Teaching English in the 21st Century

Central Issues in Didactics

The main aim of this book is to define and discuss concepts and competences related to the teaching
and learning of English as a foreign or second language.
English didactics is a multi-faceted area of research, which concerns student teachers at every level
of teacher education, teachers in school and researchers. We all have a shared interest and common
goal: to explore and promote insight into both theoretical and practical aspects of English teaching
and learning.
The book opens with a historical overview of English teaching in Norway. Each chapter is devoted to
a specific area of the subject and discusses the topic in a historical context, before exploring various
theoretical concepts and relevant research. The topics are also discussed in relation to the
development of current and forthcoming Norwegian curricula. A special focus is given to discussing
practical classroom work as well as theoretical and practical challenges connected to the topic of
each chapter.
Teaching English in the 21st Century. Central Issues in English Didactics brings together historical,
theoretical and practical aspects of the subject. As such, the book is an invaluable tool for teachers,
student teachers, researchers and others engaged in the continuously developing field of English
didactics.
Anne-Brit Fenner is Associate Professor Emerita of English Didactics in the Department of Foreign
Languages at the University of Bergen, where her field of research has focused on intercultural
competence, the teaching of literature and learner autonomy.
Aud Solbjørg Skulstad is Professor of English Didactics in the Department of Foreign Languages at
the University of Bergen. She has been engaged in pre-service education of teachers of English since
1996.
Other contributors: Angela Hasselgreen, Torill Irene Hestetræet, Hild Elisabeth Hoff, David Newby &
Sigrid Ørevik.
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+
How would you integrate values in each of the following subjects?
Values integration in all subject areas is a vital component of learning. We define learning as a behavioural
change of a person by acquiring new knowledge that can be use on our daily life.
In teaching language subjects like English and Filipino as well as Math, Science, Araling Panlipunan (Social
Studies)/ Sibika (Civics) and MAPE/MAPEH we should always put values on our lessons every time we teach. As
teachers, we touch the lives of our students; we mould them to be globally competitive citizens of our country
and to help them to reach what they want to be in the future. Keep in mind that, our students might forget what
we teach, like adding fractions, the governor-generals during Spanish colonization and animal kingdoms but for
sure they will never forget the values that they’ve learned from us. But there is always a question pinned to it.
How?

When teaching English and Filipino as well as teaching other languages, we could impart values by using sample
sentences and activities that is values related. For example, in teaching identifying NOUNS, we could use the
sentence; “Filipinos helps each other especially in times of trouble”, we let our students identify the nouns as
well as they’ve learned another good attributes of being a Filipino.
In primary level, teachers in Math teach their students to count as well as adding and subtracting. He/She should
also add to their lesson, how will their students use it in their daily life teach and the importance of valuing
things like money and proper time management.
In Science, teachers can use many different strategies on integrating values into their lessons. For example, the
lesson is about human body, the teacher can teach their students how to value and take care of their body.
In Social Studies and Civics, teacher can teach the moral value that lays history. For example, we let our student
reflect on a certain event in our history and give their reaction and position, why Rizal did write Noli Mi Tangere.
In MAPE/H, we could teach the essence of valuing our own culture. Teaching our students to appreciate our
own heritage like arts and dance as well as our own cuisine.
There are lots of ways in integrating values education in our lessons. We just need to learn how to do it
effectively, in order to mark the values we teach to the heart and mind of our students. We are not just teachers
but we are helpers of God. We train their heart, their mind as well as how do they will behave in our society.
At its heart there must be a sense of empowerment and inner fulfilment. This alone will ensure that
human and cultural values remain paramount in a world...
- Aung San Suu Kyi, 1994
==========================================================================================
========The 4th ELITE International Conference, October, 18-19th 2016
Copyright © 2016 | Faculty of Educational Sciences | Department of English Education
Syarif Hidayatullah State Islamic University of Jakarta

