Issue #98 February 2016 Tottori, Japan
Newsletter of the "Global Issues in Language Education" Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT)
GLOBAL ISSUES IN LANGUAGE EDUCATION NEWSLETTER
98th Issue
celebrating 98 issues and 26 years in print since 1990
Kip A. Cates, Tottori University, Koyama, Tottori City, JAPAN 680-8551 E-mail: [email protected] Check out back issues on our homepage! Website: www.gilesig.org Facebook: www.facebook.com/gilesig.org
NEWSLETTER #98
Our first newsletter for the year 2016 features a great set of articles: (1) a description by Catherine DeGaytan and her colleagues of a website-and-video ESL unit designed around the PBS documentary “Half the Sky”, (2) a report by CIR Keiko Holmes about her work dispelling stereotypes and promoting cultural understanding, and (3) an essay by Sylvain Bergeron on the role of English in building bridges across religious divides. Since March is Women’s History Month, our special theme for this edition is “women’s issues” featuring an International Women’s Day Quiz plus profiles of related books and movies. Also included are a report on last fall’s JALT 2015 conference in Shizuoka, a list of upcoming events for the year 2016 plus a round-up of all the latest global education news and information.
♦ We offer electronic subscriptions by e-mail. Let us know if you’d like to try this option!
* Summaries of articles on global themes from ELT journals and the media 4 * News and announcements from language teaching organizations 5 * Report: JALT 2015 International Conference (Nov. 20 – 23 in Shizuoka) 6 – 10 * Crossing Borders, Building Bridges with Half the Sky by Catherine DeGaytan 11 – 13 * Promoting Intercultural Understanding as a CIR by Keiko Holmes 14 * Intercultural Bridge Building through English by Sylvain Bergeron 15 * Special Feature: International Women’s Day Quiz ! 16 - 17 * Upcoming Events: Teachable Moments for the Year 2016 19 - 20 * Teaching resources: Books and movies for Women’s History Month 21 * Language teaching textbooks on global education themes 22
Global Issues in Language Education 1 Printed entirely on recycled paper.
A N N O U N C E M E N T S
Japan University English Model United Nations (JUEMUN 2016) Global Education Events
June 24 - 26, 2016 Kyoto University of Foreign Studies ! Education, Social Justice, Global Diversity
< http://juemun.weebly.com/ > April 3 - 6, 2016 Kobe (Japan)
This year’s Japan University English Model ! United Nations (JUEMUN 2016) will be held Gandhi – King Peace Conference April 8 - 9, 2016 Memphis, Tennessee (US) from June 24 - 26 at Kyoto University of Foreign
! Conflict Resolution Education Conference
June 8 - 13, 2016 Columbus, Ohio (USA) World Citizenship Competition
Deadline: March 16th More global education events are listed at:
www.peace-ed-campaign.org/calendar/
JALT Environmental Committee
Chair: Brent Simmonds Global Higher Education
GILE SIG Website GILE on Facebook GILE on Twitter
www.gilesig.org www.facebook.com/gilesig.org https://twitter.com/gilesigjp
Our Global Issues in Language Check out our Global Issues • For updates on global themes, Education Special Interest Group Facebook page for an exciting see our Global Issues Twitter site website offers a wealth of teach- selection of up-to-date news, • Make sure as well to check out ing ideas from back issues of our events, campaigns, resources, The GILE Daily, a dynamic newsletter, thanks to webmaster initiatives and info on global resource for following the issues: Paul Arenson. Check it out! education and global issues. <> http://paper.li/gilesigjp
Global Issues in Language Education 2 Newsletter Issue #98 February 2016
JALT GLOBAL ISSUES SIG OFFICERS FOR 2016
Here are the 2016 officers for our Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT). Let us know if you want to join the team!
ADMINISTRATIVE OFFICERS REGIONAL OFFICERS PROJECT OFFICERS
SIG Chair & Newsletter Editor: Hokkaido: Tim Grose SIG Programs: Kip Cates (contact details at left) Jennie Roloff-Rothman
Tottori University Tohoku: Naoko Harada International Christian Univ. Koyama-cho, Tottori City
SIG Treasurer: Kanto: Mark Shrosbree Jane Nakagawa (at left) Anthony Torbert Tokai University, Kanagawa SIG Publicity: Kobe Gakuin University
Okinawa University Kyushu: Jack Brajcich SIG Facebook & Twitter: Naha, Okinawa Fukuoka Jogakuin Jr College Jennie Roloff-Rothman John Spiri, Jack Brajcich
WHERE CAN I DONATE USED GLOBAL PROJECTS FOR LANGUAGE TEXTBOOKS? SCHOOLS AND CLASSES
Don't throw away old textbooks, journals, dictionaries ENVIRONMENTAL PROJECTS or cassette tapes. Recycle them!
EFL Books Requested for Teachers in Haiti ! How to Save Paper in School EFL teachers in Haiti are still recovering from www.wikihow.com/Save-Paper-in-School
the January 2010 earthquake. Send books to: Herve F. Alcindor, Mate-Tesol President ! How to Become a Green School www.greenschools.net/ 84 Avenue Jean-Paul II, Turgeau Port-au-Prince, Haiti CLASS OR SCHOOL EVENTS "Book Aid" South Africa Library Project Help poor South African kids! Check first to see ! Sponsor a Child Overseas what's needed. They'll mail to South Africa. http://plan-international.org www.plan-japan.org Chikako Noda (Japan)
Global Issues in Language Education 3 Newsletter Issue #98 February 2016
GLOBAL ISSUES IN LT JOURNALS AND THE MEDIA
Abstracts of articles from language teaching journals and news media.
English Now a Top Priority in Cuba American School Transformed by Meditation
by Andrea Perez by Anna Leach (UK)
Since restoring diplomatic ties with the US last July, One of San Francisco’s toughest schools has been the Cuban government has announced that English will transformed by the power of meditation. In the past, now become a top priority for the nation after years of Visitation Valley middle school was like the set for a neglect. English suffered a downgraded status during crime drama. Children were stressed out, agitated, the Cold War when Russian was the main foreign surrounded by drugs and gang violence. One day, language taught in schools. Cuban classrooms still students came to school to find 3 dead bodies dumped in have pictures of Che Guevara on the walls. English is the schoolyard. “In 2006, there were 36 killings in our supposed to be taught in all primary schools, but these neighborhood,” explained Barry O’Driscoll, the school’s suffer from a shortage of teachers and materials. While PE director. The lives of students were infected by English is seen as “essential” to the country’s future, violence and fights broke out every day. Then, in 2007, many university grads are unable to hold a simple a meditation program called Quiet Time was introduced. conversation. Complicating the problem is the fact that Just one month later, teachers began to notice changes. English will no longer be a curriculum subject at “Students seemed happy,” says O’Driscoll. “They Cuban universities which means students will rely on worked harder, paid more attention, were easier to teach self-study or independent providers. and the number of fights fell dramatically.” By 2010, attendance rates were over 98% (among the highest in “English now a top priority” EL Gazette #430 the city). Now 20% of graduates are admitted to highly November 2015.
Healthy Kids Survey found that Visitacion Valley Free Classes for Syrian Refugees in Ireland students were the happiest students in all of San
The Independent has announced that free English Francisco. classes will be provided to Syrian refugees in Ireland. “One of San Francisco’s Toughest Schools The courses will aim to enable refugee children to Transformed by the Power of Meditation” enter Irish schools and help their parents improve their language skills. The Kildare and Wicklow Education The Guardian November 24, 2015. On-line at:
Syria. After 12 weeks of study, families will move into permanent housing and enroll their children in local
The Languages of Star Wars schools. by Ben Zimmer (Wall Street Journal) “Free classes for refugees” EL Gazette #430 November 2015.
languages like Kanjiklubber and Wookie. Kanjiklu- bber Jamaican Boys: “English is for Sissies!” was created by Sara Forsberg whose Youtube video
EFL in Jamaica is facing a major crisis as boys across What Languages Sound Like to Foreigners went viral in the country are rejecting English. Jamaican boys 2014. In the video, Forsberg imitates the sounds, associate doing well in English tests with being intonation and body language of 20 languages including well-behaved and therefore “girlish”. A British Council Estonian, Arabic and Japanese. survey of 8 schools and 2 teacher training colleges “The Languages of Star Wars” Wall Street Journal found that proficiency in English is viewed by boys as January 15, 2016
Jamaican Standard English. ! Is there a teaching resource that you recommend?
