International Education

Creating Global Citizens International Education

Moving Beyond Borders

World Views

Last Writes

Michael Lenaghan, Myra Medina,

and Ginny Peterson Tennant present
an alternative program vision building
linguistic and cultural bridges
over increasingly troubled
international waters

18 http://www.languagemagazine.com July 2006


Putting an Views
World Unknown City on the Map
If Creating Global Citizens (CGC) were likened to an old-fashioned
stool, the three legs would be comprised of 1 Language Skills,
2 Cultural Awareness, and 3 Service. In the coming semester, CGC
students will travel to the Dominican Republic (DR) to a small city
called “Frasquito Gomez.” It is indeed so tiny that Dr. Lenaghan jokes,
“It’s not on any map in the world.” More seriously, this impoverished
city also fell off the map of the presidential plan for meeting United
Nation (UN) goals, but a well-intended intervention brought it to the
attention of DR officials and help has been sent on the way.
The school at Frasquito Gomez has no electricity, floors, or water.
It does not even have a sign. Lenaghan remarked, “It is at kilometer
marker 126 out of Santo Domingo.” However, students’ sweat equity
may pay off. The United States is in desperate need of competent
nurses to assist its aging population. Nursing is a desirable and
respected career in the DR, so it seems a match made in heaven for
the CGC, since Miami Dade College trains virtually every nurse, para-
medic, police officer, and firefighter in the county.
What do you get when you combine a top-notch psychologist, a
political scientist, and a language specialist in Spanish? Well, at Miami
Dade College (MDC) the result has been the reversal of the currents
now much in debate about erecting walls. Miami Dade College has
entered its second semester of a program designed to tear down
walls that separate us as global citizens. Michael Lenaghan, the glo-
betrotting professor of political science onboard the Global Citizens
project says, “It’s only natural. After all, we live in multi-cultural Miami
— and indeed paraphrasing the poet Danté, we are a separate per-
son for each language that we speak.”
Polishing a Golden Apple
Multi-cultural, multi-ethnic, multi-religious, and multi-lingual Miami
is a microcosm of the world, and on a good day, a scholar can
advance toward being a global citizen, professional, and community
developer. The Learning Innovations Leadership Team (LILT) at Miami
Dade College empowers and enables faculty to identify alternative
venues to provide students with opportunities for success.
Under the auspices of a MDC “Golden Apple Grant Program,”
three professors created and implemented an interdisciplinary learn-
ing community entitled, “Creating Global Citizens (CGC): A Multidisc-
iplinary Learning Community.” The grant-funded project involved inter-
twining, interconnecting, and integrating two beginning Spanish
courses taught by Professor Myra M. Medina, a revamped Psych-
ology of Personal Effectiveness course conducted by Professor Ginny
Peterson Tennant, and an International Relations course led by
Professor Michael Lenaghan. The professors decided to encapsulate
the project into a learning community format for several reasons.
Learning Communities as Bridges
Research in the learning community literature indicates that the
peer interactions afforded by a learning community allows deeper,
more internalized and complex thinking, and processing to take place
(Bransford, Brown, and Cocking, 2000). In addition, learning commu-
nities are intentionally structured to help students make two types of
July 2006 http://www.languagemagazine.com
International Education
connections. First, students are encouraged to connect ideas from
different disciplines to see how knowledge from one course is rele-
vant to knowledge in another course because they are co-enrolled in
two or more courses simultaneously (Klein, 2000; MacGregor, 1991).
The second connection involves linking students through on-going
social interactions because of being with the same students for extend-
ed periods. As a result of being part of an academic community, the
students further develop their identity and integrateLast
their learning
Writesinto
their worldview as well as their social and academic experiences.
The type of learning community that Medina, Peterson-Tennant,
and Lenaghan used consisted of a common cohort of students
simultaneously enrolled in two or more interdisciplinary courses that
were linked by a common theme. The overarching theme of the
learning community was “creating global citizens” in addition to hav-
ing the Dominican Republic as a focus of research. This focus on the
Dominican Republic had a clear purpose: the faculty plans to take the
students to the Dominican Republic so the students can practice the
language notions learned in the classroom and engage in Service
Learning during their visit to that nation.
The Creating Global Citizens learning community extended over
two academic semesters. In the Fall term, the students took Spanish
I and the multicultural psychology course. Then the cohort of stu-
dents continued into the Spring semester with the second Spanish
course linked with a course in international relations. Essentially, the
professors used Smith and Hunter’s (1988) idea of creating an
enhanced sense of academic community between students and fac-
ulty. This was done through mutual participation in both in-class and
out-of-class activities. Some of the in-class activities included guest
speakers, simulation games such as Barnga, “They’re Not Like Us,”
and the Mixed Up Zoo, Hispanic music and dance, food tasting, and
interactive WebCT assignments. Outside of class time, the learning
community and their professors attended the Miami International
Book Fair, and dined at “ Versailles,” a Cuban restaurant located in
the heart of Little Havana in Miami. The students also participated in
several Service-Learning experiences that were fully integrated into
the curriculum of the learning community.
Why Have a Language Component?
Speaking more than one language provides an additional dimen-
sion to being a global citizen. As well, there are many multiple advan-
tages to being able to communicate in more than one language. This
capability opens up a completely new world because it is not just
about conjugating verbs and memorizing grammar rules. Learning a
language implies becoming cognizant of another culture and how
people in that culture think. At times, people tend to create invisible
but impenetrable barriers because they do not understand each other
especially those who speak a different language. Being able to com-
municate in a foreign language affords individuals the opportunity to
expand their horizons and achieve a better understanding of others.
Considering the impact of technology and globalization, an addi-
tional advantage to knowing more than one language is having a
competitive edge in the job market of a global economy (Foreign
Language Education, n.d.). A study conducted with alumni from the
19
 International Education

