Ficha da formação

NOME DA AÇÃO

English in global citizenship and development

 Nº de registo da Ação: CCPFC/ACC-118821/22

FORMADOR

Mestre Damian Ross 

CRONOGRAMA

Março: 1, 8, 22 e 29. 

Abril: 19. 

Horário: 18h30 / 21.30

MODALIDADE

Curso de Formação - Elearning

DURAÇÃO

25 horas acreditadas pelo CCPFC

DESTINATÁRIOS

Professores dos Grupos 120, 220 e 330. 

OBJETIVOS

• Analisar diferentes perspetivas sobre o papel e impacto da língua inglesa na sua relação com cidadania e desenvolvimento, em diferentes contextos globais, enquanto contributo para a implementação da Estratégia Nacional de Educação para a Cidadania;
  
• Desenvolver uma postura crítica sobre as atitudes e abordagens do inglês e de outras línguas no/e para além do seus contextos, tanto na educação, como na sociedade em geral;
  
• Considerar e desenvolver princípios, abordagens, atividades e recursos para despertar a consciência e integrar estas questões na docência e no desenvolvimento profissional dos professores; 
  
• Elaborar um plano de ação para implementação na escola e/ou comunidade e para posterior sustentabilidade da aprendizagem nesta área
  

CONTEÚDOS

1.Citizenship, development and languages

a) Participants examine own attitudes and biases when it comes to languages and language learning, considering how citizenship and development concepts relate to their identity as teachers, developing and articulating principles for fair approaches and considering what it means to be a global citizen as a teacher. 

b) Participants reflect on key concepts of citizenship and development (as presented in the national curriculum/National Strategy for Citizenship Education) and relate them to policy, learning and use of English and other languages in the various communities (e.g. global, local, digital, family, work, school) of which their students are members. They identify opportunities and barriers to implementing an English curriculum with a strong global citizenship and development focus, including by problematising current policy and practice in language education.

Both of these areas will be revisited throughout the course. 

2.From English the “monster” to English as an International Language. Participants explore and consider classroom implications of:

a) the historical, social and political reasons behind the dominance of English in their own and different contexts through analysing research, policy and wider discourse and practice. E.g.:

• The relationship between English and other languages, colonialism and globalisation 
  
• The impact of the spread of English on other languages and the learning of other languages in Portugal and other contexts across the world
  
• English in education, work, media and entertainment
  

b) contemporary perspectives on English as an international language. E.g.:

• English and ownership, including moving on from the native speaker model
  
• Global Englishes and English as a lingua franca
  
• Multilingualism and linguistic justice
  
• Intercultural competence
  

3.

English for solidarity, hope and resistance

Participants explore English as a tool to support hope and resistance and to make intercultural connections around common causes, and consider how to integrate intercultural learning and global development issues into English teaching. E.g.:

• English in national justice campaigns
  
• English in climate activism
  
• English in conflict zones
  
• English to build intercultural understanding around diversity and inclusion
  
• International projects and school links
  

4.             Language, refugees and migration

Participants explore the way languages and language learning can support refugees and immigrants through:

•               Strengthening cultural identity

• Giving people a voice and acting as a tool to support social cohesion.
  
• Providing individuals with the language skills they need to access work, services, education and information.
  
• Helping schools, universities and educators in host communities work with students with different home languages, attainment, and psychosocial needs
  

5.             Review and presentation of project work

PROGRESSÃO DE CARREIRA

Para efeitos previstos no nº 1 do artigo 8º, do Regime Jurídico da Formação Contínua de Professores, a presente ação releva para efeitos de progressão em carreira de Professores dos Grupos 120, 220, 330.

Para efeitos de aplicação do artigo 9º do Regime Jurídico da Formação Contínua de Professores (dimensão científica e pedagógica), a presente ação releva para a progressão em carreira de Professores dos Grupos 120, 220, 330.