“Boys think English is for sissies” EL Gazette #430 ! If so, then write it up, send it in and share your November 2015.
Global Issues in Language Education 4 Newsletter Issue #98 February 2016
NEWS FROM LANGUAGE TEACHING ORGANIZATIONS
JALT 2016 Conference Key Internet Websites on Global Nov. 25 – 28, 2016 Nagoya, Japan Issues and Language Teaching < http://jalt.org/conference/> nd The 42 JALT international conference will be held from November 25–28 at WINC Convention Center in Nagoya on the theme of Transformation
in Language Education. Plenary speakers will include J.D. Brown, Anne Burns and Dorothy
Zemach. Mark the dates in your calendar! JALT Global Issues SIG (Japan)
www.gilesig.org JALT Pan-SIG 2016 Conference IATEFL Global Issues SIG (UK) May 20–23, 2016 Meio University (Okinawa) http://gisig.iatefl.org/ < http://pansig.org > TESOL Social Responsibility IS (USA) This year’s Pan-SIG conference, co-sponsored by www.tesol.org (search for “SR-IS”) GILE SIG, will be held May 20–23 in Nago City, Okinawa on the theme Innovations in Education. ESL Etc. (David Royal: Univ. of South Florida) Pre- and post-conference Okinawa tours are being www.esletc.com
planned. Book flights now before prices go up!
Teachers of English to Speakers of Other Languages ACLL 2016 Conference 1925 Ballenger Ave., Suite 550, April 28 – May 1 in Kobe Alexandria, VA 22314-6820 USA iafor.org/conferences/acll2016/ E-mail
! Proposal Deadline: March 1, 2016 ! Building Bridges to Global Citizenry
! Going Beyond the Borders of North Korea
! Latina Teachers and Social Justice Int’l Association of Teachers of ! LGBT Topics in the Adult ESOL Classroom English as a Foreign Language ! Beyond Borders through a Class NGO Fair No. 2-3 The Foundry, Seager Road, ! Faversham Kent UK ME1 37FD All Lives Matter: Oppression and Recovery ! Us/Them: Pronouns of Othering in ESL Texts
! UK – Palestine On-Line Collaboration
! Cultural Competence in International Projects Don’t forget to renew your Global Issues ! Cuban Language Education ! Education for Social Justice: Human Trafficking MEMBERSHIP / SUBSCRIPTION ! Life After an Earthquake: The Nepal Experience JALT Members: ¥1,500 per year ! Bringing the Real World into the Classroom Non-JALT Japan ¥2,000 / Overseas: US $15 Global Issues Pre-Conference Event (April 12)
Daring Creativity: Changing Education
Conference and Event Information IATEFL Global Issues SIG (GI-SIG) ! Website: http://gisig.iatefl.org SIG Chair: * www.conferencealerts.com/language.htm Margit Szesztay
Global Issues in Language Education 5 Newsletter Issue #98 February 2016
41st JALT CONFERENCE ON LANGUAGE TEACHING
November 20 - 23, 2015 in Shizuoka, Japan
Focus on the Learner < http://jalt.org/conference/jalt2015 >
2015 Global Issues SIG Forum What Makes YOU Happy? Sharing Ideas, Lessons, Resources This talk described a group project in which students
MCs: Jennie Rothman
The Olympics, Gender and Ethnicity Making Discussions Relevant This talk introduced an Olympic teaching unit on This session described a number of ways that teachers gender, race and ethnicity that featured reading, can adapt Japan-centric learning materials for discussion and an Olympic quiz. Chris Madden multicultural groups. Mathew Turner (Rikkyo (Waseda Univ.)
Weaving the Tapestry of Cross-Cultural Group Projects in English Conversation Class Understanding in Asia and Globally This presentation shared a syllabus, activities and This talk introduced a rich variety of classroom assignments that required students to learn about an activities used by the speaker in her cross-cultural assigned country and its culture. Tracy Koide (Daito training workshops in Okinawa. Caroline Latham Bunka University)
(Meio University)
JALT 2015 GILE Student Forum
Non-Fiction Film in the OC Class: Suitable Educating for Global Citizenship: Materials and Activities Student Voices This described a film class where students study and teach movies such as Super Size Me and What’s Love Organizers: Got To Do With It? Beverley Lafaye (Tokai Gakuen) ! Tom Fast (Okayama University)
! Gen Furutaka (Murasakino High School) Imagery Exercises and Global Issues This session explained how content-based class ! Misako Sakurai (Mishima Kita High School) activities on global themes that use imagination and ! Risa Kinoshita (International Christian Univ.) visualization can develop student motivation, empathy ! Daniel O’Connell (International Christian Univ.) & language practice. Greg Goodmacher (Keiwa University)
Global Issues in Language Education 6 Newsletter Issue #98 February 2016
Other Conference Presentations Learner-Centered Cultural Understandings This described the speaker’s approach to teaching for cultural understanding via foreign languages at Culture and English Language Proficiency Japanese primary schools. Hugh Kirkwood (University This talk discussed research showing how culture of Nottingham)
Teaching Fair Trade Raising Awareness of Minority Learners This talk outlined how a study framework of 5 key This poster session discussed ways to raise aware- changes was adopted for a unit on “fair trade” in a ness of minority learners in class with a focus on college global issues course. Michael Holsworth learners having vision disabilities. Ryota Morita (Kyoto Sangyo)
st Other Realities: Marginalized Asian NESTs Spreading 21 Century Ideas via TED Talks This talk looked at how English native speakers of This workshop illustrated how to promote critical Asian heritage address the challenges of teaching EFL and creative thinking with TED talks on global st in a land of stubborn fanciful WASP-based imagery. themes and textbooks like 21 Century Reading. Robert Gee
Global Issues in Language Education 7 Newsletter Issue #98 February 2016
No Tech, Low Tech, High Tech: Mini-Debates EFL and Sustainability: Multiple Approaches This featured mini-debates on topics like Which This panel featured short presentations on ways approach is more effective: no technology, low teachers can integrate ideas from Education for technology or high technology? Marc Helgesen Sustainable Development (ESD) into EFL. Peter (Miyagi Gakuin Womens Univ.)
International Exchanges Between Children Combat Plagiarism with Logical Thinking This explored ways to prepare young learners for This discussed how logical lapses contribute to international exchanges with native speaker kids in copying and how logic education can prevent Japan and overseas. Kim Takeda (Gunma Kokusai plagiarism and improve writing. Wai Ling Lai Academy)
Motivating Students through Imaginary Travel Being an International Professor in Japan This explained how imaginary travel can make This talk described a qualitative study of university learning fun and empower low-level students to try out internationalization and the role that foreign profs play English in exotic settings. Diane Nagatomo in globalizing campuses. Harlan Kellem (Kwansei (Ochanomizu Univ.)
Open Communication Spaces on Campus Fostering Global HRD via Service Learning This talk described the impact of an International This talk introduced a study abroad service- learning Communication Plaza in promoting self-study, program which promoted critical thinking, compassion conversation practice and campus exchanges. Adam and social engagement. Yuri Yujobo (Tamagawa Gyenes (Ryutsu Keizai Univ.)
