Towards an Integral Education: Working with Songs to Tackle Gender Inequality and Gender Violence in the EFL Classroom
Gender inequality and gender violence have been and are still two of the most relevant social issues worlwide, directly affecting half of the planet's population while also having an impact on us all. Despite this situation, these two cross-curricular elements, which should be overtly establish...
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| Formato: | tesis de maestría |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/39603 |
| Acesso em linha: | http://uvadoc.uva.es/handle/10324/39603 |
| Access Level: | acceso abierto |
| Palavra-chave: | English as a foreign language - gender violence Inglés como lengua extranjera - violencia de género 5701.11 Enseñanza de Lenguas |
| Resumo: | Gender inequality and gender violence have been and are still two of the most relevant social issues worlwide, directly affecting half of the planet's population while also having an impact on us all. Despite this situation, these two cross-curricular elements, which should be overtly established in the curriculum of every subject by Spanish law, are rarely dealt with in the vast majority of English text books and tend to be generally relegated to superficial extracurricular workshops. The purpose of this dissertation is to explore the state of the situation regarding cross-curricular elements being explicitly included in normal class hours, reflect upon gender inequality and gender violence, and ultimately propose a line of work exemplified in the form of a series of fifty-minute sessions which revolves around the use of songs as the main focus of a lesson and as an important source of motivation and authenticity. |
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