402
The first two areas involve the methodical study of language and culture, while
the third represents a syllabus of global and integrated activities which involve the use
of language in its sociocultural context. These three areas focus more on a specific
language while the fourth area invites ―the learners to take a wider and more detached
view of their involvement and to reflect in a generalized way about languages, culture,
and learning‖ (Stern 1992, p. 103).
Language teaching in this sense transfers and reaches beyond a particular
language being learnt. Of the four content areas, ‗general language education‘ is the
most neglected one. A number of language teachers may indeed question its usefulness.
Stern, however, believes that the general language education syllabus helps learners to
generalize from their experience of the second language to the learning of other
languages.
The argument for a general language education syllabus links up with another
consideration in language pedagogy which arises from our view of language learning.
The more learners know about language, culture and language learning, the better they
should be able to control the learning process and be responsible for their own
development (see Stern 1992: 244-245).
Character Education
There is a phenomenon that when a school could graduate the students who
have high scores, it means that the school is a good school. Whereas, education is not
only aimed at increasing intellectual quotient, but also developing emotional quotient,
social quotient, adversity quotient, ecological quotient, and spiritual quotient. To say it
more simply, making the students able to get score A in a subject is actually not the
only goal of teaching. There is something much bigger that should be one of the
teachers‘ priorities (Albantani, 2015: 402).
Indonesian national education system law number 20 year 2003, chapter 3
states that the goal of national education is to develop educated people with life skill
and good character building. So that, all levels of our education should integrate
character values into curriculum, syllabus, and lesson plan and also in the teaching
learning materials. Indonesian minister of education develops grand design for
implementing character values in all level of education. Through education based on
character building the students will have opportunity to develop their potentials
become optimal.
Talking about character education, there have been many studies and many
experts who formulate what should be in the character education. Indonesian
government (
Kemendiknas,
2011) published
Buku Panduan Pelaksanaan Pendidikan
hus, we visualize the aim of 21st century teaching as the development of knowledge, higher-order skills
(such as the 4Cs of creativity, critical thinking, communication, collaboration), and character, as well as the
establishment of lifelong learning habits and an ability to learn how-to-learn with technology as the ...Nov 5, 2015
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eys to be English teachers in the 21st century

What are the 21st century skills that English teachers should incorporate? What are the keys to
being English teachers in this century? What is the value contribution of ‘Our World’, ‘Welcome
to our World’ and ‘Explore Our World’ Series that National Geographic Learning offers to
teachers and children at the primary level of education? Interview with Dr. Joan Kang Shin in
occasion of her recent conference 'Are you a 21st century teacher?' realized in the city of Lima
(Peru) on August 27th 2014.

Dr. Joan Kang Shin is the Director of TESOL Professional Training Programs in the Education
Department at the University of Maryland, Baltimore County, and specializes in the training and
professional development of teachers of English to young learners. In her role she is
responsible for administering professional development and teacher training programs that
reach teachers in over 100 countries around the world.

She is Senior Editor of National Geographic Learning/ Cengage Learning innovative Series ‘Our
World’, ‘Welcome to our World’ y ‘Explore Our World’, directed to children of primary school
that are currently being launched in Latin America.

Dr. Kang Shin is also the Project Director of the U.S. Department of Education (USDOE) funded
STEP T for ELLs Program (Secondary Teacher Education and Professional Training for English
Language Learners) in the Education Department at UMBC. This five-year program provides
professional development to secondary math, science, and social studies teachers in Maryland
to give effective content instruction to English language learners (ELLs).

In addition, she keeps herself busy as an English Language Specialist for the Office of English
Language Programs (OELP) in the U.S. Department of State and has conducted EFL teacher
training programs with hundreds of teachers in Brazil, Cambodia, Egypt, El Salvador,
Guatemala, Korea, Laos, Libya, Morocco, Peru, Russia, Saudi Arabia, Thailand, Venezuela,
Vietnam, and U.A.E. She has reached audiences of up to 300 through online webinars and
trained groups of teachers through digital video conferencing in Cuba, India, Sudan, and
Taiwan.

What are your expectations of your presentation ‘Are you a 21st century teacher’?
What are the objectives of the presentation?
Dr. Joan Kang Shin: The presentation I am doing called "Are you a 21st century teacher?"
focuses on how English language teachers can transform their classrooms to build students'
21st century skills. I think that most teachers feel the pressure to keep up with new
technologies and the increased connectivity of people around the world through social
networks. I hope that this presentation helps English language teachers realize that their job is
so important because of the status of English in the 21st century as a global language. It is the
language of science, technology, business, tourism, diplomacy, and global problem solving.

What are the 21st century skills that English teachers should incorporate? What are
the keys to being English teachers in this century?
Dr. Joan Kang Shin: Using English in the 21st century means building skills for
communication and collaboration as well as helping our students gain a global perspective on
the world. One important aspect of establishing a global perspective is to teach about
international cultures in the classroom. In the past, English teachers would introduce only
English-speaking cultures, like the U.S. or the U.K. in the class. Now our young learners will
grow up using English to communicate with people from any and all countries around the
world. English is no longer just associated with the U.S. or the U.K. because there are so many
more speakers of English as a second or foreign language now. We have to prepare our young
learners by introducing all different cultures from around the world in our English teaching
materials.
We should work on students' critical thinking and problem solving skills and encourage them to
be life-long learners. As Alvin Toffler said, "The illiterate of the 21st century will not be those
who cannot read and write, but those who cannot learn, unlearn, and relearn." We have to
focus our learners on handling the enormous amount of information they now have access to
 through technology, the internet, and social networks. This extremely important with English
because the majority of the information accessible online is in English.

