Abstract (300 words)
Background:
Meyer & Coyle (2023) and Kramsch (2022) highlight that in a post-truth/-pandemic environment, foreign language (FL) education must extend beyond language proficiency to
include learners’ development of global citizenship skills. Arguing is crucial for fostering
global citizenship and deeper learning, i.e., “the process […] of taking what was learned in one situation and applying it to new situations” (NRC, 2012, p. 5), yet current FL education contexts often fail to develop the necessary skills for multi-perspective arguments, empathic understanding, problem-solving, and compromising. This shortfall hinders the preparation of young individuals to argue successfully and become sustainably acting global citizens. To address this, Pylonitis & Meyer (2024) propose redefining the role of arguing in FL education by fostering deep connections through shared values, attitudes, empathy, and compassion in deeper learning (ibid.). This study explores the affordances and challenges of implementing this approach in pre-service teacher training.
Methodology:
The pilot study will be conducted in two Master of Education TEFL seminars (N≈60) at the
University of Mainz during the winter semester 2024/2025 to investigate the impact of this new approach to arguing in practice. Using a mixed-methods pre-post study design involving questionnaires and interviews, the study will measure its effects on pre-service upper-secondary teachers’ attitudes, beliefs, and the development of their teaching materials both quantitatively and qualitatively.
Findings: Findings will be available by March 2025.
Outlook:
Following the pilot study, further research will be conducted during the summer term of 2025 by refining instruments and lesson plans based on the findings. By examining participants’ attitudes, beliefs, developments, and teaching materials, the goal is to further refine Pylonitis & Meyer’s (2024) approach. The aim is to draw meaningful implications for incorporating arguing for sustainable global citizenship into educational settings, thereby enhancing the overall impact of FL education in and beyond the classroom.
References
Council of Europe. (2016). Competences for Democratic Culture: Living Together as Equals
in Culturally Diverse Democratic Societies. Council of Europe Publishing.
https://rm.coe.int/16806ccc07
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies Teaching for Deeper Learning
(1st ed.). Cambridge University Press. https://doi.org/10.1017/9781108914505
Kramsch, C. (2022). Re-Imagining Foreign Language Education in a Post-COVID-19 World.
In C. Lütge, T. Merse, & P. Rauschert (Eds.), Global Citizenship in Foreign Language
Education: Concepts, Practices, Connections (1st ed., pp. 15–40). Routledge.
https://doi.org/10.4324/9781003183839-3
Meyer, O., & Coyle, D. (2023). Recalibrating the Language Classroom for Deeper Learning:
Nurturing Creative, Responsible Global Citizenship Through Pluriliteracies. Nordic
Journal of Language Teaching and Learning, 11(3), 233–254.
https://doi.org/10.46364/njltl.v11i3.1179
Pylonitis, C., & Meyer, O. (2024). Arguing for Global Citizenship: Mapping Deeper Learning
in the Language-as-Discipline Classroom. In L. Cinganotto & S. Greco (Eds.),
Innovation in Education for Deeper Learning (pp. 55–78). INDIRE-IUL Press.
Biographical Note
Christina Pylonitis is a PhD candidate at the Department of Teaching English as a Foreign Language at the Johannes Gutenberg University of Mainz, Germany. As part of her PhD project, she is investigating the role of ‘arguing’ in the development of global citizenship.
| Keywords | Arguing, Global Citizenship, Deeper Learning, Language Learning, Teacher Training |
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