Critical Literacy: Theories and Practices, Vol 5, No 2 (2011)

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Global issues in an advanced conversation class: Language and politics in ELT

Telma Gimenez, Francisco Fogaça, Miriam Metliss


With the English Language taking the role of an International Language (or a Lingua Franca), the teaching of English as a Foreign language (EFL) has been shifting from issues leaning on the communication with native speakers and their culture to incorporate a myriad of different cultural sources and the teaching of global issues in the classroom. The objective of this paper is to discuss the relationship between language and politics and to compare two methodologies used as a means to foster critical awareness and social change and for addressing global issues: the Open Spaces for Dialogue and Inquiry (OSDE) and the Deliberative Dialogue. We do so by reporting on an advanced English conversation course offered at the State University of Londrina, southern Brazil, based on global issues. Finally, we present an assessment of the course with impressions from both the students as well as the tutors.

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Critical Literacy: Theories and Practices is a non-commercial initiative committed to the ethical dissemination of academic research and educational thinking. CLTP acknowledges the thoughtful dedication of authors, editors and reviewers to develop and promote this open journal initiative. The journal receives copy-editing sponsorship from the Faculty of Education at the University of Oulu, Finland. CLTP has previously received  copy editing support from the Centre for the Study of Social and Global Justice at the University of Nottingham, UK.