What is the value contribution of ‘Our World’, ‘Welcome to our World’ and ‘Explore
Our World’ Series that National Geographic Learning offers to teachers and children
at the primary level of education?
Dr. Joan Kang Shin: As a series editor and author of Our World, Explore Our World, and
Welcome to Our World published by National Geographic Learning, I strongly believe that our
goal to create an English language series that also prepares children for life in the 21st century
has been realized. Our motto is "Bringing the world to the classroom ~ and the classroom to
life!" These 3 series for preprimary and primary school age students does this. With stunning
National Geographic photos and videos, our English language materials inspire children to learn
by bringing images of the world into the classroom. Children are curious about the world, so
these materials tap into their curiosity and motivate them to learn and communicate in
English. But National Geographic is not just about amazing photos. It is about real world
content. The richness of the content in the areas of science, social studies, culture, history,
and the arts builds students knowledge about the world as they learn to communicate in
English. This provides opportunities for authentic communication about real people, places,
and points of view from around the world.
Of course, the activities have developed appropriately for kids at every age. They include
songs, stories, videos, hands-on games, computer and interactive white board games, and
projects that will engage children and give them lots of chances to listen, speak, read, and
write in English. They encourage both visual and digital literacy that will help our young
learners communicate in the 21st century.
Ultimately I hope that Our World, Explore Our World, and Welcome to Our World will help bring
up our young learners as good, productive global citizens. The 21st century is an exciting
century but also a challenging one. We want our kids to explore other people, places, and
cultures in order to encourage them to care about the endangered world we live in. If they are
inspired to care more, maybe they will grow up and participate in solving the issues plaguing
our planet. As English is a global language, they will need it to be good caretakers of our
world.

September 2014

re You a 21st Century Teacher?

By Patrick Ledesma on February 16, 2011 6:06 PM

I'm at the Association of Teacher Educators 91st Annual National Meeting in Orlando, Florida as part
of my ongoing Classroom Ambassador Fellowship with the US Department of Education. I'm
attending a session entitled "Redefining Teacher Education for Digital-Age Learners: A Call to
Action" where Paul Resta, Director of the Learning Technology Center at the University of Texas at
Austin, is discussing a report that summarizes the recommendations of an invitational summit
exploring how teacher education can better serve students in the digital age.

What does it mean to be a 21st Century Teacher? These are the characteristics of a 21st
Century Teacher:

 Facilitate and inspire student learning and creativity so that all students achieve in the global society.
 Enable students to maximize the potential of their formal and informal learning experiences.
  Facilitate learning in multiple modalities.
 Work as effective members of learning teams.
 Use the full range of digital-age tools to improve student engagement and achievement.
 Work with their students to co-create new learning opportunities.
 Use data to support student learning and program improvements.
 Be lifelong learners.
 Be global educators.
 Work with policy leaders as change agents.

The full report gives additional information on each of these characteristics and provides
recommendations for policies at the state and national level for this transformation in teacher
education to begin.

As I listen to the characteristics of a 21st century teacher, I'm reminded of the National Board for
Professional Teaching Standards (NBPTS) Five Core Propositions from their policy statement
"What Teachers Should Know and Be Able to Do", written in 1989, the 20th Century, so very long
ago......

 Teachers are committed to students and their learning.

 Teachers know the subjects they teach and how to teach those subjects to students.
 Teachers are responsible for managing and monitoring student learning.
 Teachers think systematically about their practice and learn from experience.
 Teachers are members of learning communities.

Have the characteristics of an effective teacher changed from the 20th to the 21st centuries?

I think good teaching is good teaching. I also like how the 21st century teacher characteristics outline
how technology has provided more opportunities in education, and how insightful teachers maximize
these opportunities for teaching and professional learning.

For example, if we are "committed to students and their learning," we incorporate the "formal and
informal" learning opportunities our students have beyond school. We know how our students learn
informally outside school either through their "real world" and online experiences. We know the books
they read for personal interest, whether it be on hardcover, paperback, Kindle, Nook, or iPad. We
know the sports and musical instruments they play. We know what they like to do on the computer,
whether it is games, social networking, or watching instructional online videos on how to use
technology on YouTube. We know their experiences with their families.
As effective teachers did in the 20th century, effective teachers in the 21st century will incorporate
what they know about students in their formal instruction. The technology in the 21st century will allow
the effective teachers to bridge these learning experiences more naturally and seamlessly.

As more digital tools become available and technologies that facilitate learning in multiple modalities
through synchronous or asynchronous online environments become more prevalent and accessible,
just as effective teachers in the 20th century maximized available resources for their classroom, 21st
century teachers will continue seeking additional tools and avenues to improve student learning.

Effective teachers in the 20th century were lifelong learners, teacher leaders, and members of
professional communities. Technology in the 21st century maximizes additional opportunities through
online teacher networks such as the Teacher Leaders Network, Classroom 2.0, and any number of
teacher groups and forums on the Internet.

And, while teacher engagement in policy in the 20th century continues in the 21st century, technology
though the Internet and social networks bring a level of policy engagement on a much higher scale
than previously possible.

So is effective teaching in the 21st century really any different from effective teaching in the 20th
century?

The tools may be different, but the commitment, learning, enthusiasm, and student focus are the
same.

Perhaps effective teaching is timeless and yet, evolves with the tools of the times...