eprintid: 10004708
rev_number: 19
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/47/08
datestamp: 2010-05-17 14:11:32
lastmod: 2017-12-07 21:12:14
status_changed: 2010-05-17 14:11:32
type: article
metadata_visibility: show
item_issues_count: 2
creators_name: Starkey, Hugh
creators_id: h.starkey@ioe.ac.uk
title: Language teaching for democratic citizenship
ispublished: pub
divisions: B14
abstract: 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.
date: 2006
date_type: published
language: eng
full_text_status: restricted
publication: Lingua e nuova didattica
pagerange: 44-54
pages: 11
refereed: FALSE
citation:        Starkey, Hugh;      (2006)    Language teaching for democratic citizenship.                   Lingua e nuova didattica     pp. 44-54.         
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10004708/1/Starkey2006Language44.pdf