Digital Game-Based Learning in the English as a Foreign Language (EFL) Classroom
In the last few years, global education has become a key concept within the TEFL domain, suggesting competences, topics, and methods that enable students to become responsible and knowledgeable participants in a globalized world. With the help of a triangulated blended learning study conducted in five different middle school EFL classes, and an additional small group study, the author investigates the potential of digital games that have an educational purpose, so called serious games, for global education when used in EFL scenarios. The results show a clear contribution of serious games to global education when used with EFL learners, leading to a reference model of digital game-based learning in the EFL classroom.
4. Global Education
Abstract: The following chapter provides a definition of global education and elaborates on the international and national development of global education. In addition, current compentences and requires content when implementing global education will be presented.
4.1. Introductory Remarks
Global education can be understood as the advancement of Developmental Education and Third World Pedagogy, which considers the topicality of global complexities and interdependences: “Globales Lernen ist somit eine Chiffre für die Antworten der Pädagogik auf die Entwicklung zur Weltgesellschaft” (Seitz, 2002a, p. 366). Calls for a global education emerged in the mid-1970s in the United States. One of the first advocates for global education was James M. Becker, who states in his seminal book “Schooling for a Global Age” published in 1979, that global education is a necessity in order to help individuals to see themselves as participants of a global system (cf. ibid, p. 7). After the UN Earth Summit in Rio de Janeiro in 1992, necessary actions for a global education were acknowledged by the participating member states and objectives substantiated, leading also to efforts to implement global education in Germany. The structured implementation of global education in formal learning environments means to define the skills needed as a global citizen and to suggest central topics and methods for such an education. As it is the goal “to develop the skills and dispositions needed to mediate encounters with lifeworlds that differ radically from our own” (Stornaiuolo, Hull & Sahni, 2011, p...
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