Global issues in genre based approach
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The document discusses integrating global issues and culture into the EFL classroom using a genre-based approach. It first establishes the importance of teaching culture for developing students' intercultural competence. It then introduces global issues and a genre-based pedagogical model. The author proposes introducing culture through topic texts on global issues, which can make learning English more engaging while enhancing students' understanding of other cultures and the world. The conclusion emphasizes that EFL instruction should cultivate both linguistic and intercultural competence to broaden students' perspectives and foster cultural sensitivity.
Global issues in genre based approach
- 1. Integrating Global Issues in Genre Based Approach to Introduce Culture in the EFL Classroom BY : TITIK WINARTI
- 2. Integrating Global Issues in Genre Based Approach to Introduce Culture in the EFL Classroom I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL II. GLOBAL ISSUES III. GENRE BASED APPROACH IV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXT V. CONCLUSION
- 3. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL Liddicoat et al. (2003:45) define culture as a complex system of concepts, attitudes, values, beliefs, conventions, behaviours, practices, rituals, and lifestyles of the people who make up a cultural group, as well as the artefacts they produce and the institutions they create.
- 4. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL According to Lazar (1993:66), our students' comprehension is frequently impeded not by linguistic features in a literary text, but by cultural ones. We owe it to them to help them understand what these might be. Language can never be divorced from culture.
- 5. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL Language learners need to develop not only their linguistic competence but also their intercultural communicative competence to overcome both linguistic and cultural barriers they may encounter in interaction with people from other cultures.
- 6. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL Teaching in EFL classrooms from an intercultural perspective involves developing in learners critical cultural awareness of their own culturally-shaped world view and behaviours as well as the skills and attitudes to understand and successfully interact with people from other cultures, that is, to become interculturally as well as linguistically competent. EFL teachers therefore need to shift from a traditional stance to an intercultural one to develop both linguistic and intercultural competences of learners.
- 7. II. GLOBAL ISSUES As language and culture are symbiotic, cultivating global issues for a peaceful world is one of the most urgent tasks for teachers. Global awareness, respect for other cultures and communication skills, especially communicative competence in English will be more vital for multicultural citizens of the world.
- 8. II. GLOBAL ISSUES Haratmeh (2003) says that the importance of developing intercultural communicative competence alongside linguistic competence has resulted from learners’ needs for acquiring intercultural skills for cross-cultural communication in which they may encounter linguistic and cultural barriers.
- 9. III. GENRE BASED APPROACH Genre based approach started with the Systemic Functional School of Linguistics inspired by the work of MAK Halliday during the 1960s and 70s. They viewed language as a resource for making meanings, and so started looking at whole stretches of discourse in context rather than looking at isolated chunks to uncover a set of rules.
- 10. III. GENRE BASED APPROACH Furthermore, genre based approach developed in the 2004 English curriculum include transactional conversations (to get something done), interpersonal conversations (to establish and maintain social relations), short functional texts (announcements, greeting cards etc.), monologues and essays of certain genres. In other words, these are the communicative competence to be developed.
- 11. IV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXT Teaching English in EFL Classroom presents global issues as part of cultural studies. It can help students become familiar with common elements of popular culture and make them more critical consumers of other cultures.
- 12. IV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXT Global issues can be serious and gloomy. It is a challenge to teach about conflict, famine, poverty and discrimination without the classroom atmosphere becoming heavy and the students depressed. One of the keys to maintaining a positive attitude towards the class is to focus on solutions to the problems.
- 13. IV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXT Moreover, it is hoped that studying global issues made students more enthusiastic to learn English. Although students found studying a content-based curriculum challenging, they believed that learning about other countries and cultures enhances their understanding of the world. Students also thought studying global issues will be of practical benefit to them in the future.
- 14. V. CONCLUSION Teaching in EFL classroom should develop both students’ linguistic competence and their intercultural communicative competence. Cultural awareness helps learners broaden the mind, increase tolerance, and achieve cultural empathy and sensitivity. Global awareness, respect for other cultures and communication skills, especially communicative competence in English will be more vital for multicultural citizens of the world. There are some reasons why teachers should include global education in the syllabus such as world problems and globalization.
- 15. V. CONCLUSION Genre based approach views language as a resource for making meanings and looking at whole stretches of discourse in context rather than looking at isolated chunks to uncover a set of rules. This approach claims to be able to show EFL students where they are going wrong, not only in terms of grammar or lexis, but also in how they string things together at sentence and clause level.
- 16. THANK YOU Believe and act as if it were impossible to fail Charles F. Kettering