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The need for a global teacher

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Walter Fernandes

on 30 April 2015

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Transcript of The need for a global teacher

The need for a global teacher
Goals of this meeting
Inform you about the background.
Explaining our motivation.
Linking it to ESD
Getting feedback and involvement.
The Hague
Language as a gatekeeping factor to good education.

Empower future teachers
Improving pedagogical climate

priority 3 GAP
How can you teach sustainability in education if in education resources are wasted. (young teachers, whole-institution changes, amorality, lack of ethics)
"Educators and trainers are powerful agents of change for delivering the educational response to sustainable development." That is not true! Future literacy.
The need for a global teacher

The European Union states that every European citizen should speak at least two foreign languages since
multilingualism enlarges
the international awareness. It goes without saying that multilingualism brings challenges for the educators, as multilingual children need specific guidance. This calls for ‘a multicultural teacher’ with up-to-date knowledge of multilingualism and skills to effectively support the pupils in their school career. A great asset in multicultural classrooms are teachers with ethnically
backgrounds. Such teachers are often
the role models
in urban settings.
Just like the primary education, the higher education assumes that all students should perform according to the monolingual standard. Yet, most students with different ethnical backgrounds started learning the official language the moment they went to school and often did not receive a good quality language input in their first language. Consequently, this group of students has a higher risk of dropout due to various factors such as non-native proficiency in the official language, insufficient knowledge of the dominant culture and lower socio-economic status.
Given the situation described above the claim is that good quality education in a multicultural setting needs (1) teachers with knowledge and positive attitude with respect to multicultural issues and (2) cultural and linguistic support for students from ethnically diverse backgrounds in order to minimize their dropout from primary teacher training.
Unless we free the teachers.
Volgens het onderzoek van Extra en anderen (2001), spreekt 49% basisschool leerlingen in Den Haag naast het Nederlands nog een andere taal.
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