ECI 524 Final Paper and Project

Becoming a Globally Competent Teacher 

By Ke Kang

Part I: Integrating Global Competency by Reflecting and Acting upon Our World 

Rationale:
In the present era, although significant progress has been made in human civilization and

many systems or practices that hinder social development have been abolished, we can not deny

the fact that the social justice pursued by all mankind is still far from being achieved. Various

types of social inequality are still very common even getting worse due to the discrimination

against certain groups of people because of color, gender, population, region, etc. Today, nearly

200 years after the abolition of black slavery, we can still witness the tragedy of George Floyd in a

nation founded on the ideals of freedom and human civilization. Taking a look at the current

situation and history of the countries across the world, we can clearly see that cases of racial

discrimination and injustice continue to erode and undermine our dreams of a highly civilized

society. Many racists still evaluate and treat people with their own prejudices and stereotypes.

Similarly, our country is not immune to racial injustice. There are 56 ethnic groups in our country,

among which the Han nationality is the most numerous. A pretty large number of people hold

biases and prejudice against minorities to some extent. In the small city where I live in Shandong

Province, there is also a big difference in the treatment to one of the minorities--Hui people.

Although the government has formulated many related policies to protect and preferentially treat

ethnic minorities, Han people often have a psychological rejection of them because of their

different appearance, beliefs, customs and culture. Han people rarely intermarry with Hui people,

and little sincere communication can be witnessed between these two nationalities.

The school I have been working in is the Experimental High School of Linqing, Shandong

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 Province, with around 3,000 students (Grade10-12) in total. I am the English teacher of two

classes, each consisting of 50 students, half boys and half girls. Most of them are from nearby

towns, whose parents are mostly farmer or individual pedlar. They began to receive the traditional

exam-oriented education in the context of Chinese since they were in kindergarten. Although the

Internet is widespread in the region and mobile software serves as an optional source of

information, their access to the outside world is greatly reduced because they are often not allowed

to own a mobile phone or have access to the internet. In fact, their knowledge of global events

comes only from the breaking news that school teachers occasionally mention to them in class and

the chats they have with friends and families. In terms of racial discrimination, my students are not

exceptions. Little access to information about the incidence of racial discrimination in the world

contributes to their prejudice against their minority classmates before they notice it: They are

unwilling to make friends with their Hui classmates, and hold a firm belief that Hui people,

featuring tough and unreasonable, are difficult to get along with. Few opportunities to learn about

the world prevent them from discovering their inner biases or finding solutions to them.

Whether the students perpetuate the spread of racism is directly related to educators' ability

to demonstrate that they understand how difficult it is to face racism, to provide opportunities for

them to discover their ignorance, and to foster skills that students may eventually teach to others

(Munin, 2007). It’s time for us teachers to remind our students of the seriousness of social inequity

caused by discrimination as well as what we can do to help settle the problem.

Objectives:
*1 Students can learn from George's tragedy about the unfair treatment of people of color in

today's society, different perspectives on this issue and the ability of feeling with people.

Their sympathy for George's plight can inspire a sense of empathy as they learn the truth of the

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events and the manifestation of racists' wanton destruction of people's right to life. They are better

able to understand how people like George feel when they are treated unfairly, and to empathize

with their experiences. It can help them feel the pain of people in other places in the world, foster

their desire to offer solutions to these problems, and finally develop correct attitude towards

similar events they will encounter in the future. That means, students can have dispositions of

empathy, valuing multiple perspectives, and commitment to equity.The teachers define empathetic

behavior with terms including "sensitivity, patience, respect, tolerance, acceptance, understanding,

flexibility, openness, and humility . . . and personal qualities when working with culturally diverse

students." (McAllister & Irvine, 2002, pp. 439-440). From the case of George, they’ll be aware of

how different lives people are living in other places. Given more different ideas and opinions from

all walks of life on this case, students will realize the limits of their own perspectives and thus

value opportunities to see the world through others' eyes. What’s more, they might feel stunned to

find out their own biases and preconceptions on particular people and issues which they thought

didn’t exist. They will definitely seek to re-frame their understandings and value multiple

perspectives simultaneously. They can also become aware that equity, different from equality,

considers individual’s varying needs and provides varying support. They are suggested to provide

different people with different support they really need. They live in a world that is riddled with

inequities and addressing these inequities is their responsibility and a part of their life.

