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Midterm Activity V1 Benlac

This document summarizes key concepts from a reading on multicultural and global literacies. It discusses: 1) The dimensions of multiculturalism including examining local and global issues from different perspectives and engaging in open interactions across cultures. 2) The global competence framework which involves applying knowledge, skills, attitudes, and values to global issues through effective communication and understanding multiple viewpoints. 3) Ways to integrate multicultural and global literacies in the classroom, such as incorporating diverse cultures to make all students feel accepted and using real-world topics to develop global competence beyond just textbooks and lectures.

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178 views3 pages

Midterm Activity V1 Benlac

This document summarizes key concepts from a reading on multicultural and global literacies. It discusses: 1) The dimensions of multiculturalism including examining local and global issues from different perspectives and engaging in open interactions across cultures. 2) The global competence framework which involves applying knowledge, skills, attitudes, and values to global issues through effective communication and understanding multiple viewpoints. 3) Ways to integrate multicultural and global literacies in the classroom, such as incorporating diverse cultures to make all students feel accepted and using real-world topics to develop global competence beyond just textbooks and lectures.

Uploaded by

RENIEL PAOR
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DE VERA, ALLYZA O MIDTERM ACTIVITY V1 (BENLAC)

BSED ENGLISH 1 MAY,12 2022

WHAT ARE MULTICULTURAL AND GLOBAL LITERACIES?

Multicultural Literacy consists of the skills and ability to identify the creators of
knowledge and their interests
to uncover the assumptions of knowledge, to view knowledge from a diverse ethnic and
cultural perspectives, and to use knowledge to guide activities that will create a humane
and just world
The ability to understand and appreciate the parallels and differences between your
culture’s customs, values, beliefs, and culture.
Multicultural experiences create global thinkers with personal skills and values. They
become prepared for active citizenship. They achieve career success in our globally
connected world.
(PAGE 72-73)

EXPLAIN THE GLOBAL COMPETENCE FRAMEWORK.


Global Competence is a multi-dimensional construct that requires a combination of
knowledge, skills, attitudes, and values successfully applied to global issues or
intercultural situations. Global issues refer to those that affect all people and have deep
implications for current and future generations.
Global competency demands effective communication skills— both linguistic and
intercultural—to engage in open, appropriate, and effective interactions with people
from different backgrounds. It equips individuals to move from learning about the world
to making a difference in it.
lonesome examples from the GCC's global competence matrix are appreciation for
cultural differences, ability to understand and consider multiple perspectives, capacity
for highly critical and analytical thinking, comfort with ambiguity and change, and
understanding of the complexity of global issues.
The four dimensions of global competence are supported by four inseparable
factors: knowledge, skills, attitudes, and values.
Global learning should enhance students' sense of identity, community, ethics, and
perspective-taking, and foster the ability to define and advance equity and justice
concerning human and natural systems.
(PAGE 73)

WHAT ARE THE DIMENSIONS OF MULTICULTURALISM?

DIMENSIONS 1 EXAMINES ISSUES OF LOCAL, GLOBAL AND CULTURAL


SIGNIFICANCE

This dimension refers to globally competent people's practices of effectively combining


knowledge about the world and critical reasoning whenever they form their own opinion
about a global issue.
DIMENSIONS 2 UNDERSTAND AND APPRECIATE THE PERSPECTIVE AND
WIRKD VIEWS OF OTHERS

This dimension of Perspective helps us understand situations from other positions and


consider other beliefs, experiences, and viewpoints. This gives us a better
understanding and greater empathy. It reduces bias, and judgment, and reduces
conflict.

DIMENSIONS 3 ENGAGES IN OPEN, APPROPRIATE, AND EFFECTIVE


INTERACTIONS ACROSS CULTURES

This dimension describes what globally competent individuals can do when they interact
with people from different cultures.

DIMENSIONS 4 TAKES ACTIONS FOR COLLECTIVE WE;-BEING AND


SUSTAINABLE DEVELOPMENT
 
This dimension focuses on young people's role as active and responsible members of
society and refers to individuals' readiness to respond to a given local, global or
intercultural issue or situation.

(PAGE 75-76)

HOW CAN GLOBAL COMPETENCE AND GLOBAL UNDERSTANDING BE


ASSESSED IN THE CLASSROOM?

Students gain global competence by practicing skill development in the classroom and
applying their learning to real-world topics. Although reading textbooks, listening to
lectures, and memorization have their place in learning, they must be paired with more
active learning to develop global competence.
(PAGE 79)

HOW CAN YOU INTEGRATE MULTICULTURAL AND GLOBAL LITERACIES IN


THE LESSON USING APPROPRIATE DELIVERY STRATEGIES, ASSESSMENT
TOOLS, AND INSTRUCTIONAL MATERIALS?

teachers can expand upon the stories provided and incorporate more cultures by using
outside textbooks and expanding lessons on each culture. make cultural connections
and include their own experiences. throughout the classroom by incorporating diverse
cultures, helping to make each student feel accepted and important.
Multicultural experiences create global thinkers with personal skills and values. They
become prepared for active citizenship. They achieve career success in our globally
connected world.
Awareness of and sensitivity to culturally determined norms promote understanding.
When students embrace the principle that difference does not equal efficiency, they
gain an appreciation for the wealth of diversity that surrounds us.
(PAGE 80—81)

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