Abstract
In order for students to thrive in an increasingly global environment, we must help them to develop multicultural awareness, knowledge, and perspective on global issues. In doing so, digital technology plays an essential role in our connecting students with the world. However, the Internet censorship in my country limits our choices of digital technologies. In other words, we have to figure out some effective ways to continue our students’ global competency development under the Internet control in China.
Based on my finding, I integrate cosmopolitanism, second language teaching, digital technology implementation, PBI learning, social justice, writing, teacher leadership, and theories of literacy development in my project, which I will go back to carry out in my school.
The process for answering my compelling question is to identify the necessary global competency that my grade 4 students are going to acquire in my English class, then to determine how to design my English class by considering both my students’ learning needs and my country’s Internet control, and lastly to develop my students’ global competency by providing them with related lessons and activities.
By promoting this project, my students will be able to:
· Build a coherent vision for global competency.
· Learn how to acquire English as a second language.
· Learn how to develop positive dispositions toward cultural diversity of the world.
· Acquire self-advocacy skills.
· Explore digital technology in China, and make the best of it.
In order for students to thrive in an increasingly global environment, we must help them to develop multicultural awareness, knowledge, and perspective on global issues. In doing so, digital technology plays an essential role in our connecting students with the world. However, the Internet censorship in my country limits our choices of digital technologies. In other words, we have to figure out some effective ways to continue our students’ global competency development under the Internet control in China.
Based on my finding, I integrate cosmopolitanism, second language teaching, digital technology implementation, PBI learning, social justice, writing, teacher leadership, and theories of literacy development in my project, which I will go back to carry out in my school.
The process for answering my compelling question is to identify the necessary global competency that my grade 4 students are going to acquire in my English class, then to determine how to design my English class by considering both my students’ learning needs and my country’s Internet control, and lastly to develop my students’ global competency by providing them with related lessons and activities.
By promoting this project, my students will be able to:
· Build a coherent vision for global competency.
· Learn how to acquire English as a second language.
· Learn how to develop positive dispositions toward cultural diversity of the world.
· Acquire self-advocacy skills.
· Explore digital technology in China, and make the best of it.