*2 Students can learn about the relevant global issues, understand the connection between the

local issues and global ones, and become aware of what to do.

Students can gain knowledge of global conditions, current events through becoming

knowledgeable of the current issues that influence their lives is a critical part of what globally

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competent students do. A current article from the American Sociological Review (ASR) can be

used to facilitate students’ global awareness (Davis & Robinson, 2006). They will become

informed and have “a state of the planet awareness” (Hanvey, 1982), which allows them to gain

insights of both the local and global ones events, no matter it is local weather conditions or ethnic

conflicts, political or economic issues. All of these can foster their understandings of global

conditions and the connections among these events. I teach knowledge and information to my

students to help them truly understand the characteristics of the current era and keep abreast of

global information. I will also guide them to connect the George’s tragedy with the racial

discrimination around them, help them find the commonalities and what they can do to fight

against racial injustice. Most of them may not be aware of the various prejudices they hold about

their Hui classmates, therefore , I need to remind them of this and do self-reflection on how to get

along with their Hui classmates in order to correct their future behavior.

*3.Students can have a more comprehensive and in-depth understanding of the racism injustice

and the multicultural diversity, develop skills of communicating in multiple languages through

international conversations.

I can help students “read widely”and “dig in ”(Tichnor-Wagner, Parkhouse, Glazier & Cain,

2019, p.62) by providing them with wider and deeper materials and information. They can learn

about the root causes, history, and development of racism. I will even extend it to geography,

humanities, and diverse cultures. They can experiential understanding of diverse cultures and

What’s more, in EFL contexts where language input is most of the time meager, and language

learners have no out-of-classroom exposure to the language they are learning, those who are more

willing to communicate can be better language input generators, and this plays a crucial role in

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 language learners’ oral proficiency (Valadi, Rezaee, & Baharvand, 2015). I will provide students

with various opportunities to do more exchanges and cooperation with their peers of different

nationalities and races to promote mutual understanding.The more exposure to these global issues,

the more opportunities to communicating in multiple language students will be offered.They will

become more accustomed to reading, speaking, listening and writing in English as well as other

languages if necessary. As Nelson Mandela puts it, "If you talk to a man in a language he

understands, that goes to his head. If you talk to a man in his language, that goes to his heart." It is

particularly important for students to improve their academic achievement as well as lead to their

greater appreciation of cultures.

Overview:
Unit of Racism injustice ( October1, 2020- October30, 2020)

(October1-7) Lesson1: Learn about George events and global cases of racial injustice

(October8-14) Lesson2: Explore the root cause, history and current situation of racial injustice

(October15-21) Lesson3: Self-reflect on racial prejudice and behavior.

(October22-28) Lesson4: Exchange and discuss what to do to fight against the racial injustice.

(October29-30) Lesson5: Form and publish personal views on racial injustice issues.

Lesson1:

Before the first class, I'll ask them to use the available sources of information -- newspapers,

television, the Internet -- to glean details about George Floyd before we begin this unit. Since they

have fewer sources of information, I’ll search the Internet for more audio, video, and commentary

on racist incidents for students. In class, I'll be collecting reports, comments, and videos that will

help students understand the details, causes, and consequences of George's case, and the

sociological concept of racial injustice in the context of other similar cases.They will help the

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students form the perceptual cognition to the racial discrimination phenomenon and establish their

preliminary viewpoint on it. After class, complete the Self -reflection: A Convey of Racism.(See

it in Section of Assessment )

Lesson2:

Before class,I will ask them to go to the school library to borrow all kinds of literary works on the

theme of racial injustice, including picture books, biographies, poems, novels, documentary

literature and so on. They are divided into groups to prepare for Book Read Club activities. Each

group consists of 6 students. They will be asked to find the same number of books, including as

many types of genres as possible.Read the books assigned by their group. In class, I will ask them

to sit in groups. After class,think about your favorite book and the reasons why you like it or the

role you think it plays in helping us understand the issue of racial injustice.

*Key activity 1:Book Read Club

Participants: Members of Group 1,2,3,4...

Duration: 30min

Goals: Comprehensively understand the history, development, current situation and related

geography, history, and cultural background knowledge of racial injustice through

different genres of literary works.

