6 things I like about Global:

1. ELLs make the language their own by thinking about timely, important issues and producing the language to express their thoughts and opinions.

2. The issues raised are genuine and engaging–not talking about going to the laundromat.

3. Thought-provoking literary works are used to grab learners’ attention. Additionally, their use also informs ELLs of books that have shaped culture.

4. Critical thinking is employed throughout, which helps prepare learners whose previous schooling focused more on rote learning–a real plus for those headed off to college in the English speaking world.

5. The authentic speakers, both native and ELL, help learners tune their ears to “real” conversation.

6. The inclusion of skills, such as reading graphs and tables and then discussing each student’s interpretation of the data, prepares learners for higher education and for tests such as IELTS. (This one is close to my heart, since I had university students preparing for the IELTS who were new to reading and interpreting graphs and tables).

Best of luck, and thank you!

I certainly agree that these kind of topics should be given more prominence in coursebooks though, and as I think has already been pointed out, topics about celebrities usually work best in a local context.

Just out of interest, how did you come up with these topics? Was it based on feedback from teachers and learners or was it your own intuition into what would appeal most?

As a North American (Canadian) myself, I insisted that real Americans do the American accents. We had four American actors in for that for certain things, plus a good handful of Americans in the Global voices.

As for depressing material, I kind of disagree. The topics mentioned are in the Hopes section, and looking at that text I don’t really find it depressing. Poignant at parts, but not a downer. Plus I’ve had enough of people shouting that these things aren’t ever in books.

Where you are right is the Usain bit. And I have already sent a note to the editor for this point. Let’s hope I can get it changed! Thanks,

L

Glad to see you’ve used authentic listening material. There has been many a time when I’ve cringed with embarrassment in the corner of the classroom at some of the atrocious listenings that coursebooks serve up (especially when it’s someone with RP trying to do an American accent).

The topics certainly sound a lot more interesting although a bit depressing maybe? ‘War, death, single mums and poverty!’

Btw, sorry to be pedantic, but Usain Bolt is the fastest man in the world, not Hussein Bolt. (Somewhere in the teacher’s book).