Page 12 - BRIDGES - ISSUE 7

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The human face of the global teacher

presented by Prof. Anastasia PapakonstatUinou, Athens University, Greece

i n our days, the belief that monolingualism is normal is Until recently, only a few textbooks or methodologies have
no longer accepted asa norm , on thecontrary, it iswidely
been available to aid teachers in the direction of culture
accepted that speech communitiescan also be multicultural learning and the data about what really happens between
and therefore multilingual. Nowadays, people must be able people in the classroom is rather insufficient.So the E.F.L.
to function effectively in two or more languages and cul- teacher discovers that the existing methodologies have to
tures, and the reasons leading to this need are mainly po- be modified to conform to the new situations of the
litical and financial.
multicultural lass.The E.F.T. teacher, in particular,should
Spolsky (1998:1) classifies these reasons into three developspecial competencies asa cross-cultural mediator
subcategories, due to: and intercultural communicator.
a) modernization and globalization Under thisscope, Humanistic Education offers an oppor-
b) colonization tunity to further develop the teaching process in the
c) various linguistic minorities multicultural class.The Humanistic E.F.L. teacher attempts
English, in particular, has become the linguafranca in our not only to train but also to shape people globally. This
world of globalization. The E.F.L. - global teacher there-
global mode of knowing is the opposite of the analytical,
fore, has to face his/her responsibilities towards his/her
stabilizing mode. The one who learns in a global way docs
pupils, on this matter.
not isolate parts, characteristicsand activities.At thesame
People wish to learn English for a varietyof reasons, mainly time though, the E.F.L. teacher in particular, must teach
for professional/employment needs,social interaction, fur-
his pupils to understand and respect the values each indi-
ther studies and education (Ashworth, M.1985:19). Nev- vidual in the group holds, because asPlatosaid (in Nehor,
ertheless, it should be realized that language is an impor- 1980)
tant component of identityand culture. Maintaining their "the part cannot be well unless the whole is well"
distinct identity is very important to minoritygroup mem- and vice versa.
ber’s self esteem.Therefore, keeping the balance is a very Shaping people thus, who share and care about issues of
delicate matter for teachers of English as a foreign lan- common interest, like ecology, art, politics, human rela-
guage, in countries where apart from the official national tions and whatever could change a person from a mere
language spoken by the majority of students in the class, consumer to a responsible citizen of the world is the core
there arestudentscomingfrom other cultureswith differ- and essence of Humanistic, Global Education, in foreign
ent mother tongues. language learning.

" Cross - Cultural Understanding in the Language classroom "

presented by David Gibson, ELT Teacher and Trainer, Greece

/Cultural difference cansometimes lead tosuspicion,mis
same time as thestudents being enabled to express them-
-^
V trust, and distance between people.This talk, prompted selves as they see themselves through their own culture,
by a serendipitous event in the classroom, aims to show
perhaps themain goalof language teachingcan beachieved
how an exploration of cross -cultural awareness can enrich - that of genuine,interpersonal communication.
the learning process to everyone’s advantage, bringingstu-
When we accept the fact that not all culture - based
dents together through sharing and mutual acceptance.A
teaching requires,oreven implies behavioural adjustment,
focus on the elements of the culture of the target language
we arrive at a new view and a shared tolerance of the cul-
is integral to all language learning, and give expression to
tural systems, habits, and other factors affecting our own
their own culturally- defined feelings, beliefs,and percep-
behaviour and that everyonewithwhom wecome intocon-
tions - an activity which has been proved to engender a
tact.The practical teaching activities proposed in thisses-
remarkableempathyamong learners.Studentscan begenu-
sion will prove Joubert’s claim that "to teach is to learn
inely surprised, as well as intellectually stimulated by the
twice", and also show how serendipity can bring about a
realization of the attitudes, concepts, and influences that
radical rethink of one’s personal ideas of the purposes of
are held in common with other cultures. While minimizing
language teaching, informing everything that happens in
any possibility of conflict, the enlightened teacher has the the classroom.
opportunity to capitalize on this phenomenon, and, at the
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