A Call for Change in Times of Globalization. A Comparative Analysis of the Ontario Secondary L2 Curricula Through a Citizenship Lens
Abstract
This paper shares the finding of a comparative analysis of the ESL/ELD curriculum Grades 9 -12 (OME, 2007a) ( ESL/ELD) and the FSL curriculum Grades 9 -12 (OME, 2014) (FSL) focused on the Ontario Ministry of Education’s (OME) global citizenship goal for second language students. Global citizenship has become a curricular goal in many educational systems around the world, including in Canada – Ontario. Additionally, learning global citizenship in tandem with second language (L2) is advantageous (Cates, 2005 and 2013; Nussbaum, 1994 and 1996; Starkey, 2007) because globalization has increased racial, cultural, and ethnic interactions (Hansen, 2008) and the language classroom has become a place where the different cultures meet. Therefore, it is important to understand how the OME integrates global citizenship principles in the education of English and French L2 learners. Results suggest the ESL/ELD curriculum does not promote global citizenship; instead, it aims to prepare students for the job market and for becoming passive citizens. Additionally, the FSL curriculum’s goal to prepare students for global citizenship, through intercultural understanding, is superficial and inefficient. Findings have shown the OME needs to review the ESL/ELD and FSL curricula to promote global citizenship education and prepare learners to become caring and connected citizens of the world.
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