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Global Issues in the Teaching of Language, Literature and Linguistics


Edited By Francisco Javier Díaz-Pérez, María Belén Díez-Bedmar, Paula García-Ramírez and Diego Rascón Moreno

This book results from a teaching innovation project funded by the University of Jaén (Spain), in which four lecturers of the English Department, the editors of the volume, were involved. The objectives of this project had to do with the development of the global citizenship generic competence in the English Studies degree and, consequently, with the introduction of global issues in language, literature and linguistics courses. The volume contains 10 chapters, pre-ceded by an introduction, and deals with the reflections of lecturers and scholars with different academic backgrounds on the inclusion of global issues in the teaching of the English Language, General Linguistics and Literature at university level.


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Introduction to Global Issues in the Teaching of Language, Literature and Linguistics FRANCISCO JAVIER DÍAZ-PÉREZ 7


FRANCISCO JAVIER DÍAZ-PÉREZ Introduction to Global Issues in the Teaching of Language, Literature and Linguistics 1. Global citizenship and the teaching of language, literature and linguistics Within the context of an economic crisis on a worldwide scale which is widening the gap between the rich and the poor in many countries, which is provoking a cut in many developed countries’ public funds destined to development aid, and which is making the European welfare state totter, it is even more important than it used to be to focus on global issues at all educational levels. As stated in Sampedro and Hillyard (2004: 5) and discussed by Rascón-Moreno in this volume, there is a growing interest in global issues in the field of education and particularly in English Language Teaching (ELT). This growing interest can be attested by the existence of groups focusing on global issues in the two major international English teachers’ associations, namely IATEFL and TESOL. According to Osler and Starkey (2005), Throughout the world there is a growing interest among language teachers in how they might support their students in developing the skills to become effective citizens. At the same time there is, internationally, increased discussion and debate about citizenship and identity and about the ways we might educate citizens in multicultural contexts and in the context of an increasingly inter- dependent, yet unequal, world. (Osler and Starkey 2005: xiii) The novelty of this volume resides in the fact that it mainly focuses on the university...

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