Gender, Identity and Language Awareness How Pre-School Can Save the World! This talk described an ethnographic fieldwork project This talk described how sending underprivileged kids to explore gender, sexuality and identity as part of a to pre-school led to better incomes and fewer problems 15-week EFL Gender and Sexuality course. Erin (drugs, teen pregnancies). Curtis Kelly (Kansai U) Hughes (KUIS)
Foreign Language Teaching in the 21st Century English Education in Japan: A Critical Analysis This featured diplomats and delegates representing This noted Japan’s stagnant English proficiency world cultures who discussed foreign language despite enormous financial investment and discussed teaching. OLE
Critical Thinking With Primary Documents Cultural Awareness in the Elementary Class This talk explained how historical documents and This workshop demonstrated a variety of practical ideas from history education can promote critical activities that can help teachers promote cultural thinking, discussion and writing. Todd Hooper awareness in primary-level EFL classes. Clare Kaneko (Kwansei Gakuin)
Multilanguage Learners’ Motivation The Struggles of Community Resettlement This discussed a study that tracked the motivation of 5 This discussed the effects of post-disaster resettle- college students doing a double-major in Thai and ment in Tohoku with ideas for disaster resilience. Eric English. Tetsuko Fukawa (KUIS, Japan) Des Marais
Improving EFL Classes with Virtual Exchange Designing English Courses for Volunteers This demonstrated the value of virtual exchanges in This described the design of an English volunteer linking learners with overseas students in the US, textbook and training course aimed at preparing Colombia & Malaysia. Eric Hagley (Muroran Institute volunteers for the Tokyo 2020 Olympics. Miyuki Iida of Technology)
CLIL & Critical Transcultural Competencies A Telecollaborative Exchange for Lg. Learning This discussed how using CLIL and authentic content This described a collaborative exchange between (manga, film, editorial cartoons) in college EFL universities in Japan and China that used Salmon’s classrooms promotes active learning. Joff Bradley model for intercultural exchange. Mizuho Jones (Teikyo University)
Joyful Encounters Between Laos and Japan The Impact of Study Abroad on Motivation This session explained how the group Teachers This described how student feelings, ideas and Helping Teachers supports EFL learners and teachers achievements affected motivation for study abroad. in Laos
Global Issues in Language Education 8 Newsletter Issue #98 February 2016
English-Japanese E-mail Exchange Project Health Habits and Language Acquisition This talk described a bilingual e-mail exchange project This presentation argued that our students’ health between carried out between university EFL students habits directly affect their academic success and in Japan and Canadian students studying Japanese in reported on a classroom student survey about sleep, Canada. Mark Shrosbree (Tokai University) diet and other health issues. Josh Brunotte (Nanzan
Active Learning with Critical Thinking Games Introducing the Linguaculture Classroom This workshop demonstrated classroom activities that This session explained the linguaculture approach promote problem solving and critical thinking, and which aims to teach language learning as cultural that cater to different learning styles. Marco Brazil exploration and personal growth. Joseph Shaules (OITDI)
Community Outreach & Autonomous Learning Critical Incidents and Intercultural Learners This session described now to design community This talk showed how critical incidents promote outreach projects that create bonds with local residents cultural awareness, broaden learners’ worldviews and and address the needs of local communities. Wendy build communication skills. Andrew Reimann Gough (Tokai University) (Utsunomiya University)
Building Critical Global Thinkers Learning via Volunteering: Translating Letters This talk showed how to train critical thinkers via This described a project in which EFL students study abroad projects built around global issues, translated NGO letters sent between Japanese donors literature and comparative research. Marian Wang and overseas aid recipients. Tomoko Sugihashi (Kobe University)
Cross-Cultural Communication on the Run Preserve Culture, Language, Develop Minds This session described a cross-cultural communi- This talk described the Linguapax mission of cation class based on outdoor education and task- preserving minority languages, building tolerance and based learning which took students out–of-doors. promoting respect between cultures. Cary Duval Terry Fellner (Saga Univ.)
Accent Preferences of Japanese Students Preparing International Students for Japan This poster reported on student reactions to six Asian This poster described how to design an academic accents of English: Japanese, Chinese, Korean, support system for foreign students at Japanese Taiwanese, Vietnamese, Malaysian. James Essex universities by using campus advisors. Timothy
CLIL: Overview and Developments in Japan Going Paperless in the Classroom This poster outlined the basic features of CLIL This poster outlined an EFL college synchronized (Content and Language Integrated Learning) and learning program that involved smartphone apps and summarized features of CLIL classrooms in Japan. mobile devices. Jaime Selwood (Hiroshima Laura MacGregor (Gakushuin University) University)
Language Teachers’ Conception of Culture Exploring Self, Society and the World This presented results from a research study that This poster shared a framework for cultural under- examined language teachers’ conception of culture and standing that builds research skills via surveys, essays the role of culture in EFL. Nicholas Bradley (NUFS) and presentations. Amanda Yoshida (Toyo Gakuen
Assessing Intercultural Comm. Competence Global Learning: International Collaboration This session defined “intercultural communicative This talk featured a Japanese teacher in Tokyo and a competence” and explained a number of basic models Vietnamese teacher in Hanoi who ran an inter- that can be used to assess this skill. Kevin Ottoson national penpal program for their students. Kimiko (NUFS)
Our World: Inspiring Teachers & Students Making Academic Writing Meaningful This publisher’s talk explained how the new EFL This presentation described an innovative textbooks Explore Our World and Welcome to Our university EFL project in which 350 first year World use global topics to engage kids as 21st Century academic writing students wrote, then uploaded and citizens. Joan Kang Shin (Cengage / University of edited articles for Wikipedia. Jennifer Teeter (Kyoto University)
Global Issues in Language Education 9 Newsletter Issue #98 February 2016
From Hiroshima to Fukushima: Teaching Peace An Asian Learning Experience in Japan This session described how nuclear issues in Japan This presentation described a unique 3-week Asia such as the atomic bombing of Hiroshima and the Summer Program held (in English) in Japan that Tohoku nuclear disaster are integrated into literature, brought together 150 students from 5 universities in art and peace studies classes at Otemae University. 5 different countries. David Williams (Josai Shirley Ando
Giving Students the Blues ASEAN Undergraduates: Native Speakers? This talk argued that blues music gives students a This discussed ASEAN learner identity based on a creative way to vent their frustrations and ex- survey of 6,100 students from Cambodia, Indone- sia, plained how they wrote their own lyrics. Mark Malaysia, Philippines, Singapore and Vietnam. Scott Makino (US)
Critical Skills for Global Business Settings The Global Model of English This talk highlighted teaching strategies based on a This offered a “global model” of English based on survey of English used by Japanese business English users, varieties and locations so as to promote professionals in the United States. Yoshiko Aiba international communication. Christopher Haswell (Chuo University)
Creativity East & West: Is There a Difference? How International Are Japanese Universities? This session discussed differences found among This talk compared how internationalization is Western and East Asian subjects in perception and evaluated in Japan and abroad, then examined assessment of “creativity”. Cameron Smith (Aichi curricula of selected “global” universities. Bernard Gakuin Univ.)
Student Beliefs in a Multicultural Class Discipline Issues in the University Classroom This presentation noted the increase in foreign and This talk discussed “irritating” student behavior, multicultural students in Japanese classrooms and reported a survey of teacher-student perceptions and reported on a survey taken on student beliefs. Troy proposed a set of solutions Douglas Sweetlove (Kinjo Miller (Aichi Bunkyo Univ.)
Rethinking Power, Gender and Learning Discussions Without Argument in EFL Classes This addressed issues of gender, power, age and This session presented an analysis of classroom otherness with a focus on ideas in Toni Morrison’s discussions and explained how Japanese students often 1993 Nobel Prize lecture. Herrad Heselhaus (U of exchange ideas but avoid argument. Yoko Kobayashi Tsukuba)
Learner Autonomy via Cultural Exchange Science and Engineering Topics in EFL Classes This described the results of a survey given to 287 This explained how engineering students created Japanese and 82 international students from 14 posters and PechaKucha talks on topics such as drones countries in an intercultural communication class. and green cities. Brent Wright (Kanazawa Institute of Shizuno Seki (Shizuoka Univ.)
