{"id":3906,"date":"2024-06-20T17:44:33","date_gmt":"2024-06-20T09:44:33","guid":{"rendered":"https:\/\/symposium.hktea.edu.hk\/?p=3906"},"modified":"2024-06-23T22:06:40","modified_gmt":"2024-06-23T14:06:40","slug":"global-citizenship-education-for-a-better-world-in-the-esl-classroom","status":"publish","type":"post","link":"https:\/\/symposium.hktea.edu.hk\/global-citizenship-education-for-a-better-world-in-the-esl-classroom\/","title":{"rendered":"Global Citizenship Education for a Better World in the ESL Classroom"},"content":{"rendered":"<h6 class=\"wp-block-heading\"><strong>Oral Presentation Time:<\/strong> <strong>1600-1700<\/strong><\/h6><h6 class=\"wp-block-heading\"><strong>Venue<\/strong>: Camomile Room, Lower Level II<\/h6><h6 class=\"wp-block-heading\"><strong>Presenter(s)<\/strong><\/h6><p><strong>&#8211; Dr Cissy LI,<\/strong> Head, Language Centre, Hong Kong Baptist University<\/p><h6 class=\"wp-block-heading\"><strong>Abstract<\/strong><\/h6><p>Based on the UN\u2019s 2030 Framework, global citizenship education (GCE) aims to develop learners&#8217; knowledge, skills, attitudes, and values necessary to become active and responsible global citizens (Reimers et al., 2016). In order to become a successful global citizen, learners need to be aware of the interconnectedness of the world, respectful of diversity, reflective of personal and others\u2019 behaviors and their impact, and committed to sustainability. More importantly, they need to be willing to take action to make changes for a better world. This presentation will report on the implementation and outcomes of part of the project Nurturing Global Citizenship through English (NGCE) using Kolb\u2019s experiential learning framework. GCE guided learning in the ESL classroom was complemented with abundant GCE opportunities outside the classroom, including global dialogues, field trips and poster-exhibitions. Findings from questionnaire surveys and focus group interviews indicate that students had a heightened awareness of global citizenship and perceived improvements in cognitive, socio-emotional and behavioral competencies, which are the three core domains in GCE identified by UNESCO (2015). The positive outcomes highlight the benefits of integrating GCE into the English language curriculum and fostering diversity, inclusion, and international learning.<\/p><h6 class=\"wp-block-heading\"><strong>Theme<\/strong>: 2. Thematic Exploration<\/h6><h6 class=\"wp-block-heading\"><strong>Sub-theme<\/strong>: Diversity and Inclusion Education<\/h6>","protected":false},"excerpt":{"rendered":"<h6 class=\"wp-block-heading\"><strong>Oral Presentation Time:<\/strong> <strong>1600-1700<\/strong><\/h6>\n<h6 class=\"wp-block-heading\"><strong>Venue<\/strong>: Camomile Room, Lower Level II<\/h6>\n<h6 class=\"wp-block-heading\"><strong>Presenter(s)<\/strong><\/h6>\n<h6 class=\"wp-block-heading\"><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/h6>\n<p><strong>&#8211; Dr Cissy LI,<\/strong> Head, Language Centre, Hong Kong Baptist University<\/p>\n<h6 class=\"wp-block-heading\"><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading {\"level\":6} --><\/h6>\n<h6 class=\"wp-block-heading\"><strong>Abstract<\/strong><\/h6>\n<h6 class=\"wp-block-heading\"><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/h6>\n<p>Based on the UN\u2019s 2030 Framework, global citizenship education (GCE) aims to develop learners&#8217; knowledge, skills, attitudes, and values necessary to become active and responsible global citizens (Reimers et al., 2016). In order to become a successful global citizen, learners need to be aware of the interconnectedness of the world, respectful of diversity, reflective of personal and others\u2019 behaviors and their impact, and committed to sustainability. More importantly, they need to be willing to take action to make changes for a better world. This presentation will report on the implementation and outcomes of part of the project Nurturing Global Citizenship through English (NGCE) using Kolb\u2019s experiential learning framework. GCE guided learning in the ESL classroom was complemented with abundant GCE opportunities outside the classroom, including global dialogues, field trips and poster-exhibitions. Findings from questionnaire surveys and focus group interviews indicate that students had a heightened awareness of global citizenship and perceived improvements in cognitive, socio-emotional and behavioral competencies, which are the three core domains in GCE identified by UNESCO (2015). The positive outcomes highlight the benefits of integrating GCE into the English language curriculum and fostering diversity, inclusion, and international learning.<\/p>\n<h6 class=\"wp-block-heading\"><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading {\"level\":6} --><\/h6>\n<h6 class=\"wp-block-heading\"><strong>Theme<\/strong>: 2. Thematic Exploration<\/h6>\n<h6 class=\"wp-block-heading\"><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/h6>\n<h6 class=\"wp-block-heading\"><strong>Sub-theme<\/strong>: Diversity and Inclusion Education<\/h6>\n","protected":false},"author":4,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[99],"tags":[],"institution":[85],"sub-theme":[89],"presentation-theme":[88],"acf":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts\/3906"}],"collection":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/comments?post=3906"}],"version-history":[{"count":6,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts\/3906\/revisions"}],"predecessor-version":[{"id":4455,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts\/3906\/revisions\/4455"}],"wp:attachment":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/media?parent=3906"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/categories?post=3906"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/tags?post=3906"},{"taxonomy":"institution","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/institution?post=3906"},{"taxonomy":"sub-theme","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/sub-theme?post=3906"},{"taxonomy":"presentation-theme","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/presentation-theme?post=3906"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}