Teaching and Learning for Global Citizenship in the EFL Classroom: Towards a Pedagogical Framework

Mónica Lourenço, Ana Raquel Simões

Source Title: Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship

ISBN13: 9781799844020|ISBN10: 1799844021|EISBN13: 9781799844037

DOI: 10.4018/978-1-7998-4402-0.ch005

MLA

Lourenço, Mónica, and Ana Raquel Simões. "Teaching and Learning for Global Citizenship in the EFL Classroom: Towards a Pedagogical Framework." Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, edited by Sandra Saúde, et al., IGI Global, 2021, pp. 1-21. https://doi.org/10.4018/978-1-7998-4402-0.ch005

APA

Lourenço, M. & Simões, A. R. (2021). Teaching and Learning for Global Citizenship in the EFL Classroom: Towards a Pedagogical Framework. In S. Saúde, M. Raposo, N. Pereira, & A. Rodrigues (Eds.), Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-7998-4402-0.ch005

Chicago

Lourenço, Mónica, and Ana Raquel Simões. "Teaching and Learning for Global Citizenship in the EFL Classroom: Towards a Pedagogical Framework." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, edited by Sandra Saúde, et al., 1-21. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4402-0.ch005

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Abstract

This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.