Critical Experiences in Study Abroad Learner Voices: An American Studies Seminar This talk explained how “critical experiences” during This presentation shared student reflections on critical study abroad programs can shape student concepts of pedagogy, social justice and research topics in the area the host language, host culture and themselves. Levi of American Studies. Hugh Nicoll (Miyazaki Kouritsu Durbidge
Focusing Learner Goals Outside the Classroom English as a Lingua Franca: Listen and Learn This talk introduced a framework for language- based This grad student presentation outlined an EFL service learning projects developed in Iwate that training unit designed to help Japanese students inspires community involvement. Greg King (Chubu understand the English of their Chinese co-workers. University)
On-line Pronunciation for World Englishes The Multilingualism Forum This talk introduced web-based English dialog This panel session brought together instructors of materials that can be used to help Japanese students other foreign languages (French, German, Spanish, get used to key characteristics of varieties of World Chinese, Korean…) to exchange teaching ideas and
Englishes. Yasushi Sekiya (Kanda University of classroom approaches. Rudolf Reinelt (Ehime Foreign Studies
Global Issues in Language Education 10 Newsletter Issue #98 February 2016
Crossing Borders and Building Bridges with “Half the Sky”
by Catherine DeGaytan, Norma L. Gorham and Mark DeGaytan
The culminating activity of the Half the Sky project is Women hold up half the sky. an interactive poster session to teach Americans and Introduction ESL students from other invited classes about the According to this Chinese proverb, without women’s issues in the six countries and the women, the sky will fall down. Based on the fact that importance of social responsibility. !!!! women are crucial for society and the idea that Class Background Information women are not the problem but the solution for ESL students in an advanced Listening / certain social issues, Nicholas D. Kristof, a New York Speaking class at a university intensive English Times journalist, and Sheryl WuDunn, his wife, spent program participated in the Half the Sky project. years traveling to different countries around the world There were 15 students in the class (5 females and 10 talking with women to hear their stories of oppression males) from 6 countries (Kuwait, Saudi Arabia, firsthand and talking with people who are trying to United Arab Emirates, Qatar, Japan and Mexico). help them. The result of their travels and inspirational interviews is the best-selling book entitled Half the Sky: Turning Oppression into Opportunity for Women 4" Worldwide (2009). 3.5"
3" Half the Sky Documentary The PBS documentary mini-series of the same 2.5" Females" title (2012) makes viewers aware of social issues 2" affecting women in six different countries and 1.5" 1" teaches the importance of social responsibility to Number"of"Students" implement changes for the better. Classroom module 0.5" Males" videos that we adapted from the documentary are the 0" Kuwait" Saudi"Arabia" United"Arab" Qatar" Japan" Mexico" springboard for engaging, collaborative activities that !!!! Emirates" help advanced ESL students improve their listening Country"of"Origin" and speaking skills while learning about women’s Figure 1: Class composition. social issues. Pairs (or groups) of students are assigned one video, focusing on one social issue in a The class met seven and a half hours per week country and featuring one female celebrity activist. (six 75-minute periods) in an eight-week course. They then become the “experts” on that issue, not The six steps below were followed in the Half the Sky only by watching the video and learning key project. The project required five class periods in vocabulary but also by doing additional research on addition to time outside of the class for students to the issue in the country assigned to them. collaborate with partners.
Six Women’s Issues, Six Celebrity Activists Step 1: Introduction to the Half the Sky Project Following are the six women’s issues with the Before introducing the project, students answer featured celebrity activists in parentheses: the question—What does social responsibility mean to you?—in an audio recording during the first week • Gender-based violence in Sierra Leone (Eva Mendes) of class. It is important for the students to have a • couple of weeks to build a strong rapport before • Sex trafficking in Cambodia (Meg Ryan) • beginning the project because of its sensitive issues. • Economic empowerment in Kenya (Olivia Wilde) It is equally important for the teacher to have ample • • Maternal mortality in Somaliland (Diane Lane) time to determine which students will work best • together on which social issue and whether the • Education in Vietnam (Gabrielle Union) • students have the English ability, maturity, and • Prostitution in India (America Ferrara) collaborative skills needed for the success of the project.
Global Issues in Language Education 11 Newsletter Issue #98 February 2016
In the third week of the course, students in organizations determined to help the affected women small groups discuss the meaning of social and girls cast an overwhelmingly hopeful light on responsibility and the Chinese proverb—Women hold dark issues. While the majority of our students were up half the sky. After a class wrap-up, introduce the shocked because they had been unaware of the project by showing the book entitled Half the Sky: existence of these serious problems, they felt that the Turning Oppression into Opportunity for Women solutions were hopeful and uplifting. We were Worldwide, giving background information about the affected by the concern and compassion that our authors and the book, and viewing the short trailer for students exhibited after watching their assigned the PBS documentary [time 2:40] with the sole video. listening task of noting the six women’s issues mentioned. Step 2: Research the Issue: Problem & Solution Elicit the social issues mentioned in the trailer After students have viewed the video again and the meaning of each issue. Explain the project outside of class, check each pair’s understanding of further, and assign an issue to a pair (or group) of the problem and the solution. Pairs use the other links students. Show the Symbaloo webmix, which can be on the Symbaloo webmix—the summary of the video put on the learning management system for easier and the interview with the celebrity activist— to access, and describe how it is organized. The webmix gather more information about the problem and the houses six tiles, or links, for each issue: a map of the solution. The teacher guides each pair in searching region, a map of the country, a Quizlet with key for additional information about the problem and/or vocabulary in the Half the Sky classroom module the solution needed to become the “experts.” video, a written summary of the video content, and an For example, the teacher might suggest interview with the celebrity activist. researching the civil war in Cambodia to have a better understanding of the problem of sex trafficking. Another suggestion might be to visit the website Room to Read, an organization promoting literacy for
girls in Vietnam, to learn more details about the organization as well as why John Wood, its founder, left his executive position at Microsoft. Pairs are required to have at least three sources for their poster, one of which is the video.
Figure 2: Symbaloo webmix.
Figure 2: Symbaloo webmix.
Have pairs access the webmix on their phones or laptops to view the two maps and the Quizlet. After the pairs have completed the three pre-viewing Figure 3: Poster design tasks, have them watch the video (approximately 10 minutes) one time. While watching the video a Step 3: Preparing the Poster second time, they should take notes on the problem Show students a PowerPoint slide that gives (the social issue) and the solution (the organization instruction on making an effective problem/solution targeting that particular social issue). poster and share some sample posters. In addition, In each video, Kristof and the celebrity activist give tips on delivering an effective poster interact with women and girls and hear their stories of presentation. Pairs decide how they want to showcase oppression firsthand. They also interview the people the problem and solution and decide how to lay out working at the organization that is trying to help these the text and visuals on the tri-fold poster board. They women and girls. Although the women’s social issues also prepare a Works Cited page or References to be are critical and seem depressing, the people and included on the poster.
Global Issues in Language Education 12 Newsletter Issue #98 February 2016 Step 4: The Poster Session Problem-Solution Graphic Organizer Collect all six posters from the pairs. Set up the initial three posters, along with video cameras, in different parts of the room. Welcome the Who & Where guests—Americans and ESL students from other invited classes—and explain the Half the Sky project and its purpose. Divide the guests so that there is a relatively equal number at each of the three posters. Problem The time allotted for the poster session is one hour: the initial group of three posters is exhibited for 30 minutes, and then the final group of three posters is exhibited for 30 minutes. Each pair has 10 minutes to present the information on the poster and to answer questions from the audience members. Ring a bell after 10 Solution minutes to have the guests rotate to the next poster. Continue the same procedure for the third poster.
After 30 minutes for the initial group of posters, the same procedure is followed when the final three SELF-EVALUATION: Half the Sky Project posters are set up. Students who are not presenting and student guests take notes during the poster presentations, using a problem/solution graphic Directions: organizer. Watch your videotaped poster presentation, and record your answers to the questions below.
