Globalized thinking brought to foreign language classrooms
DOI:
https://doi.org/10.23857/dc.v8i3.2933Palabras clave:
Pensamiento globalizado, Idioma extranjero, Idioma inglés, Educación superior.Resumen
Este documento comparte experiencias de educadoras TEFL en Guayaquil, Ecuador, que consideran que su rol docente abarca mucho mós que la transmisión del conocimiento en el idioma y del perfeccionamiento de competencias comunicativas, dicho rol también debe promover el desarrollo de pensamiento crítico, globalizado y creativo, el respeto para el ser humano: sus derechos, diversidad y la próctica de valores. Los estudiantes generalmente aprenden Inglés como Idioma Extranjero para fines académicos y comunicativos, pero existe un llamado mundial que convoca a difundir desde nuestros ambientes escolares el aspecto sociológico que permita conectar sus conocimientos teóricos en acciones practicas fuera del aula, llevando a los estudiantes a conectar las entradas léxicas y configuraciones sintócticas aprendidas y pragmótico de la lengua a su alrededor, encontrar similitudes y diferencias con otros vecinos, amigos y otros continentes; tener una perspectiva mundial. En el mundo globalmente conectado de hoy es esencial para los estudiantes a tener una comprensión de un mundo mós grande, una tierra de conexión y el respeto. Adoptando este enfoque de lenguaje comunicativo global, estamos creando una comunidad de aprendizaje abierta a las diferencias. Influenciados por la competencia comunicativa mundial, formaró ciudadanía y la tolerancia en las nuevas generaciones.
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