Garvin School of International Management, showed that bilingual
MBA graduates felt they had a competitive advantage over those
who lacked knowledge of another language (Grosse, 2005). In addi-
tion, although the number of individuals studying a foreign language
has increased in high schools (The Center for Applied Linguistics,
1997; The National Center for Statistics, 2006), there is still concern
over the limited number of individuals who are able to communicate
in a foreign language, especially those working in government posts
(The State of Foreign Language Capabilities, 2000). In fact, this lan-
guage crisis has
World even become a subject of national security.
Views
Integrating Three Disciplines to Facilitate Global Citizens
and Professionals
Integrating the three disciplines was relatively easy because of the
complementary nature of the disciplines and the cooperative
approaches of three very interactive colleagues. The devil, of course,
was in the details regarding scheduling, topical coordination, co-cur-
ricular and field experiences and the non-class sessions to advance
and adjust along the way. Relating to Howard Gardner’s (1983) “mul-
tiple intelligences theory” that proposes that each scholar has at least
nine measurable intelligences, multi-disciplinary course engagement,
and varied teaching styles allows for the widest embrace of students’
distinct dominant intelligences that may complement the dominant
intelligences of other students — also true within and across cultures
(Gardner). The three colleagues had distinct yet complementary
teaching styles that related to varied learning styles thereby offering a
International Education
range of approaches that both comforted and challenged members
of the learning community. All of this variety, however, added flavors
to the richness of the experience.
Engaged Learning
During a recent program review, all the presenters agreed that
engaged learning is accomplished when students realize what they
learn in class applies to the real world. In addition, an essential com-
ponent of that learning experience is ‘moving students out of their
comfort zone.’
Of course, international relations are rife with cross-cultural faux
pas, some of which can literally lead to war. Ford sells the Nova in
Latin America, which means “no go,” in Spanish, and is not the best
seller. Jokes particularly translate poorly. In Cuba, aLast Writes
restaurant patron
can quip, “Give me the bill and the police,” and have a jointly shared
laugh. The same Spanish phrase in the Dominican Republic might
actually cause a police officer to show up.
As a result, engaged learning is learning up-close and personal.
Students interact with the multifaceted Miami community through
Book Fairs, Restaurants (practicing jokes, even), learning to dance