Step 5: Assessment Questions
Students watch their videotaped presentations, 1. What does social responsibility mean to you? then complete an audio recorded self-evaluation and a 2. Do you think that the Half the Sky project helped written reflection. Evaluate each pair’s presentation you develop your teamwork skills? If so, how (criteria can include teamwork, the poster, language do you think these skills will help you in your use and delivery skills/interaction with the audience.). future university classes? 3. Do you think that your speaking and listening skills improved as a result of the Half the Sky Step 6: Watch the Other Half the Sky Videos project? Explain with reasons and examples. Students access the Quizlets with key vocabulary on the Symbaloo webmix, and have them review their graphic organizers, which serve as Catheryn DeGaytan scaffolding, before watching the other videos via the Arizona State University, Tempe, USA E-mail:
Global Issues in Language Education 13 Newsletter Issue #98 February 2016
Promoting Intercultural Understanding as a CIR
by Keiko Holmes (Coordinator for International Relations, Mie Prefecture, Japan)
Introduction It’s been just over a year since I started work as Even people with different cultures can share a Coordinator for International Relations (CIR) at common interests and values, which can contribute to the Multicultural Affairs Division of the Mie building positive relationships. Prefectural Government. I’m lucky to work with great Japanese co-workers and 3 other CIRs from Canada, Interpreting and Translating China and Brazil. At my division, I’m involved in a Another part of my job is interpreting and wide range of work, including school visits, translating. Overall, this aspect of my job has been interpreting, translating, Prefectural Advisor balanced and enjoyably unpredictable. However, I did (PA)-related work as well as creating content for encounter issues with some of the requests we social media. At first, it was a little intimidating to be received. Some divisions lacked an understanding of faced with so many new tasks, but now I truly enjoy the time needed to prepare and the intensity of the all the different aspects of my work. actual work. Communicating important details to CIRs in the days leading up to official events often School visits seemed less than a top priority. This led me to create One of my main duties as a CIR is to visit an official letter for prefectural divisions to read elementary and junior high schools with the goal of before requesting our services that outlines what promoting intercultural understanding. Coming from interpreting is, possible limitations as well as the Australia, a country that places great emphasis on the information and time needed to prepare. benefits of multiculturalism, I consider the opportunity to raise Japanese students’ cultural Social Media awareness a wonderful privilege. At my workplace, my fellow CIRs and I are in In my lessons, I try to convey the message of charge of creating content for our Facebook page. My multiculturalism, which is about embracing diversity predecessors originally set this up to post personal and saying no to discrimination. However, I find that accounts or essays about their cultural discoveries. the widely accepted view of intercultural awareness However, I wanted to make content that would in Japan is at odds with the ‘real’ meaning of challenge people’s prejudices and question multiculturalism, since the education system and the stereotypes. For that reason, I made a proposal to media tend to deal with this subject on a more change the name of our page to ‘Humans of Mie’. superficial level. The idea for this is based on the popular ‘Humans of One issue that I find from my school visits is New York’ page that features photos and interview that some teachers reinforce stereotypes by telling excerpts of people on the streets of New York. Our students that foreigners have many difficulties in page posts interviews of people in the same way as Japan, and thus need the assistance of Japanese ‘Humans of New York’. The interviews feature people in their daily lives. This leads them to be people from all walks of life who live in Mie disappointed when I can’t share with them any Prefecture so that readers can discover the human notable difficulties that I experience in Japan. side of those who may be different to them. My hope For me, the message that I strive to send to is that through these posts, readers may discover what students is that people from different backgrounds are Japanese and non-Japanese people have in common, not just always having trouble in life, but are also and come to recognise the value of cultural diversity people capable of making a valuable contribution to in Japan. society. In some of my more recent school visits, I’ve Final Thoughts decided to share my experiences growing up in I consider myself lucky to be able to explore Australia, and explain what it’s like to have both an new ways to promote intercultural understanding as a Australian and a Japanese family. My aim is to CIR. My hope is that Japanese and non-Japanese encourage students to empathise with other students people of Mie Prefecture may appreciate diversity to who may come from different cultural backgrounds, a greater extent and truly discover the benefits of it in and to help them realise that there’s not always a their own community. clear distinction between being a ‘foreigner’ or being
‘Japanese’. This has been reprinted with permission from CLAIR With some classes, I like to do a personality test Forum #316 Feb. 2016. The full article is at: www. with students. By doing this, students can see that clair.or.jp/j/forum/forum/pdf_316/11_jetletter.pdf everyone in their class is different and has their own strengths as well as weaknesses. The message of the activity is that diversity is positive and that it’s Keiko Holmes beneficial to recognise similarities with people, CIR, Mie Prefectural Government, Japan especially those from different backgrounds. E-mail:
Global Issues in Language Education 14 Newsletter Issue #98 February 2016
A Shared Experience of Intercultural Bridge Building Made Possible Through the Use of English
by Sylvain Bergeron (Gunma University, Japan)
…languages may also be supported for their ability to ask people huddled under leaky bus stops for to build social bridges across different groups…and directions to my hotel. bridges for increasing intercultural understanding As challenging as this drive had become, we (Baker, 2011, 382). finally reached the hotel. Shaking hands with everyone and thanking them profusely for their While conducting a research project in kindness, trouble and generosity, Ahmad held my Malaysia in February 2007, I had the opportunity to hand, looked straight into my eyes and very visit a mosque. Upon entering the mosque, I was matter-of-factly proclaimed, "Sylvain, this is Islam." greeted by two young male attendants, who spoke As I bade farewell and stepped out of the car, I very little English. As I sadly do not speak any Malay, realized that despite our cultural, religious and by making use of simple English words and gestures, linguistic differences, the exchange of no more than a I asked if it would be possible to tour the mosque. handful of English words had permitted us to One of the young men answered that I could and communicate and connect at a level that allowed us to invited me in. get in touch with our shared humanity. Within a few The young man, whom I shall call Ahmad, hours, pure strangers had become friends. directed me towards the main prayer hall. It was a Aside from its ability to build bridges between large and impressive circular space, whose walls and people, English is also a key that unlocks an high dome-shaped ceiling were beautifully important door to endless possibilities for ornamented. I paused and looked around me in communicating, sharing and learning with others reverent silence. Then I asked Ahmad if he would about each other. South African writer Harry show me how to pray. He agreed and watching him, I Mashabela described it best when he referred to followed his movements closely. He seemed pleased English as a “much-needed unifying chord…[that] but suddenly, he began to gesture as if firing a make[s] it possible to share the experiences of our weapon. Then crossing his arms in front of his chest own brothers [and sisters] in the world” (as cited in to signify the word "No," he asserted that, "This is not Crystal, 1997, p. 101). Echoing the very same idea, Islam." I nodded my head to show that I understood. my chance encounter on that rainy afternoon in After the visit, we made our way outside, Malaysia was just such an experience. where a heavy downpour greeted us. Seeing this, Ahmad told me to wait while he re-entered the References: mosque. Returning minutes later, he explained as best Baker, C. (2011). Foundations of bilingual education as he could that someone was going to drive me back and bilingualism (5th ed.), Bristol: Multilingual to my hotel, which happened to be situated Matters. somewhere on the other side of the city. As we waited for the driver to arrive, Ahmad Mashabela, H. (1997). Why English? The cultural produced a small photograph of his wife and young legacy. In D. Crystal, English as a global language (p. son. I reciprocated by doing the same. During this 101). Cambridge University Press. time, we had a heartfelt exchange as we looked at each other’s photographs and shared simple words - Sylvain Bergeron has been teaching English in Japan "wife," "son," "daughter," "family." Then a little red since 1993. He holds an MEd TESOL from the 4-seater car appeared. In it was a young couple who University of Wollongong. He is a member of Gunma had just finished their mid-afternoon prayers. University’s Center for International Education and We both got into the car, greetings were Research. His research interests include global exchanged and then we started for my hotel in education management, peace and ethics education, pouring rain, which by this point was falling fast and learner-centered teaching. and furious. With fogged out windows, poor Sylvain Bergeron visibility and city streets that were quickly flooding, Gunma University, Japan the young driver was resolute. He more than once E-mail:
Global Issues in Language Education 15 Newsletter Issue #98 February 2016
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International Women’s Day Quiz !!
PART I Women’s Issues PART IV Women’s History
1) When is International Women’s Day? What year did the following events take place? March 8 July 16 September 23 _____ First woman pilot to fly solo.
2) What country was ranked #1 for gender _____ First woman governor of a US state.
equality in a 2015 survey of 145 nations? _____ First woman prime minister elected. United States Brazil Iceland
_____ First woman astronaut goes into space. 3) What was Japan’s rank for gender equality?
# 8 # 14 # 38 # 101 _____ First woman to climb Mount Everest.
4) On average, the salary for working women in _____ First woman to sail around the world.
Japan is of the salary for men. _____ First woman bull fighter makes debut. 54% 73% 87% 96%
5) What percent of athletes in the first modern PART V Women and the Vote Olympic Games in 1896 were women?
