Browse by author
Lookup NU author(s): Professor Tony Young
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
The Global Citizenship and Multilingual Competences toolkit is a European-Commission funded project with partners across Europe (GCMC, 2023; Mairi et al, 2023). Its aim is to provide online teacher development resources for secondary teachers of all subjects to integrate global citizenship goals and plurilingual pedagogies into their practices in a sustainable way. This presentation focuses on GCMCs conceptual background and its co-productive development process involving a multidisciplinary group of educators and academics with interests in Global Citizenship Education (GCE), intercultural communication, second language acquisition and teacher development. In the GCMC project, we define Global Citizenship (GC) as an “awareness, caring, and embracing [of] cultural diversity while promoting social justice and sustainability, coupled with a sense of responsibility to act” (Reysen & Katzarska-Miller, 2013, p. 858). GCE has become part of many international educational policies and appears explicitly in UNESCO’s global or sustainable development goals (SDGs) for quality education. An appreciation of linguistic plurality and the integration of plurilingual pedagogies are core contributors to global citizenship, “when skills increase in different languages, [people] become aware of their identities as multilingual persons [as well as] their possibilities of being active, multicultural, global citizens” Torpsten (2011, p. 4). Therefore, this project aims to support teachers in developing their knowledge and skills about plurilingual pedagogies and how to respect and utilize the linguistic resources learners and teachers may bring with them into the classroom. Our hope is that the free online course and toolkit will inspire a large number of teachers and teacher educators with practical ideas of how to make global citizenship and plurilingual pedagogies of their regular practices. Progress towards UNESCO’s SDGs depends on active, engaged future citizens who respect each other, appreciate diversity, and can work together as collaborators across cultures, languages and contexts. This project seeks to enable teachers to integrate those global life skills into their teaching across subject areas. This, we believe, is the future of education. Global Citizenship and Multilingual Competences Toolkit (GCMC, 2023. Available at https://gcmc.global/. Mairi, S., Gruber, J., Mercer, S, Schartner, A., Ybema, J., Young, T.J. & van der Meer, C. (2023): Teacher educators’ perspectives on global citizenship education and multilingual competences, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2023.2170388 Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858 – 870. Topsten, A. (2011) Global Citizenship and Lingual Identity: the ability to perform in different lingual settings. Citizenship, Social and Economics Education 10 (1), 37 – 45. Bio Tony Young is Professor of Applied Linguistics and Communication at Newcastle University in the UK. His research interests relate to critical perspectives on intercultural, intergroup and interpersonal communication and the social psychology of language and communication. His teaching and research have a strong social inclusion and social justice focus.
Author(s): Young TJ
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: 2024 Intercultural Competence Conference
Year of Conference: 2024
Print publication date: 21/02/2024
Online publication date: 21/02/2024
Acceptance date: 27/11/2023
Publisher: Center for Educational Resources in Culture, Language and Literacy (CERCLL)