Steps:

a, Each team member ask a few questions arising from reading the book.
(*Supplement1: Read & Tell)

b, All members express their opinions and participate in the discussion

c, Each member documents critical discussion points, conclusions, predictions in his own

point of view.

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 d, Read attached article:All members provide their opinion on figure out the unique

meaning of this article.

(*Supplement2:Kids exposed to racism have higher risk of depression and sickness)

Lesson3:

Before class, I ask the students to reflect on whether there is any similar racial discrimination

around them and whether there is any prejudice against certain groups of people. In class, then I'll

show videos about life in the Hui people, Tibetan and other ethnic minorities, the students in the

school. I’ll guide them to find the racial discrimination that exists on campus and in the

community. Play the TED Talk : A Single Story to show them that one-sided knowledge and

personal judgment of others is not reasonable or comprehensive. I ask them to talk with their

peers, exchange ideas, and then express their opinions publicly. After class, I will contact my

colleagues in local schools for ethnic minorities to launch an inter-school co-operation activity on

the theme of making friends with Hui people students. We can clear up the misunderstanding and

prejudice between them by enhancing the communication.

*Key activity 2: An interview with a Hui Classmate

Ask Students to conduct an interview with a co-operative school or a student from Hui people.

Submit video and feedback forms.

Steps:

1.Schedule the interview in advance (you can ask the teacher for help) , including the interviewee,

time and method.

2.Prepare questions before the interview to gain insight of the culture and customs of Hui people

and the problems in dealing with Han people.

3.Conduct an interview and record the whole process.

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4. Submit video on class blog or Vlog.

Requirements:

1. The interviewee could be a Hui student or a neighbor in his or her own community

2. The questions are designed without hurting the interviewee neither spiritually nor and

personally.

3. Attention should be paid during the entire interview: to respecting each other, being a good

listener,and without interrupting the interviewee's speech.Try to ease the interviewee to say what

they really think.

4. Complete activities according to standards. Submit video on time.

Lesson4:
Before classes, connect with colleagues abroad through the school's online classroom, and get

students to talk about racial discrimination with their peers there. In class, connect with them and

start talking. Teachers keep good records of students' performance. (evaluation table). After class,

ask the students to put their ideas in writing. Post it on the class blog/Vlog.

*Key activity 3: Harkness Discussion with international students

Duration: 30min

Goals: Have a more comprehensive and in-depth understanding of the racism injustice and the

multicultural diversity, develop skills of communicating in multiple languages

through international conversations.

Steps:

1. Arrange a moderator for each party. Both are prepared to provide the topic of conversation

and move the conversation forward. Other students prepare to gather information and make

personal statements.

2. Students conduct the discussion with the help of the moderators. The teacher observes the

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 students’ performance, offers the guidance and help in time and leads the topic in depth.

3. The moderators summarize the conclusions of the discussion.

Lesson5:

Before class, create a bilingual class blog or Vlog. Post videos of interviews, self/peers feedback,

personal opinions, references, etc. to your blog in categories. The content can be published in both

Chinese and English. Other languages (Russian, Japanese, Korean) are encouraged. In class,

discuss with peers what they have learned through the unit. After class, reflect and summarize the

your global competence.

Supplement 1 Read & Tell

(Take Picture books as an example) After reading the book , tell your peers about:

Book Title: Author: Theme:

Summary:

Questions:

*Who are the subjects of the image?

*What did this image remind you of when you looked at it ? Why do you think of that?

*What major events in the United States were taking place when this photo was taken?

* Which is your favourite character in this book? What did you learn from him/her? Can it

be applied to your life today?

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 *How can you learn about history from a photograph?

Supplement 2 Attached Article

Kids exposed to racism have higher risk of depression and sickness

https://newsela.com/read/racism-kids-health/id/55148/?search_id=c605b6eb-ae4a-4dc6-babf-6b332b0ea9fe

Students from Hostos Community College in Bronx, New York, hold cardboard hands saying "This Stops Today" and

"I Can't Breathe" as they protest the police killing of black men in 2014. Photo by: Viviane Moos/Corbis via

Getty Images 

By Washington Post, adapted by Newsela staff
Published:08/14/2019 Word Count:943 Recommended for:Middle School - High School Text Level:7

A group of children's doctors warned at the end of July that racism can have long-term effects on children's health.

A new statement from the American Academy of Pediatrics (AAP) is the first it has issued to its members on the
dangers of racism. Doctors involved in the report said the current atmosphere makes the work urgent.

