The Language Teacher

Introduction

The
Language
Teacher

Many language teachers now include global issues such as hunger, poverty, racism, oppression and environmental destruction among themes covered in their classes. This is not only because they are personally concerned about these issues, but also for good pedagogical reasons. The growing literature provides us with a number of good reasons for incorporating global issues into our classes, for example: students find them interesting and relevant; they are the most common themes in high school English textbooks and appear frequently in university entrance examinations; they are approved by the Ministry of Education; the study of global issues is now seen as good preparation not only for study overseas but also for future employment with government, multinational corporations and international organizations. It is also the case that a wide selection of up-to-date materials is available from the media, governments, NGOs, the UN, the Internet and publishers of social studies and language textbooks, while global issues themes are extremely stimulating and easily lead to discussions and debates, role plays and simulations, essays, critical and creative thinking, values clarification, problem-solving, conflict resolution and other interesting activities involving the use of language.

This Special Issue begins with an article by Gregory Anderson on how to incorporate global issues into university language classes. Then Chisa Uetsuki shows how Non-Governmental Organizations can contribute resources and ideas to EFL programs. Susan Miller, in her article, explains how she bases an entire EFL course on the theme of AIDS. Next, Brenda Bushell and Brenda Dyer offer suggestions for implementing a global perspective in EFL courses in Japan. Finally, we have an interview by Donna Mclnnes with Dr Johan Galtung, a leading researcher, activist and writer in the field of peace education.

With so many resources now available for use in courses with global issue themes, it is no longer possible to list them in The Language Teacher. Instead, Bill Casey has provided us with information about his database. The My Share section introduces a number of practical activities for use in global EFL classes, courtesy of Jessica Newby-Kawata, Rachael Harris and Armene Modi. The issue concludes with reviews of Language and Peace and Earthwatch. For further discussion of global issues in foreign language teaching, please refer to the two previous issues of The Language Teacher which focussed on this topic (May 1990 and May 1993).

David Peaty
Guest Editor