Starkey, Hugh (2006) Language teaching for democratic citizenship. Lingua e nuova didattica, 35. pp. 44-54.
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This paper proposes some principles that language teachers can use to inform their preparation of courses and lessons that contribute towards education for democratic citizenship (EDC). By definition EDC includes a political dimension, since democracy means choices and discussions that do not always result in agreements. Some teachers may find a political role uncomfortable or be unsure how it can be justified in a public education system. Before presenting the principles, I consider why language teachers should be concerned with EDC and the issue of how this can be included in a language teaching programme. Drawing on evidence from interviews with language teachers, I suggest that issues of identity are important for teachers and learners of languages and for EDC. I also consider some of the barriers that language teachers may face when they attempt to implement EDC through language teaching.
|Subjects:||Departments > Arts and Humanities|
|Depositing User:||IOE Repository Editor (2)|
|Date Deposited:||17 May 2010 14:11|
|Last Modified:||26 Jun 2012 22:34|
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