"If you look at what's in the news today, in social media, on Twitter, there's so much kids are exposed to," said
Jackie Douge. She is a doctor for Maryland's Howard County Health Department, who co-wrote the statement. It's
having health effects on kids, she said.

The report comes at a time when racism is making news. This includes statements made by President Donald
Trump that some people view as racist. It also involves the rise of white supremacists, who believe that white
people are superior to others.

The report drew on 180 studies and includes recommendations.

"There was a time not too long ago under another president when I think we as a society were talking about living
in a post-racial age. That's changed pretty dramatically," said Nia Heard-Garris, a doctor at Northwestern
University in Evanston, Illinois. "It's a new age of racism."

Racism Plays A Role In Health Issues

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For a study published in 2018 in JAMA Pediatrics, researchers surveyed high school students in Los Angeles,
California, during the 2016 presidential campaign. They did the survey again during the first few months of
Trump's presidency. The study found an increase in teenagers' stress about discrimination between 2016 and 2017.

Scientists have documented health differences between races in the United States for decades. African-Americans
are more likely than white people to die of diabetes and have heart disease and high blood pressure more often.
Black children are four times more likely to be admitted to the hospital for asthma.

Factors such as income levels, education, exposure to pollution and access to high-quality health care explain some
of the differences. However, researchers have become more certain that racism plays a role as well.

Exposure to racism in adults has been linked to an increased risk of heart disease, depression and other problems. 

Mental illness refers to a range of mental health conditions, which are disorders that can affect mood, thoughts and
behavior. Examples include depression, anxiety and eating disorders. Many people have mental health concerns at
some point. What distinguishes a mental illness, such as depression, from normal feelings such as sadness, is that
mental illnesses cause ongoing stress and severely interfere with a person's ability to function. Most mental
illnesses can be treated with medication and therapy.

Researchers have identified dangers from racism in developing babies and children. Studies have found lower birth
weights in babies born to African-American mothers who experience discrimination. A recent study found an
increased risk of early birth among Latina women following Trump's election. It is part of a pattern of poorer
health among Latinos during his administration. 

Studying The Effects Of Harassment And Stress

Other recent studies have found that children who are exposed to racism have a higher risk of depression, sickness
and being overweight. Researchers have linked racism with worse sleep and more doctor visits.

Ongoing stress wears away at people's bodies, researchers say. Experiences of discrimination can bring a stress
response in the body. Over time, stress responses can make the body more vulnerable to diseases.

There are other ways discrimination can affect children's health. The new AAP report points out problems such as
poverty, lack of food and differences in access to health care.

A few studies have used real-life situations to measure racism's effects. One study looked at the harassment of
Arab-Americans following the September 11, 2001, attacks. It was linked to higher rates of early birth and low
birth weights among Arab-American women in the six months following the attacks.

Another study was done after a 2008 immigration raid in Iowa. Immigration is moving to another country. The
raid involved hundreds of Latinos. Using birth certificate data from the nine months after the raid, researchers
found a greater risk of early birth and low birth weight for babies born to Latina mothers. 

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In recent years, Heard-Garris has studied how racism experienced by parents can have health consequences for
their children. Two years ago, she published a review of more than 1,300 studies on racism and children's health.
Some of the health impacts, she found, were more immediate and measurable, such as being overweight.

Doctors Should Be Ready To Counsel Families

Other effects of racism were less direct, she said. Even those, she found, can threaten a child's sense of fairness and
safety and grow feelings of helplessness and despair, which have long-term concerns for mental and physical
health.

The primary job of children's doctors is to protect their health, said Kyle Yasuda, president of the AAP. "Science
has shown us racism plays a part in that equation."

The AAP report includes a list of recommendations. It advises doctors to be prepared to counsel families on their
exposure to racism and to make their clinics as welcoming to all groups as possible. It also calls for them to
examine their own biases and address them.

The AAP recommends training office staff to be better able to communicate with families from all backgrounds.
The report also recommends more funding and research into the health effects of racism.

Researchers will keep monitoring the effects of racism on kids' health, Heard-Garris said. "I think they're trying to
figure out ways of coping that previous generations didn't have to. And I don't think we'll know what the
consequences are going to be for a while."