0% 10% 20% 30% Country matching: When did women get the vote? 6) What percent of athletes were women in the 2012 Olympics in London, England? Finland 1893 12% 21% 44% 56% Japan 1906
New Zealand 1920 PART II Women Leaders Philippines 1938 Name 4 women leaders (past or present). Switzerland 1945 NAME COUNTRY United States 1971
1 .
PART VI Women Round the World 2 . 1 Korea 5 Saudi Arabia 9 Finland 3 . 2 Sri Lanka 6 the USA 10 Brazil
4 . 3 Canada 7 Tunisia 11 Japan
4 New Zealand 8 India 12 Peru
PART III True or False a ___ In this country, women aren’t allowed ) to drive a car or ride a bicycle. a ___ In 2002, the city of Bogota, Colombia b ___ In this country, some brides are killed ) had a one-night curfew for all men, if their families don’t pay a big forbidding them to be out on the street enough dowry to the groom’s family. b ___ In France, 50% of the candidates for c ___ In this country, 40% of all children are all political parties must be women. born to single mothers. d ___ In this country, 15,000 men each year c ___ In Malaysia, women lawyers weren’t marry foreign women (China, Korea..) allowed to wear trousers until 2000. e ___ In this country, women don’t change d ___ In Kebbi state, Nigeria, the average their last names after they marry. age of first marriage for girls is 11. f ___ In this country, 62% of all government e ___ In Rajasthan, India, 51% of all girls ministers are women. are married before the age of 18. g ___ This country had the first woman prime minister in the world. f ___ In Russia in the 1990s, 269 women a h ___ In this country, 26% of all city mayors week were killed by their partners. are women.
Global Issues in Language Education 16 Newsletter Issue #98 February 2016
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Answers: International Women’s Day Quiz
PART I Women’s Issues PART III True or False
1 March 8 (International Women’s Day) All items are true. 2 Iceland (2nd was Norway, 3rd was Finland) 3 #101 (data from World Economic Forum) PART IV Women’s History 4 73% (women’s salary compared to men)
5 0% (women athletes were banned from 1910 First woman pilot ever to fly solo. taking part in the 1896 Olympics) 6 44% (4,847 women athletes took part) 1924 First woman governor of a US state.
1960 First woman prime minister elected. PART II Women Leaders 1963 First woman astronaut goes into space.
1 Cleopatra Egypt 51 BC 1975 First woman to climb Mount Everest. 2 Empress Himiko Japan 188AD 1976 First woman to sail around the world. 3 Queen Victoria United Kingdom 1837 1988 First woman bull fighter makes debut. 4 Queen Elizabeth II United Kingdom 1952 ! more info at Wikipedia: “list of women’s firsts” 5 S.Bandaranaike Sri Lanka 1960 6 Indira Gandhi India 1966 7 Golda Meir Israel 1969 PART V Women and the Vote
8 Eva Peron Argentina 1974 New Zealand 1893 Philippines 1938 9 Margaret Thatcher United Kingdom 1979 Finland 1906 Japan 1945 10 Benazzir Bhutto Pakistan 1988 United States 1920 Switzerland 1971 11 Helen Clark New Zealand 1999
12 Gloria Arroyo Philippines 2001 PART VI Women Round the World 13 Angela Merkel Germany 2005 a Saudi Arabia d Japan g Sri Lanka 14 Dilma Rousseff Brasil 2011 b India e Korea h New Zealand 15 Geun-Hye Park South Korea 2013 c the USA f Finland ! www.jjmccullough.com/charts_rest_female-leaders.php Quiz data from on-line sources as of 2014 ~ 2015
Global Issues in Language Education 17 Newsletter Issue #98 February 2016
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R E S O U R C E S A N D I N F O R M A T I O N
Culturosity Facing the Future Students of the World
< www.culturosity.com > < www.facingthefuture.org > < www.studentsoftheworld.info >
Culturosity is a stimulating website Facing the Future is a highly Students of the World is a great that aims to develop people’s cultural regarded global education website website set up by French global curiosity. Check out its ideas, links which features an educator’s zone, educators that features information, and teaching resources (plus its great free teaching units, 60-second tours of pen-pals, games and activities about Movie Guide) to raise your students’ global issues as well as a Fast Facts, people, schools, countries and cultural awareness. Quick Action page. cultures around the world.
N.I. in Easier English Global Dimension Better World Links
The New Internationalist in Easier Global Dimension is a great UK Better World Links is an amazing English provides info, articles, lesson resource designed to help teachers global education resource which lists plans and quizzes adapted for EFL bring a global dimension to their links to 80,000 websites on dozens of learners from the classic global schools. Click on “Curriculum global issues such as war, peace, issue/social justice magazine New Subject” to find some great global human rights, health, media, gender,
Internationalist. education resources for teaching. culture and youth.
Peace Boat Oxfam Education Better World Website
< www.peaceboat.org > < www.oxfam.org.uk/education/ > < www.betterworld.net >
Peace Boat is a Japanese NGO which Oxfam Education is a dynamic UK Better World is a peace education organizes multiple round-the-world global education website set up for website which features 5,000 free cruises each year to study world both teachers and students featuring resources on heroes, quotes, dates & regions and global issues. They also information, news and resources about issues. It was set up in memory of run programs for college students. global issues, international themes and murdered US peace activist Emily Encourage your students to join! world citizenship. Silverstein by her father.
Global Issues Green Teacher Global Issues at ESL Etc.
Global Issues is an informational Green Teacher is a great educational ESL Etc. is a cool site featuring great website with over 500 articles on website and magazine which provides free handouts, teaching resources and global issues topics from military teachers with classroom ideas, podcasts on global issues, global spending and racism to poverty, the activities and resources to promote education and global activism in environment and the arms trade. environmental awareness in schools. language teaching. Check it out!
Global Issues in Language Education 18 Newsletter Issue #98 February 2016
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Teachable Moments: Key Anniversaries in 2016
2016 Olympic Games Pearl Harbor Attack August 5 - 21, 2016 75th anniversary Rio de Janeiro, Brazil (1941 - 2016)
The main 2016 sports event will be the Summer th th Olympics in Rio, Brazil. This will feature 10,000 December 7 (Dec. 8th in Japan) marks the 75 athletes from 200 nations for 300 events in 28 anniversary of the bombing of Pearl Harbor. A sports. Start planning your teaching unit now! number of peace and reconciliation events are planned including a joint mass band concert by Japanese and • 2016 Summer Olympics www.wikipedia.org American youth. Things to do:
• Official Website
2016 Paralympics (2001) and Tora! Tora! Tora! (1970) September 7 – 18, 2016 • read the book “Japan 1941” by Eri Hotta
!
teach about this event and dispel stereotypes about Debut of “Star Trek” the “disabled”. See Wikipedia or… th 50 anniversary (1966 - 2016) " Official site:
U.S. Presidential Election Century gadgets (cell phones!) and a focus on social, November 8, 2016 global (and galactic) issues such as slavery, warfare and discrimination. The show promoted tolerance
The 2016 US presidential election will be held on through a multiethnic, multicultural cast (black, white, Tuesday November 8th to elect the next president of male, female, Japanese, Russian, Scottish, Vulcan) as the United States. Check out the How to Become well as a daring-for-the-time multi-racial kiss. Have President of the US guide for kids below. students learn about the series, discuss its ideals and view episodes on Youtube US Presidential Election 2016
th GILE Newsletter - 100 issue! Battle of the Somme (WWI) 26 years in print (1990 - 2016) th
100 anniversary (1916 - 2016)
Summer 2016 will see a major mile-
th stone: the 100 issue of our quarterly Join your students to study the World War I “Battle of Global Issues in Language Education the Somme” of July to November 1916. The battle, Newsletter. Stay tuned to learn about our plans to one of the bloodiest in history, resulted in the deaths mark this very special event! or injury of 1 million young French, British and German soldiers.
Establishment of International " Wikipedia: “Battle of the Somme” Relations with Japan
In 2016, Japan celebrates the anniversary of diplomatic relations with the following nations. For G7 Summit in Mie, Japan more info, check out their embassy websites or (May 26 – 27, 2016)
Japan’s Foreign Ministry
Global Issues in Language Education 19 Newsletter Issue #98 February 2016
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150th anniversary: Birth of British Writer H. G. Wells (1886 - 2016)
September 21st marks the 150th anniversary of the birth of H.G. Wells, the prolific British writer whose science fiction works dealt with social and political issues. Have students learn about his life, discuss his ideas on world government, read his books or see his Hollywood movies (especially the classic 1960 film The Time Machine).
