INFUSING REAL-LIFE INTO THE LANGUAGE CLASSROOM

Abstract

Ever fast growing developments in the global world and discussions of 21st century framework such as critical thinking, creativity, communication and collaboration enforce educators in almost every field to transform their beliefs and practices. English language teachers, being no exception, also try to nurture real-life skills in their classrooms. With this aim, 'Community Involvement Projects' (CIP) were initiated at the Eastern Mediterranean University English Preparatory School in 2010. Since then some real-life colours have been infused into teaching-learning processes of the intermediate programme. CIPs involved determination of goals and stages of a project in an area of students' own interest, answering weekly reflective questions and sharing experiences with friends and teachers by giving presentations to a large audience upon the completion of the project. While doing their projects, students had to adopt a self-directed approach to learning, and learn how to approach problems and work in groups. The hands-on-experience of communicating and collaborating with both peers and members of the wider community enabled students to think more critically on certain community issues and be actively involved in the solution of some community problems. What is more, these projects were opportunities for active real life use of English for the students. This paper describes how CIPs helped to turn the traditional English 'glassroom' into a 'globalroom' by sharing students' and teachers' views and feelings about their project experiences. It is hoped that the present study encourages educators from different parts of the world to conduct similar projects in their own contexts and inspires them to conduct further research.