The role of TESOL in educating for peace

As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, a...

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Bibliographic Details
Published in:Journal of peace education Vol. 9; no. 1; pp. 17 - 30
Main Author: Kruger, Frans
Format: Journal Article
Language:English
Published: Abingdon Routledge 01.04.2012
Taylor & Francis Ltd
Subjects:
Communicative Competence (Languages)
Communicative language teaching
Content area instruction
core reflection
Curricula
English (Second Language)
English Instruction
English language
Global Approach
Global local relationship
Global perspective
globalization
hope theory
Language Teachers
Languages
Learner Engagement
Peace
peace education
presence
project-based language learning
Second Language Instruction
Second Language Learning
Second language teachers
Skill Development
Skills
Social perception
Social Responsibility
Specialists
Teacher Role
teacher training
Teachers
Teaching
Teaching Methods
TESOL
ISSN:1740-0201, 1740-021X
Online Access:Get full text
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Summary:As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, as expressed in terms of being a global language, and the social responsibility of TESOL teachers. It will focus on the ways in which TESOL teachers can engage with, and contribute to, the establishment of sustainable peaceful communities. The current teaching paradigm, in which communicative language teaching and content-based approaches are dominant, offers TESOL teachers the possibility to engage learners with issues surrounding peace and the creation of a peaceful future. However, teachers should not only provide learners with the opportunity to consider, understand, and appreciate global issues and peace-related content, but should also provide them with the necessary skills to address everyday problems peacefully. By adding dimensions of social consciousness to their curriculum, TESOL teachers can equip learners with the necessary skills to contribute positively to both local and global society.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
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ISSN:1740-0201
1740-021X
DOI:10.1080/17400201.2011.623769