Books and Quotes by H.G. Wells • If we don’t end war, war will end us.
• The Time Machine (1895) • Human history becomes more and more a race between education and catastrophe. • Island of Doctor Moreau (1896) • A time will come when a politician who has willfully made war • The Invisible Man (1897) and promoted international dissension will be as sure of the • The War of the Worlds (1897) dock and much surer of the noose than a private homicide.
400th anniversary: Death of William Shakespeare (1616 - 2016)
April 23rd marks the 400th anniversary of the death of William Shakespeare, the famous English playwright whose works touched on a wide variety of social issue themes. Check out the following websites for teaching ideas and planned events:
! Shakespeare in the EFL Classroom
Social Issues in Shakespeare’s Plays “Shakespeare – Our Contemporary?”
by Gill Stoker (Open University, UK) • Romeo and Juliet (conflict, prejudice)
• West Side Story (1961) [New York] are angry, sad, happy, jealous, distrustful, magnanimous, forgiving - experiencing every human emotion and situation. • Romeo and Juliet (1968) [classic] The social issues in Shakespeare's plays – class, racism,
• Romeo + Juliet (1996) [modern] sexuality, intolerance, the status of women, crime, war, death, • High School Musical (2006) [newest] disease - are still the burning issues in today's global society.
Shin-Eiken Association “Shin Eigo Kyoiku” (New English Classroom) Magazine < www.shin-eiken.com > Sanyusha Press
Issue # 556 (Dec 2015) Theme: National Conference Report
! From Global Personnel to World Citizen (Haruo Erikawa) ! Don’t Give Up! Spreading the Seeds of Peace (Naoko Suzuki) Shin-Eiken is a dynamic national ! WW II Prison Camps: Australia-Japan Exchanges (Y. Kondo) high school English teachers ! Learning from Colonialism in Manchuria (Terasawa) association based in Japan that ! Promoting Peace and Happiness via Sabona (Michiko Muroi) works to promote global aware- ! Posters: EFL in Korea, St. Peace Exchanges, NY Peace Action ness, world citizenship peace and ! Teaching Love and Peace through English (Kenji Taniura) humanistic education. Check out ! Live AID: Do They Know It’s Christmas? (Kazuko Sakuma) its Japanese website, subscribe to its magazine or attend one of its Issue # 557 (January 2016) Theme: When Students Don’t Engage many regional events in Japan. At ! Promoting Humans Who Will Renounce War (Masahiro Sekihara) right are articles from the most ! Studying Malala’s Nobel Peace Prize Speech (Tatsuo Owama) recent issues of its magazine. ! Learning about Kenya, Learning about Ourselves (Reiko Okido)
! Teaching “Bury My Heart at Wounded Knee” (Junji Yoshiura)
Global Issues in Language Education 20 Newsletter Issue #98 February 2016
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RESOURCES FOR WOMEN’S HISTORY MONTH
Each spring, March is celebrated as “Women’s History Month”. Below we profile movies and books to help you teach about women’s issues.
Movies on Women’s Issues Books about Women’s Issues
Suffragette (2015) The Penguin Atlas of Women (Carey Mulligan, Meryl Streep) in the World (4th Edition)
by Joni Seager (2008) $16 This film portrays the long, hard and dramatic struggle of British women to This classic atlas uses maps, graphs, gain the right to vote, culminating in text and data to document gender issues protets, arrests, hunger strikes and the from work, sex and marriage to sport 1913 death of Emily Davison. education, politics and women’s rights.
North Country (2005) Women in the Material World (Charlize Theron, Sissy Spacek) by P. Menzel (1996) $20
This powerful drama about sexual This glossy photo-book introduces the harassment is based on the true story of a lives of women in 20 countries around woman who stood up to sexism, took her the world including Cuba, Haiti, Japan Mexico, Thailand, India and the US. tormentors to court and fought for her right to work.
The Usborne Book of Famous Erin Brockovich (2000) Women (Julia Roberts, Albert Finney) by R. Dungworth (1998) $4
This true story documents how a single This illustrated book explores the lives mother in California worked to bring of 100 women who made an impact on down a power corporation polluting the the world including scientists, city’s water supply. revolutionaries, actresses and athletes.
Bend It Like Beckham (2002) Half the Sky (Parminder Nagra, Keira Knightley) By N. Kristof & S. Wudunn (2010) $11
This British comedy tells the story of a This inspiring book outlines the global daughter from a conservative Sikh family issues facing women world-wide and who defies tradition and pursues her explains how to empower women to dream of playing soccer. end sexism, violence and oppression.
Agora (2009) Why Women Should (Rachel Weisz, Max Minghella) Rule the World by Dee Dee Myers (2009) $13 This history drama profiles Hypatia, the 4th Century mathematician, phi- This book outlines the obstacles losopher, astronomer and teacher, and facing women in business, politics her struggles against ignorance, hate and academia, and claims women can and religious intolerance. make society healthier, happier and more peaceful
More Movies about Women’s Issues More Books about Women’s Issues
• ! Norma Rae (1979) – Sally Field ! When Everything Changed (2010) – G. Collins ! G. I. Jane (1997) – Demi Moore ! Lean In: Women, Work (2013) – S. Sandberg ! The Magdalene Sisters (2002) – Anne Duff ! Women’s Studies: The Basics (2013) – B. Smith ! Madame Curie (1943) – Greer Garson ! Women in the world ! Wikipedia: “Films About Women’s Issues” ! Women in Japan
Global Issues in Language Education 21 Newsletter Issue #98 February 2016
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LANGUAGE TEXTBOOKS ON GLOBAL THEMES
Publishers are invited to send in sample copies of new books for publicizing in the newsletter. Readers interested in writing reviews of books should contact the editor.
(1) "Cultural Issues – Environmental Issues" by G. Goodmacher & A. Kajiura (2016, 2,268) Nanundo Press, Tokyo Tel: 03-3268-2311
This innovative college-level EFL text builds English skills and global citizenship through studying the links between culture and environmental issues. Its 15 chapters deal with themes such as: pets, fashion, energy, endangered species, population, consumerism, littering, animal rights, food and religion. Each 6-page unit features a warm-up, vocabulary study, a 1-page reading plus listening and discussion questions.
(2) "Amazing People" Collins English Readers (set of 20 graded readers, 1,680 each) Collins ELT
These 20 graded EFL readers introduce amazing people around the world. Each book contains stories of 6 historical figures - some famous, some not - told in first-person style by the characters themselves. Every 5–10 page profile is followed by a timeline of events in the person’s life. Each book has a listening CD. Other titles include: Amazing Scientists, Composers, Artists, Performers, Mathematicians and Aviators.
Amazing Philanthropists (Level 3) Amazing Explorers (Level 3)
This book profiles big names such as This book profiles Marco Polo (China), Alfred Nobel, Andrew Carnegie and Christopher Columbus (the New World), John Rockefeller as well as Thomas James Cook (the South Seas), David Barnardo (UK orphanages), Henry Livingstone (Africa), Arab explorer Ibn Wellcome (medical research) and C. J. Battuta and Yuri Gagarin (the first man Walker (aid to black communities). in space).
Amazing Thinkers & Humanitarians (Level 4) Amazing Inventors (Level 3)
This book profiles major historical This profiles Louis Braille (inventor of figures such as Confucius, Socrates, braille), Johannes Gutenberg (the Aristotle, Karl Marx and Gandhi as well printing press), Thomas Edison (the light as the dramatic life of William bulb), Alexander Graham Bell (the Wilberforce (the 19th Century British telephone), Guglielmo Marconi (radio) activist who worked to end slavery). and John Baird (television).
Amazing Women (Level 1) Amazing Leaders (Level 1) + (Level 4)
This profiles anti-slavery activist Level 1 profiles Catherine the Great, Harriet Tubman, educator Maria Abraham Lincoln, Saladin, William the Montessori, WWII resistance fighter Conqueror, Queen Victoria and Genghis Nancy Wake, blind activist Helen Khan. Level 4 profiles Washington, Keller, Eva Peron of Argentina and UK Elizabeth I, Louis XVI, Churchill, Caesar suffragette Emmeline Pankhurst. and Che Guevara.
