Highlighting the Potential of English Language Learning for Global Education Purposes Oct 2019 – Mar 2022 Coordinator organisation: Bahcesehir University Foundation (Turkey) Partners: Pelican Language School (Czech Republic), Promozione Internazionale Sicilia-Mondo (Italy), FRAME (Poland), European Center for Quality (Bulgaria), Promimpresa (Italy) In 2019 we have to admit, that we are living in turbulent times. Poverty, inequality, social-political conflicts and climate change are among the most important challenges that we are facing nowadays as members of the European society and as global citizens. In the 2030 Agenda for Sustainable Development 17 SDGs and 169 targets have been identified to be reached by the end of 2030, and it calls for all public, for-profit and non-profit, private and civil organisations to unite and contribute with its resources for the successful management of these global challenges. In the process of looking for solutions for the challenges identified as SDGs, the partnership found that there is a huge potential in language learning to support the education for sustainable development. Global education (GE) has been defined as an approach that enables people to develop the knowledge, skills, values and attitudes needed for securing a just, sustainable world in which everyone has the right to fulfil his/her potential. GE encompasses Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention, Intercultural Education, being the global dimension for Education for Citizenship (Global Education Guidelines, 2008). The objective of the HI-GLOBE project is: To enhance the potential of English-language learning for Global Educational purposes. In reaching this objective, the primary target group addressed will be: - Adult English-language learners - English language teachers, instructors, educators and tutors Envisaged results of the HI-GLOBE project: - Analysis on the approach of English teachers in the adult sector on Global Educational methodologies in language teaching - HI-GLOBE modules developed on 2 level (A1-2 and B1-2), each one including a 40 hour blended learning course serving Global Educational purposes and based on CLIL, TBL and interactive digital technology. HIGLOBE modules - 3 pilot HI-GLOBE course realized in A1-A2 level and 3 on B1-B2 level in the partners' countries - 60 adult learners of English language participated in the pilot modules of the HI-GLOBE methodology in the partners' countries - 1 HI-GLOBE learning platform (OER) developed containing the 2 learning modules and a Guide for educators - 5 Promotional events organized for the exploitation of the HI-GLOBE methodology in November 2021 during the Global Education Week - 220 stakeholders participated in the multiplier events in the partners' countries The project intend to have a positive impact and contribution to the SDG target 4.7, namely: To ensure that by 2030 ALL learners acquire knowledge and skills needed to promote sustainable development including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development.
As the project consortium including partner institutions from five different countries across Europe, we were aware of the challenges that all the people face today and we were also aware of the significant role of English as an international language and as a lingua franca. It is known that more than 2 billion people learn and speak English as a second/foreign language and English is usually taught through various themes and topics. Considering the current state of the world and also the possible impact of learning English, we wanted to make use of this potential for the better of humanity. To enhance the potential of English-language learning for Global Educational purposes. In reaching this objective, the primary target group addressed was: >>Adult English-language learners >>English language teachers, instructors, educators, and tutors The HI-GLOBE project achieved the following goals: >>Analysis of the approach of English teachers in the adult sector on Global Educational methodologies in language teaching: 234 stakeholders participated in the survey to share their opinion on current English Language teaching methods. This was then published as a report by the consortium. >>HI-GLOBE modules were developed on 2 levels (A1-2 and B1-2), each one including a 40-hour blended learning course serving Global Educational purposes and based on CLIL, TBL, and interactive digital technology. The modules were made available interactively on the HI-GLOBE website.
The HI-GLOBE project was summarized here and below by providing its background, objectives, implementation process, and eventually achieved project results. The summary first starts with why this project was needed and what needs were addressed for the betterment of global education and foreign language teaching at the same time. The years 2019-2022 have been turbulent times. Poverty, inequality, the Covid-19 pandemic, socio-political conflict, and climate change are still among the most important challenges we face today as members of European society and as global citizens to be addressed by the year of 2030. The 2030 Agenda for Sustainable Development identifies 17 SDGs and 169 targets to be achieved by the end of 2030 and calls on all public, for-profit and non-profit, private, and civil society organizations to unite and contribute their resources to effectively manage these global challenges. In the process of finding solutions to the challenges identified as SDGs, the partnership found that there is great potential in language learning to support education for sustainable development. Global education (GE) has been defined as an approach that enables people to develop the knowledge, skills, values, and attitudes necessary to ensure a just, sustainable world in which everyone has the right to realize their potential. GE includes development education, human rights education, education for sustainable development, education for peace and conflict prevention, and intercultural education, representing the global dimension of citizenship education (Global Education Guidelines, 2008).