Glocalisation:
NET Section, CDI, EDB
(Project Code: NT1222)
through a Multicultural Language Arts Programme in KS2 Developing Students’ Language & Intercultural Competence
Seed Project 2022/23
Contents
• Background
• Our Framework
• Examples from Schools
• Further Information
Glocalisation
The World is Changing
What Qualities & Skills Make 21st Century Global Citizens
21st Century Competencies Framework (Singapore)
Picture source:
21centurylearningclassroom.weebly.com/uploads/1/0/9/4/10945119/screen-shot-2017-08- 27-at-4-45-54-pm_orig.png
The Relationship between Global Citizenship Education & Language Learning
“Global Citizenship Education (GCE) develops the knowledge, skills, values and attitudes learners need to build a more just, peaceful, tolerant, inclusive, secure and sustainable world.”
(UNESCO, 2007)
The Relationship between Language & Culture
Language is a part of a culture, and culture is a part of the language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture.
(Brown, 2007)
Literature that is multicultural provides students with opportunities to reflect on their own cultures (mirrors) and examine other ways of perceiving the world (windows). Specific cultures explored must be examined through multiple viewpoints that investigate their unique, diverse, and universal characteristics.
(Harvard Educational Review, Vol 65, Issue 4)
Roles of Language Arts in Our Curriculum
CDC English Language Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6) (2017)
Language arts materials which deal with universal issues can be used as resources for simulating activities to enable students to develop positive values, think from different perspectives and make thoughtful and reasonable judgements (p.36)
… to guide students to consider and accommodate diverse views, remove bias, re-prioritise choices and show respect for multiculturalism, but also to provide them with opportunities to practise the language skills in meaningful contexts … (p.36)
Stories, fairy tales, legends, humor, jokes, sayings, proverbs and idioms collect
and preserve culture, the
wisdom of nations, their
customs and ways of life.
Questions to Ponder
• How to create opportunities for students to gain
authentic exposure to other cultures through language arts?
• How to orient students to explore a variety of cultural themes and gain different perspectives ?
• How to support students’ inquiry into other cultures and
facilitate intercultural communication and understanding?
• How to foster positive values & attitudes in student learning?
Glocalisation
Our Framework
Project Objectives
Explore
• explore the links between language and culture and how these can foster students’ intercultural understanding and develop their awareness in becoming global citizens;
Develop
• develop students’ literacy skills , positive values and intercultural competence ;
Enhance
• enhance teachers’ capacity to integrate language arts rich in cultural elements into the school- based English language curriculum to broaden students’ understanding of the world ;
Collaborate
• collaborate with teachers to design English learning activities that promote critical thinking , creativity and cultural awareness and that include multimodal and multigenre resources and thinking routines ; and
Create
• create learning communities through the use of different online platforms to allow students to
share their knowledge, ideas and learning outcomes at their own pace.
What do we expect
students to know?
Respect
Openness
Curiosity
Inquiry
Develop self awareness
Develop cultural specific knowledge
Grasp of global issues and trends
Viewing the world from different perspectives
Intercultural Competence
Recognise Culture
Develop Respect Reflect on
Intercultural Experiences
Empathise
with
Others
Strategies & Tools
#THINK Strategy
heme
igher order thinking skills ntercultural understanding
T H
I N K
avigation
nowledge of English Language
Step in,
Step out,
Step back!
Project Design
1
Needs analysis and consensus
building
2 Choose a
theme
3
Work together to plan the unit 4
Implement the unit 5
Review and reflect on the unit planned
6
New planning cycle
PIE cycle
Examples from Schools
Example 1 – What would you wish for?
Activating student’s prior
knowledge
Exploring the food problem issue &
empathise with others
Suggesting solutions
Example 2 – Food for Thought
What is culture?
Countries with food problem
Values Education:
Care for others
Empathy
Example 3 – Food Insecurity
The problem of food insecurity is worldwide.
People facing food scarcity are not alone.
Together we can overcome.
Reflect on one's ability to help people in need.
Connect
• Reflecting on what ‘culture’ is
• Making connection with GE
Explore
• Inquiry based learning (world) - Understanding the world situation
• Empathising with the character
• Revising concept of healthy diet (Healthy Food Plate)
Action
• Inquiry based learning (local)
• Empathising with the character investigated
Reflect
• Reflecting on the situation and explore possible ways to help
• Designing a dish of high nutrition value to be shared with the character investigated
