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GlobalEd 2 - National Language Arts Standards

Although not all teachers will participate in the GlobalEd 2 simulation during the coming academic year, they will nonetheless receive professional development in content and methods in line with all of the thematic goals set forth by the National Council of Teachers of English. For those that do participate in GlobalEd 2, all of these thematic goals will be met as seen below:

• Different kinds of texts - Through the research students engage in, regarding issues presented in the GlobalEd 2 simulation, they are exposed to a variety of texts, both print and non-print. Students gain an understanding of various types of texts and more specifically, they become more critical of the types of texts one should consult when composing a scientifically based argument. By acquiring new information presented in the various texts, students build a more coherent understanding of different cultures around the world, as well as, different dilemmas and demands societies face among themselves and between one another.
• Reading comprehension - Through the GlobalEd 2 simulation, are exposed to a variety of texts as they conduct research regarding information pertinent to their country’s issues, thus they are able to apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate these different texts. They have the opportunity to draw on their previous experiences, as well as their comprehension and decoding skills to understand the texts they consult to compose their arguments.
• Communication to specific audiences - Through participation in the GlobalEd 2 simulation, students have the opportunity to use spoken, written, and visual language to communicate effectively with the members of their immediate group and also, with the larger audience of students representing the other countries in the simulation.
• Writing - Because all communication in the simulation occurs through writing, students employ a wide range of writing processes and strategies as they interact with different groups in the simulation. More specifically, they learn how to compose a formal scientific argument, as they negotiate resolutions within the virtual international community. In addition, students learn how to adopt their writing style to suit not only the purpose for which they are communicating, but also the audience with which they communicate.
• Spelling, Grammar, and Literary Terms - Through GlobalEd 2, students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts, as well as each other’s proposals and arguments.
• Research - Students within GlobalEd 2 must identify problems faced by both their individual country and the greater international community. Students gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) in order to communicate these problems to other participants and to propose evidence-based solutions to the problem/s they have isolated. They also engage in critical analysis of their counterparts’ propositions.
• Information Resources - In order to conduct their research, students have the opportunity to access and synthesize information from a variety of technological and information resources (e.g., libraries, databases, computer networks, Internet, video). They also communicate with other students in the GlobalEd 2 simulation electronically, via email, online posting, and synchronies-conferencing.
• Discussion and debate - Students participate as knowledgeable, reflective, creative, and critical members of their immediate country groups, as well as the larger student community participating in GlobalEd 2. The intent of the simulation is for students to engage in dialogic debates concerning potential solutions to a problem facing the international community.
• Lifelong learning - Since the GlobalEd 2 simulation provides for a constructivist environment and a very student-driven activity, students are able to use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, persuasion, and the exchange of information).

Download the Language Arts Standards (Word)