Assessment

I intend to assess students' global competence in two ways, formative assessment and

summative assessment, although formative assessment is often low-stakes. Students do not have a

clear understanding of their own abilities and are not sensitive to personal development changes.

Besides, competency assessment is an abstract concept, their cognition and evaluation of

themselves should rely more on the performance in their daily life, which eventually contributes

to form an accurate and comprehensive evaluation of themselves. Teachers need to help them

become aware of the shortcomings and find appropriate, comprehensive ways to evaluate

their performance and global competence. Journal entry and Final Report can help me to achieve

this goal.

I will ask the students to complete a simple Self-Reflection:A Convey of Racism from the

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beginning of the unit as a comparative reference for learning effects. Each student establishes a

journal entry. They take the record of what they have learned in class : knowledge, skills, and

dispositions every day or every week. Either charts or short paragraphs is acceptable. At the end of

the unit, they are required to complete the final presentation on class blog--upload a self-

evaluation video and shared with peers. The final summative assessment will be based on the

presentation and a Final Report: Rate Yourself in print. In this way, an evaluation system of

individuals, peers and teachers can be formed.

Self -Reflection: A Convey of Racism

Please leave your valuable ideas, thank you for your participation!

Q1*Did you know that American President Jefferson, Lincoln, Wilson, Roosevelt, and British
Prime Minister Winston Churchill were all racist?
YES No
Q2*Did you know that Black Floyd was suffocated to death by a white cop kneeling on his neck
for 8 minutes?
YES No
Q3*What do you think of the grab and police car crashes that were part of the black revolt over
Floyd?
Supportive : Aggressive behavior is understandable, because black people have long
been terrorized by police brutality, and the use of force to fight for their rights is right.
Opposing: Violence can bring hurt to innocent people, there are also those who serve
their own interests in the name of justice and neutrality.
Neutral : Some irrational acts should be considered independently. In general, force is
necessary, but the march needs to calm down and find a central issue that makes the
movement more rational and purposeful.
Q4*Do you feel anger and compassion for Floyd?
a certain emotional response physical discomfort and sadness
Q5* Do you support racism?
YES, it's a natural phenomenon No, racial differences are culturally constructed,
a form of bias

Neutral, do not support discrimination, but some people of color do have higher rates of
crime, they are wary of those races
Q6*Do you think yourself a racist? YES NO

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Final Report: Rate Yourself

How much does the following description match you? Mark the scores in the blanks.

3:That’s me/him/her! 2:That fits me/him/her most of the time.

1:It hardly matches me/him/her! 0: I /He/She have /has no idea what it is talking about!

Name: Date:

Scor Self- Peer Teacher

Elements e evaluatio Feedback Assessment

n
3 Score:__ Score:__ Score:__

I recognize biases and limitations of my Comments: Comments: Comments:

own perspective and understand those of 2 __________ _________ __________

others' perspectives on racial injustice. 1 _

Disposition
0
s

I actively seek to understand why 3 Score:__ Score:__ Score:__

inequities exist and challenge those Comments: Comments: Comments:

2
underlying causes for racism. I lead my __________ _________ __________
1
peers in my school to act on issues of _

equity locally and globally. 0

I regularly seek resources from varied 3 Score:__ Score:__ Score:__

perspectives and opportunities to stay Comments: Comments: Comments:

informed on local and global issues 2 __________ _________ __________

about racism and think critically about _

1
the potential impact of these events on
future conditions, both locally and 0
Knowledge globally.
I help others navigate the social, 3 Score:__ Score:__ Score:__

emotional, and cognitive aspects of Comments: Comments: Comments:

2
intercultural communication aiming to __________ _________ __________

help the people suffering from 1 _

discrimination.
0

3 Score:__ Score:__ Score:__

I am fluent in at least two languages and Comments: Comments: Comments:

2
Skills seek opportunities to use them in __________ _________ __________

schools and communities. 1 _

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 I initiate communication with 3 Score:__ Score:__ Score:__

individuals from across cultures and Comments: Comments: Comments:

2
nations, in which I demonstrate active __________ _________ __________

listening, critical thinking, and 1 _

perspective recognition.
0

References:

*Davis, N. J., & Robinson, R. V. (2006). Using a research article to foster moral reflection and

global awareness in teaching about religion and politics, theory testing,and democracy

in the Muslim world.* Teaching Sociology, 34(3), 296-312.

doi:http://dx.doi.org.prox.lib.ncsu.edu/10.1177/0092055X0603400308

*Hanvey, R. (1982). An attainable global perspective. New York: Global Perspectives in

Education.

