This paper therefore deals with the question to what extend the concepts of Intercultural Communicative Competence (ICC) and Global Education are integrated into learning materials in German grammar schools in North Rhine-Westphalia (NRW). The research will be performed on the exemplary textbook series ‘Green Line’ and to be more specific, on the edition ‘Green Line 03 G9’ which is used in the seventh grade of many grammar schools in NRW.
In the beginning of this paper, a closer look will be taken on the theoretical frameworks of both ICC and Global Education to delimit the exact aspects that will be analysed in the textbook. An analysis of the core curriculum of NRW will follow to conclude how important these concepts are regarded as in the educational system. Also, a look will be taken at an exemplary school curriculum that makes use of the Green Line series. The main part of this treatise will include a systematic in-depth evaluation of the tasks and contents of the "Green Line 03" textbook in regard to the research objects of ICC and Global Education, followed by a synopsis of the well-executed parts of the textbook, as well as the areas in which there have to be further improvements.
Of all languages that are spoken on this planet, English dominates all channels of communication in the interconnected world. It is the most spoken language around the globe, and it is taught in about 100 different countries. It not only acts as a medium of international commerce, education, and social discussion, it is arguably the vehicle of the western idea ls of hope, freedom, and material advancement. To be a successful individual with in the struggles of a globalised world and society, it is not only necessary to master the linguistic competences of the English language, but also the knowledge and methods of how to converse in a vast variety of different cultures and societies. This process starts with entering school as a child, so it is therefore a necessity in the educational system of nations to include the acquisition of these skills in order to create proficient world citizens that are able to traverse the complex structure of the interconnected world.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Theoretical Framework
- The Concept of Intercultural Communicative Competence (ICC)
- English as a Global Language and Global Education
- Educational Requirements for Grammar Schools in NRW
- Kernlehrplan für die Sekundarstufe I an Gymnasien
- Case Study: The Sophie-Scholl-Gymnasium Oberhausen (SSG)
- Analysing Educational Material: Green Line 03 NRW
- Unit 1: Find your place
- Unit 2: Let's go to Scotland!
- Unit 3: What was it like?
- Unit 4: On the move
- Across cultures
- Critical Discussion and Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper explores the extent to which the concepts of Intercultural Communicative Competence (ICC) and Global Education are integrated into learning materials for German grammar schools in North Rhine-Westphalia (NRW). The research focuses on the textbook series 'Green Line', specifically the edition 'Green Line 03 G9', which is used in the seventh grade of many grammar schools in NRW.
- The theoretical frameworks of ICC and Global Education
- The importance of these concepts in the educational system of NRW
- An analysis of the textbook's tasks and contents in relation to ICC and Global Education
- The effectiveness of the textbook in promoting ICC and Global Education
- Areas for improvement in the textbook
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction establishes the significance of English as a global language and the need for students to develop ICC. It sets out the research question, which is how well the concepts of ICC and Global Education are integrated into the 'Green Line' textbook series.
The theoretical framework chapter defines the concepts of ICC and Global Education, providing a context for the subsequent analysis of the textbook. It discusses the evolution of communicative competence and its application in the EFL classroom, highlighting the importance of sociolinguistic rules in communication.
The third chapter examines the educational requirements for grammar schools in NRW, focusing on the core curriculum and the role of ICC and Global Education within it. It also provides a case study of the Sophie-Scholl-Gymnasium Oberhausen (SSG), a school that uses the 'Green Line' textbook series.
Schlüsselwörter (Keywords)
The main keywords and focus topics of this study include Intercultural Communicative Competence (ICC), Global Education, English as a Global Language, EFL textbook analysis, 'Green Line' textbook series, German grammar schools, and North Rhine-Westphalia (NRW).
- Citar trabajo
- Dominik Kruczinski (Autor), 2023, Global Education in the EFL Classroom at Grammar Schools in NRW. Textbook "Green Line", Múnich, GRIN Verlag, https://www.grin.com/document/1395198
