1- In some non-English speaking countries, the mother tongue
represents the medium as well as the subject of instruction- especially
during primary and middle school years. In those countries, English is
taught only when SS go to high school (as was the case in Morocco some
5 years ago). If global issues have already been introduced in class
via the mother tongue, isn't it enough to focus on the teaching of
English per se?

I think what we know about content based English teaching shows us that students will become more successful learners of English if they learn something through English rather and just "focus on the teaching of English per se", so why not use global issues as the conent? (science or something else could be used in it's place).

2- Is indoctrination inevitable when it comes to debating global
issues- as there are teachers who would like to influence their
students' views and beliefs? Is there a way to avoid it?

Incoproating critical thinking skills into the cirriculum is the answer here I think. But I also don't think the teacher should be banned form sharing their views and beliefs, just as long as alternatives to those beliefs are also given the floor, through readings, guest speakers, student presentations, films, etc.

 3-Don't you think that sometimes debating global issues can cause
conflicts within the classroom? In that case,how can you manage the
situation?

When I was in high school in the US, I was taught debate in a class. It is the teachers responsiblity to set the tone of respect for conflicting opinions and encourage students to check that they can back up their opinions and that "just because" is not a valid argument. Of course, keep in mind that I teach well behaved young adults, I've never been faced with room full of rowdy teenagers. I'm sure it's easier said than done.

3- Who decides on what global issues to be
included in a curriculum (English course)? On what basis? (in the
presence of  "prescribed textbook" > exam-based teaching!

Why not let the students decide (for at least some of the content)? With internet access the students could even investigate and provide the content. Of course, that depends on how much time you have and how much pressure there is to only teach to the exam.

Hi Tarik & Meximeli,

I would like to respond to your third querry and say that if global issues debating would cause conflicts in the classroom , that'll be a healthy symptom in the sense that ideas go around and that the discussion is alive. And here should be manifested the role of the educator as a facilitator and manager. The conflictual aspect of the debate may turn out to be a platform to initiate notions such as compromise, consensus and acceptance of difference. Divergence in standpoints is to be viewed as virtue not a curse!

let the snowball roll ;)

Cheers- Mostafa- LMCS moderator

Hello everyone!

Firstly, thank you Tarik, for posting these thought - provoking questions.

How we answer the first one probably depends on what we want our students to learn, and how we see our roles as teachers. If we see our role as teaching our students about English in order to increase their knowledge, then "English per se" is probably what we will focus on. On the other hand, if we see our role as helping students develop skills in English (and in answer to the third question, conflict management could be one of these skills) they need some content material with which to work, and global issues provide a great source.

In answer to the second question, yes, I think we need to be careful not only to avoid indoctrination, but also to avoid marginalising students whose views are not shared by the majority of their peers. Making it clear that debate and essay questions do not have "right" answers, and setting clear expectations about participation and conduct could help.

Whether it is appropraite for a teacher to share their personal opinion will depend on the circumstance, but I agree with Melissa, that there shouldn´t be any rule against it, as long as alternatives are presented. I try not to share my opinion too early, in order not to influence student participation. Sometimes, instead of sharing my own opinion, I play "devil´s advocate" and the goal here is to help students develop their argument more fully, whether or not I agree with it.

Helen