*Mcallister, G., & Irvine, J. J. (2002). The Role of Empathy in Teaching Culturally Diverse

Students. Journal of Teacher Education, 53(5), 433-443.

doi:h10.1177/002248702237397

*Munin, A. (2007). Empathy. About Campus, 12(2), 30-32.

doi:http://dx.doi.org.prox.lib.ncsu.edu/10.1002/abc.209

*Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2019). Becoming a Globally

Competent Teacher. ASCD.

*Valadi, A., Rezaee, A., & Baharvand, P. K. (2015). The relationship between language learners’

willingness to communicate and their oral language proficiency with regard to gender

differences. International Journal of Applied Linguistics & English Literature, 4(5),

147-153. doi:http://dx.doi.org.prox.lib.ncsu.edu/10.7575/aiac.ijalel.v.4n.5p.147

Part II: Globally Competent Learning Continuum Self-Reflection Tool

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Name: Ke Kang

Level
Nascent,
Element Beginning, Evidence
Progressing,
Proficient,
Advanced
1.Empathy and Progressing I understand that everyone has his own worldview, the formation of
valuing multiple which is closely related to individual experience. A person who grows
perspectives up in a rich family and one in a family below the poverty line can not
share the same idea with each other. It's impossible to completely
change someone's point of view that is completely different from ours.
We can seek to understand and explore values and opinions from
different perspectives.
2.Commitment Progressing When I read books or surf online, I find that it is often the case that
to promoting something turns out to be completely different in different countries or
equity among different people. Because of the economic, political, cultural
worldwide and other factors, the national conditions of each country is different
from that of other countries. Each person has his own strengths and
weaknesses due to his or her background. What some people
desperately need may be of no use to others. We can not afford to be
completely fair to everyone. But I will do everything at my best to help
those in trouble , lift them out of their misery and enjoy the happy life.
3.Understanding Beginning I can give a rough idea of the geography of the world, the capitals, and
of global the basics of each country. I often look through the news to get a
conditions and general idea of what's going on in local area and each country around
current events the world. But I don’t know the details , cause and effect of the events.
4.Understanding Progressing I know that a global event will affect my work and life. Even seemingly
of the ways the unrelated events are intricately related. As described in the theory of
world is butterfly effect, a small change in airflow can cause a big storm.
interconnected Regarding global events in communities, schools, and areas I am more
familiar with, I can understand the impact it will have on me and the
changes in my life it will bring. As an educator, I will be very sensitive
to the impact of these events on my country and culture, and I will
adjust my classroom teaching according to them.
5.Experiential Progressing I understand very well that different countries and nationalities have
understanding their own unique cultures and customs. Some people will cherish
of diverse them, while some people will despise them. I respect various cultures
cultures very much because the existence of every culture has its background
and root cause.It is the crystallization of human civilization and
wisdom. Different people look at these cultures and customs with their
own views and perspectives. We need to accept these differences. I

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 have often made a conscious effort to explore local and non-local
cultures.That’s also the reason why I came to the United States to
participate in the NLGL graduate program. I think I have gained a lot
of knowledge of non-native cultures here.
6.Understanding Proficient I know that intercultural communication activities will have a
of intercultural significant impact on our cognitive level, personality shaping and
communication other aspects. In my country, people in different places have different
accents. It doesn’t matter which is right and which is wrong. In my
past experience, cross-cultural communication activities can be
achieved through investigation and research, lecture exchanges,
cultural festival activities, etc.
7.Communicatin Advanced I can use at least two languages, English and Chinese to communicate
g in multiple with others. I try to create situations where both languages are used at
languages the same time in the classroom, in the school and the community, I
like to compare the similarities and differences and discovery the
internal relationship between the two. I tried to apply native language
learning methods to non-native language learning and benefited from
that.
8.Creating a Progressing When explaining the reading materials, I will include related global
classroom events to help them understand that although their goal is to pass the
environment exams, the knowledge they learn at school is closely related to the
that values world and their lives. A student without global competence can only be
diversity and regarded as a backward person. I often use objective words when
global telling different opinions, without subjective evaluation, hoping that
engagement they understand the concept of different perspective. I will provide
them with more information from other people and countries related
to a particular topic.
9.Integrating Progressing When I design a class, I often think about how to integrate global
learning content and perspectives into my teaching naturally. I think the study
experiences that of English can involve all aspects of life. Knowledge of science,
promote humanities, society, psychology, geography are all necessary for the
content-aligned students. This is a good motivation to stimulate their interest in
exploration of learning languages. The English classroom can be used as a science
the world lecture hall in my point of view.
10.Facilitating Beginning Because of the limitations of teaching facilities, I can only provide my
intercultural students with a few opportunities to communicate with people from
conversations other cultures and countries. Our school occasionally invites scholars
and teachers from other countries to give lectures to students.
However, due to the large number of students and limited time, I
cannot provide each student with sufficient opportunities to have face-
to-face communication with them.
11.Developing Beginning Our school has built a new distance education system-Classroom
local, national, Alive, which can connect them with people from outside world.