Amazing Medical People (Level 2) Amazing Entrepreneurs (Level 1) + (Level 4)
This book profiles Edward Jenner Level 1: Elizabeth Arden, Walt Disney, (smallpox), Florence Nightingale Soichiro Honda, Rothschild, Vanderbilt, (nursing), Elizabeth Garret (the first Kellogg. Level 4: Heinz (ketchup), Lever woman doctor in the UK), Carl Jung (soap), Michael Marks (M&S), Henry (psychology), Jonas Salk (polio) and Ford, Coco Chanel, Ray Kroc Christian Barnard (heart surgery). (McDonalds).
Global Issues in Language Education 22 Newsletter Issue #98 February 2016
GLOBAL EDUCATION MATERIALS AND RESOURCES
Take a look at the materials, websites and organizations below to catch up on new initiatives or to learn about useful global education resources and materials.
Breaking News English JALT Critical Thinking SIG Fair Trade Goods www.breakingnewsenglish.com Learn how you can promote Bring Third World goods into your critical thinking in your classes. school at "fair trade" prices: Web: http://jaltct.wordpress.com * www.peopletree.co.jp or co.uk
Email: roehl.sybing@gmail.com * www.fairtrade.net
Check out this great EFL website, The World Around Us by webmaster Sean Banville, with Global Education Maps its database of free lessons on news Get a copy of this great Canadian Decorate your classroom or your and current events ranging from ESL text on social / global issues. school with these great global ed Syria to Mali to Japan to Brazil. * Cost: ¥2000 / $20 (Kip Cates) maps. < http://odtmaps.com/>
GLOBAL EDUCATION RESOURCES
Contact the organizations below for information on their latest teaching materials.
Amnesty International (AI-USA): books, reports, videos on human rights and human rights education Amnesty International USA, 322 8th Avenue, New York 10001, USA Web: www.amnestyusa.org
Anti-Defamation League of B'nai B'rith: teaching resources on ethnic minorities and prejudice reduction Anti-Defamation League, 823 U.N. Plaza, New York 10017, USA Website: www.adl.org
International Education Resource Center (ERIC): Japanese resources on global education / global issues ERIC, Cosmo Nishi Sugamo 105, 1-93-5 Takinogawa, Kita-ku, Tokyo 114-0023 Web: www.eric-net.org
National Geographic Society: books, maps, DVDs and CD-Roms on global awareness and world cultures National Geographic, Box 98199 Washington, D.C. 20090-8199 US www.nationalgeographic.com
New Internationalist: maps, atlases, books, posters, CD-Roms on world development and global issues New Internationalist, Box 1143, Lewiston, New York 14092 USA Website: www.newint.org
Oxfam Education Catalog: teaching packs, posters and games on Third World and development issues Oxfam Education, 274 Banbury Road, Oxford OX2 7DZ, UK Web: www.oxfam.org.uk/education/
Peace Education Foundation: primary and secondary texts on peace education and conflict resolution Peace Ed. Foundation, 1900 Biscayne Blvd Miami 33132 US Fax 305-576-3106 www.peace-ed.org
Peace Resource Project: bumper stickers, buttons, T-shirts, coffee cups, DVDs on peace and global issues Peace Resource Project, Box 1122 Arcata, CA 95518-1122 USA Website: www.peaceproject.com
Social Studies School Service: global education catalog of books, videos, software, posters & maps Social Studies School Service, 10200 Jefferson Blvd, Box 802, Culver City, CA 90232-0802 USA Tel: 310-839-2436 or 800-421-4246
Stanford Program on Int’l & Cross-Cultural Education: texts on world cultures & global issues SPICE, Stanford University, Littlefield Center 14C, 300 Lasuen St., Stanford, CA 94305-5013, USA Tel: 415-723-1114 or 800-578-1114 Fax: 415-723-6784 Website: http://spice.stanford.edu/
U.N. Bookstore: books, videos, posters, maps on global issues, world cultures, int’l understanding United Nations Bookstore, New York 10017 USA www.un.org/Pubs/CyberSchoolBus/
WWF (World-Wide Fund for Nature): books, teaching packs and videos on environmental issues WWF, Panda House, Weyside Park, Godalming, Surrey GU7 1XR UK Website: www.panda.org
Teaching Against Prejudice Black History Month < www.teachersagainstprejudice.org > < www.africanamericanhistorymonth.gov >
Teachers Against Prejudice is dedicated Black History Month takes place to fighting against prejudice and intole- each year in February (US/Canada) rance through education. Check out their and October (UK). See Wikipedia or list of films, books and essay contest! the site above for info on this event.
Global Issues in Language Education 23 Newsletter Issue #98 February 2016
COMING EVENTS CALENDAR
March 8 International Women’s Day 1 April 4 World Landmine Awareness Day 5 2 6 March 15 World Consumer Rights Day April 22 Earth Day (April 23-24 in Tokyo) March 21 Eliminate Racial Discrimination Day 3 May 3 World Press Freedom Day 7 March 25 Slavery Victims Remembrance Day 4 May 14 World Fair Trade Day 8
1 Women:
* More dates:
GLOBAL ISSUES IN LANGUAGE EDUCATION
WHAT ARE GLOBAL ISSUES? Global issues refer to world problems such as war, hunger, poverty, oppression, racism, sexism and environmental destruction as well as to concepts such as peace, justice, human rights, world citizenship, social responsibility and international understanding.
WHAT IS GLOBAL EDUCATION? Global education is a new approach to language teaching which aims at enabling students to effectively acquire and use a foreign language while empowering them with the knowledge, skills and commitment required by world citizens for the solution of global problems.
JALT GLOBAL ISSUES SIG The Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT) aims to promote: (a) the integration of global issues, global awareness and social responsibility into language teaching (b) networking and mutual support among language educators dealing with global issues (c) awareness among language teachers of important developments in global education and the fields of environmental education, human rights education, peace education and development education
NEWSLETTER SUBSCRIPTIONS (JALT Members) JALT members who wish to join the "Global Issues" Special Interest Group can either register and make their payment on-line via the JALT website or send a postal "furikae" form with their ¥1500 payment to JALT from any post office in Japan.
NEWSLETTER SUBSCRIPTIONS (Non-JALT) Interested teachers, institutions and organizations are warmly invited to subscribe to our quarterly newsletter. Annual subscriptions are ¥2000 or US $15. ! In Japan, send your ¥2000 payment to: ( 108) 3752673 San’in Godo Bank (Koyama branch 108) Regular Account # 3752673 “GILE Newsletter” ! Overseas subscribers should pay in US dollars (make personal checks out to "Kip Cates" on a US bank) ! Please ask about newsletter exchanges or complimentary subscriptions for global issue NGOs, global education organizations, language teaching associations and teachers in developing countries.
JALT SIG AND GLOBAL ISSUES NETWORK MEMBERSHIP (as of October 2015) * JAPAN SUBSCRIBERS: GILE SIG / JALT (150) GLOBAL ISSUES NETWORK (50) = 200 * INTERNATIONAL SUBSCRIBERS (eg Algeria, Australia, Brazil, China, Egypt, France, Germany, Korea, Philippines, Russia, Singapore, Taiwan, Thailand, UK, US, Vietnam...) = 100
NEWSLETTER INFORMATION AND GUIDELINES FOR SUBMITTING ARTICLES The Global Issues in Language Education Newsletter is published 4 times a year (March, June, September, December). Those interested in contributing concise articles (1-3 pages in length) on topics related to global education, global issues and language teaching are invited to send these in by e-mail.
Global Issues Newsletter c/o Kip Cates, Tottori University, 4-101 Minami, Koyama, Tottori City, JAPAN 680-8551 Tel/Fax: 0857-31-5148 E-mail:
Subscriptions: JALT = ¥1500 Non-JALT = ¥2000 Overseas = US $15 (checks to "Kip Cates")
Global Issues in Language Education 24 Newsletter Issue #98 February 2016