this country. Even though global competence education is not a new concept, numerous academics and educators have long advocated for it in order to reap its benefits.The Maastricht Global Education Declaration, a framework for global education intended to "open people’s eyes and minds to the realities of the world and awaken them to bring about a world of greater justice, equity, and human rights for all," was approved in 2002 by the 47-nation Council of Europe.According to the declaration, "education for human rights, sustainability, peace and conflict prevention, interculturality, and citizenship" are all components of global education.As a result, teacher participation in global communications became easier and more motivated to promote sustainable development and collective well-being.
3.0 To be able to communicate with anyone around the world
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In addition, ensuring that teachers can effectively communicate and learn with anyone in the world via Internet access is what really motivates teachers to enroll in global education.They have ample opportunities to communicate through the language, making it easier for them to learn and adapt to working with people from other countries and cultures.Today, social media play an important role in our ability to share a lot of information and messages, allowing us to sometimes create fake news that could get us into trouble or contention.Therefore, the free flow of accurate information required to resolve global issues can only be sped up by effective communication.Language can help teachers identify reliable sources of information more clearly.Additionally, they may facilitate people's acceptance of alternative realities.Language can help teachers understand how to communicate with everyone on the planet, allowing them to offer advice on how to deal with global issues and live in peace.That was the explanation the educator urges to go in worldwide training.
4.0 To integrate global and intercultural issues in the curriculum
After that, language proficiency inspires teachers to incorporate intercultural and global issues into the curriculum.Additionally, we are aware of global education concerns regarding upper grade social studies and foreign language classes (Gaudelli, 2006;Karamen and Tochon, 2007;2008 Merryfield;Myers, 2006;2010 Rapoport;2003, Suarez).Nevertheless, regardless of education level or academic discipline, students all over the world must learn how to deal with global and intercultural issues (Gaudelli, 2003;2011 (O'Connor and Zeichner).These factors inspire educators to participate in global education and contribute to global competence.Therefore, teachers ought to be familiar with the intercultural and global issues that they want students to consider.These plans necessitate teacher collaboration with other educators worldwide to carefully conduct research on the subject, providing students with multiple opportunities to learn about a fundamental set of issues that impede their education.
5.0 To guide them to travel around the world
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Teachers are also really motivated to enrol in global education because they are confident that it will help them discover the world wherever they go.Prior to traveling overseas, language proficiency should be fostered.This is because English is the language that most people from other countries use to communicate well with one another.In addition, knowing about global education can boost their confidence in living with people from different cultures and countries.Additionally, this education has the power to alter their life and ensure a bright future.As a result, teachers can easily overcome any obstacle thanks to their increased knowledge.
6.0 Completing the task easily
From others experiences, how does language competency really motivate them to go global education , it is because they experienced completing their task get more easy and successfully. They said they can work by themselves, but it is better for them to work with other who are also successful. I learn that language proficiency really help us to do better in our task and be more brilliant person. That is why educator nowadays really desire to have better communicative skill.
7.0 Closing
In conclusion, I believe we should shift our perspective to the idea that global education is more than just important education, it can have shaped who we are. We should not be afraid to make mistakes as educators. Otherwise, we ought to learn from our error, which can inspire us to study more effectively in global education.
8.0 References
Rockefeller, J. D. (2018). Teaching for Global Competence in a Rapidly Changing World. Asia Society. Retrieved November 3, 2022, from https://asiasociety.org/sites/default/files/inline-files/teaching-for-global-competence-in-a-rapidly-changing-world-edu.pdf
Tiven, M. B., & Fuchs, E. R. (2018). Evaluating Global Digital Education: Student Outcomes Framework. OECD. Retrieved November 3, 2022, from https://www.bbhub.io/dotorg/sites/2/2018/11/Evaluating-Global-Digital-Education_1.23.19.pdf
Vander, T., & Liebtag, E. (2017, September 5). Educating for Global Competence: 6 Reasons, 7 Competencies, 8 Strategies, 9 Innovations. Getting Smart. Retrieved November 3, 2022, from https://www.gettingsmart.com/2017/09/05/educating-for-global-competence-6-reasons-7-competencies-8-strategies-9-innovations/
Maastricht Global Education Declaration: European Strategy Framework for Increasing and Improving Global Education to 2015. Europe-wide Global Education Congress, November 17, 2002. http://lapas.lv/ biedri/files/resources/13901692895614_gegs-app1.pdf
Veronica Boix Mansilla and Anthony Jackson. Educating for Global Competence: Preparing Our Youth to Engage the World. Asia Society and Council of Chief State School Officers, 2011. https://asiasociety.org/ files/book-globalcompetence.pdf
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