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 or international Sometimes I take students there to cooperate with students and
partnerships teachers from other countries. They can communicate with friends
from other regions or countries and complete learning and exploration
tasks together.
12.Developing Nascent I think that my students' globalization ability is at an early stage. This
and using is directly related to my own development of consciousness. Most of
appropriate the teaching in our school is traditional, and the ideas and concepts
methods of that allow students to contact the world have been accepted only in the
inquiry to assess past one or two years. Therefore, the evaluation system and method
students’ global have not been formed.
competence
development

1.Which element(s) do you feel are your greatest strengths?

2.Which element(s) do you feel have the greatest room for growth?

3.After reflecting on 1 and 2, how do you want to move forward to be a globally competent

teacher after this course? What elements might you work on?

I think my greatest strength is communicating in multiple languages. First of all, I did pretty

well in the study of my native language since I was a child. I really like to use words to describe

everything around me and express my feelings and opinions. In my eyes, a small piece of leaf

deserves exploration, blows your mind, and even push you to write a book. I like to write articles

of different genres, especially prose and poetry. The power of language is enormous. I also like

English, which is a beautiful language different from Chinese. It was a wonderful feeling every

time I found that the two languages could be translated perfectly into each other. Moreover, I am

also very interested in learning other languages, communicating with students from Spain, Japan

and South Korea.They said that they felt stunned to hear my accurate pronunciation in imitating a

language that is completely unfamiliar to me.

The element I feel have the greatest room for growth is understanding of global conditions

and current events. During the past years, I learned for my own experiences that everything in the

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world has something in common, and they are all connected to each other, following a truth and

principle that I haven’t made sure of. Anyone who can see their commonality is a person with

superior cognitive ability. They are able to discern cause and effect or linkage among all the stuffs

on earth. Although realizing this, my knowledge of the outside world is not much because of my

keeping buried in textbooks teaching all day. It is often the case that I explain a global event to the

students the very next minute I’ve already known it. I can see connections between events in areas

I'm more familiar with but can not figure out the real connections among those I have little

knowledge of. All of these seriously affected my worldview and development in other elements ,

preventing me from becoming a global competent teacher.

In order to become a global competent teacher, I should continue to carry forward my

strengths and make up for the weaknesses. Due to the limitation of the teaching stage and the

current condition of the school, my English focuses on daily communications. That means, I can

not express deep thoughts in English as fluently as in native language. I desperately need to

improve it by creating opportunities. For instance, I can keep in touch with the friends and

professors I know here, and ask them for more scientific and systematic exercises, seeking for

ways and resources to improve my English. In addition to English, Korean and Japanese are also

languages frequently used in China. I need to acquire knowledge of them from friends in Japan,

South Korea and other countries, master as many communication skills as possible, and deeply

understand a wider range of different cultures. Convenient and fast networks, various social

platforms and software will help me a lot. I also need to consciously learn more about the latest

events in various fields of the world. Lack of knowledge in particular areas is mostly caused by

the satisfaction with what I have known and what I have produced after many years of work. I will

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make full use of various network information channels to gain insights of global events. Setting up

plans may work for a lazy woman like me to ensure the implementation. Another useful way I can

think of is to establish cooperative partnerships with colleagues and friends from other countries

who have the same desire to improve themselves, and monitor each other. Various activities to

enrich my own experience and enhance understanding of the world situation are welcome.

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