Journal of Research in Innovative Teaching - National University

should therefore not be glued to the textbook, which may not cover enough of the global
curriculum.
For example, the ministerial order of 2004 defining the English syllabus for Francophone
secondary general education clearly spells out competencies to be acquired by students at any
given level. This is in relation to the following content: listening, speaking, reading, writing,
pronunciation, grammar, vocabulary, and the communicative framework. The understanding is
that these features should be taught irrespective of where the material comes from, the textbook
being only a guide. It is for this reason that various textbooks are recommended for each school
to make their choice. This approach makes it possible for teachers to bring extra material out of
the specific textbook used. Unfortunately, teachers have the habit of drawing schemes of work
based on and using exercises in the textbook only, thus limiting dynamism and creativity.
The Teaching of English as a Foreign Language (TEFL) will be taken as reference, to
make some suggestions on integrating the global curriculum in language teaching. Particular
reference is made to the 2nd class and the textbook used. Students at this level are in their fifth
year of secondary education and of learning English as a foreign language. The textbook chosen
by the English department for this class is called Go For English 2nd. The following global
issues feature in the form of comprehension passages: the environment (planting trees and
preserving the forest), energy (the importance of oil), and health (safe drinking water).
Obviously, a lot of burning and current global issues have been left out that need to be
integrated. There is little on speaking and listening. Essay writing includes the following:
formal/informal letters, newspaper articles, articles for school magazines, reporting a match,
autobiographies, and describing a process. Grammar and vocabulary generally are based on
ordinary events in the students’ immediate surroundings.
The content of the above textbook leaves a wide gap between the regular curriculum and
a global curriculum. The question is how to merge the two without drifting too much from the
official program. In teaching this class, I plan my work following the syllabus, which emphasizes
the four language skills—listening, speaking, reading, and writing—and also grammar,
vocabulary, communicative framework, and supplementary reading. For each week, I try to
include listening and speaking activities based on a global issue or event. For reading, writing,
grammar, and vocabulary, I use the material in the textbook and complement them with a global
issue. Following is a description of my attempt to integrate global issues in Unit I of the
textbook”
Listening
There is no emphasis on listening so in the first week, the students listened to a story on
tribal differences. This was a prelude to speaking about their tribal origins, prejudices,
and tolerance. The next three weeks focused on gender differences, violence at school
and a topical global news item from the radio or television.
Speaking
Speaking activities for each week were closely linked to the global topic under listening.
In the first week, listening activities on tribal differences were immediately followed by
discussions on the striking features of students’ various cultures, and issues on prejudices
and tolerance. The second week focused on problems related to girl’s education, the third
week was a dialogue on peace building, and the last week a debate on an identified
topical news item. Activities (oral, written, or physical) could focus on cross-cultural
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