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lish becameoneof thecentral elements institutions, it can be an age of new for our students through our choice
in the globalization process and it has discovery, new learning and new of materials, approach, and syllabus
become the only means of interna- freedoms. " Therefore, a change in at- design. Bycreatingan entrywayforour
tional communication between peo- titude may lead to much more learn- students, we can help them discover
ples of the earth. Ultimately, a recog- ing than hours of exercises (Altan, and discuss the complexities of cross-
nition that English isan international 1995).Weshould keep in mind that in cultural events through direct experi-
language highlights the fact that as teaching about cultures, teachers must ence and participation in a cross-cul-
more and more individuals learn Eng- focus as much on cultural universal, tural project.
lish, the language belongs to no one that is things all humans have in com-
culture but, rather, provides the basis mon,as theydoon culturaldifferences. As it is obvious the main role insuch a
for promoting cross cultural under- Cross cultural understanding, open- process belong to the ELT teacher.
standing in an increasingly global mindedness, resistance to stereotyp- Transformation of the teacher role
world.Consequently, though not at a ing, recognition, appreciation of other from an expert to a facilitator and a
desired level, our "globally" designed peoples’ points of view are very es- guide should take place gradually as
modern coursebooks started to draw sential in the development of a global students gain confidence to express
on local varieties of English and in- perspective. their opinions.Teacherswho are ready
clude cultural elements to improve In this way of thinking, the world for such a role should be very open-
cultural understanding of EFL ( Eng- should be seen as a system in which minded in order to engage their stu-
lish as Foreign Language) learners by technological, ecological, economic, dents so that students can begin to
making them aware of different cul- social,and politicalissues are nolonger question their belief systems.Students
tures except from Anglo-American effectively understood or addressed need to learn toarticulate their beliefs
culture. by individual nations. They have al- and to substantiate their points of
To talk about a trulyglobally designed ready spilt over borders and regions. view.
coursebook, it is time to start seeing a Think about how the devastating Teacherscommitted tocreatecultural
Bulgarian student visiting Parthenon earthquake in Turkey in 1999, the eco- understanding must be alerted of not
with her Greek friend met on the nomiccrisis in Russia and in some far falling into the trap of indoctrinating
internet or a Greek student shopping Asian countries affected the whole students to accept the teacher’s beliefs
with his Turkish friend in the Grand world and especially the neighboring and values without questioning.
Bazaar in Istanbul in our coursebook. countries. Therefore,curriculashould Istrongly believe that the present state
In fact we don ’t have to wait not separate world culturesor regions of English language provides ELT
coursebooks writers to nourish us.As but bring them together through teachers a wonderful opportunity to
professionals of the field, we have the study of contact, borrowing of ideas, successfully integrate cross-cultural
power to create it in our classrooms and comparative themes and con- issues into their classroom activities.
without waiting others to tell us what cepts. Persistent global issuessuch as For teachers committed to the goals
todo.Theindispensableexpansionof land use, peace and security should of creatingcultural understanding in
globalization turned English language be examined across time and place. EFL classrooms, I believe that the
into a verystrong tool in fact to a very Such a way of thinking also makes us combination of personal relevance
efficent key toopen a lot of doors and aware that each of us makes choices and high students interest, and the
achieve a lot of goals. And thissimple that affect other people around the accessibility of real world materials
fact offers new challenges to ELT world, and others make choices that from different sources, mainly from
(English LanguageTeaching) profes- affect us. As a result of this internet, would povide the necessary
sionals. Here we have an important interdependedness,global education motivation to overcome potential
role to use the power of English to includes knowledge and skills in deci- problems.
establish and improve cultural under- sion making,critical thinking,creative One of the basic elements of estab-
standing of our students in order to conflict management, cross cultural lishing a sound notion of cultural un-
create a peaceful world. communication participation, and derstanding is theskill of critical think-
long term involvement in the localcom- ing.Critical thinking is rationality,prin-
Teaching with a global per- munity and in the larger world beyond cipled thinking and problem solving.
spective our borders. It requires finding and Therefore, acritical thinkerseeksrea-
processing information from multiple sons to base her or his judgments. It is
Teachingwith a global perspective dif- perspectives. going beyond the actual information
fers from traditional approaches to we arc given by asking the question of
studying ourselves and other peoples. The role of teachers and WHY and HOW instead of WHAT
This requires a real paradigm shift, a students in EFL classrooms (Altan, 1998).
real change. As Hardy (1989) puts it " Manyeducatorsfeel that the textbook
if we can changeour attitudes, habits, I believe it is up to us, as ELT teach- content should be covered, which re-
beliefs and the ways of some of our ers, to create the vision of possibility »»

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