ERIC Number: ED437845
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
The EFL NGO Forum: Integrating Cooperative Learning and Global Issues.
Yamashiro, Amy D.; McLaughlin, John W.
This chapter explains the rationale and design of a communicative English-as-a-foreign-language (EFL) course using a mock nongovernmental organization (NGO) forum simulation to encourage students to investigate global issues. Cooperative learning and global education share several common goals: cooperation, interdependence, mutual understanding, enhanced communication skills, and developing learner autonomy. This approach helps teachers transform their roles from the authority of knowledge and language to that of the guide. By taking the four-skills, whole-language approach for teaching content-based EFL, it is possible to create a course using authentic readings, a video-text package, and a cooperative group work to provide students with the requisite language training so that they can be successful. In this way, the students become more involved in the language learning process by creating materials, cooperating within study groups, and solving problems related to both content and process. For many students, the challenge of experiential learning was the most important and memorable part of the course, because they could see the concrete impact of their actions. This empowering structure of student-directed activity provided EFL students with a clear purpose for acquiring the knowledge and a venue for integrating the four skills, while promoting positive attitudes toward language learning and increased awareness of global issues. (Contains 37 references.) (KFT)
Descriptors: Classroom Techniques, College Students, Communicative Competence (Languages), Cooperative Learning, English (Second Language), Experiential Learning, Foreign Countries, Global Education, Grouping (Instructional Purposes), High School Students, High Schools, Higher Education, Second Language Instruction, Second Language Learning, Teacher Role, Teaching Methods, Whole Language Approach
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Japan