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20 http://www.languagemagazine.com July 2006


the Merengue, simulation games, and heritage speakers. Dr.
Lenaghan, who is also active in the Model United Nations, has had
world-renowned
World Viewsspeakers come to Miami Dade College and interact
with the CGC cohort.
It’s Contributing
Myra Medina, whose dual background covers both Spanish and
English as a Second Language explained, “We have many objec-
tives covered in this project, including contributing to the local and
global economy.” She further explained, “The Creating Global
Citizens project has at its heart employable skills, tied into a class
trip of learning, teaching, and compassion to the Dominican
Republic (her native land), but also aimed at long-term employable
skills for both communities.”
Professor Medina waxed passionately about the transforming
process that the interdisciplinary approach has taken. She spoke of
teaching Spanish using advanced technology at the College to those
who have had minimal exposure to Spanish before.
She elaborated, “The students can click on an integrated College
WebCT site, listen to the song “Ojalá, que llueva café,” while seeing
stunning photos and sub-text all the while.
Moreover, reinforcement of the Spanish portion of the CGC is
accelerated when students are able to click on an underlined word,
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teaching English as a second language.
Knowledgeable and dedicated faculty bring contemporary,
first-hand experience to the classroom, providing students
with current theories and methods essential to becoming
effective classroom teachers.
July 2006 http://www.languagemagazine.com
International Education
such as “queso blanco,” and a photo of cheese pops up, or “mon-
taña,” and see a photo of a mountain. In addition, to familiarize stu-
dents with the Dominican Republic, each student was assigned to
research a topic related to the country. Some of the topics dealt with
famous Dominicans, the carnival celebration, history, and so on.
These were presented to the class as a Power Point and loaded to
the WebCt site. In addition, to studying about the Dominican
Republic, the students also studied about Puerto Rico, Cuba, and
Peru; moreover, these special assignments were also integrated on
the WebCt. Last Writes
Of course, even while the world is moving towards global English,
the CGC program is critical for moving first world students into sec-
ond or third world backwaters where citizens’ opportunities are fre-
quently limited by economics, contacts with the outside world, where
the language divide presents a barrier as well-all interrelated in a
matrix that CGC is designed to deconstruct.
Professor Medina acknowledges that there are some challenges
in teaching Spanish, “The subjunctive form in Spanish is quite a
mountain to climb,” she quipped during a recent presentation. As
well, such reinforcement is perhaps easier to absorb in Miami than in
most other locales. Professor Medina insists that the participating
students read Tiempos del Mundo and People en español, in an
attempt to nuance its non-Anglo-centric viewpoints.
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21
 International Education

Interdisciplinary Approaches
Professor Ginny Peterson-Tennant noted that one of the primary
goals of CGC is to: “Create a community and take it abroad.” In fact,
the interdisciplinary team is creating something new under the sun for
the benefit of humankind whereby “Global Citizens,” will bring a fresh
outlook and perspective to neighbors and the positive and negative
impact that they can or may have upon each other. The Dominican
Republic was chosen to accomplish this purpose. As Dr. Lenaghan
points out, “The Dominican Republic is perhaps unique because it
has been
World identified
Views of one out of eight countries, which can realize
the UN goals of development by the year 2015. In fact, the DR has
almost achieved the important goal number two — universal education.”
Service-Learning with a Global Peace Perspective:
Service for Peace/Servicio Para La Paz
Taking an essentially good concept and practice — Service-
Learning and raising the expectations to emphasize the ethic of not
only “service above self” but “living for the sake of others” is a chal-
lenge, and within the cultural dimensions of two languages, but a feat
worthy of performing. Much sweat equity generated much sweet
equity in the process. Service For Peace in the USA and Servicio
Para La Paz in the Dominican Republic are distinct in Service-
Learning because they integrate students with a whole spectrum of
community leaders, faculty, and the community — from children to
adults — in a working relationship within the ethic of “service above
self” and “living for the sake of others.”
International Education
Service Learning operates on the premise that students apply
content and competencies from each course and its disciplines in
community service or civic engagement circumstances. In the case of
a dual language context, the insights and motivations described in
Goleman’s (1997) Emotional Intelligence also comes into play: each
student’s capacity to communicate, empathize, respond to insights,
and guide their competencies in community service required a maturi-
ty (emotional intelligence) that not all were familiar with nor highly
competent in, at first blush. While the learning community was rela-
tively small, the value of a kinesthetic, inter-personal, linguistic, and
logical engagement in the community contributed to each one’s moti-
vation, language proficiency, and progress.
‘Take Down That Wall’ Last Writes
Of course, “there will be tears.” Ginny Peterson-Tenant notes that
there will always be significant hurdles to overcome-both institutional
and personal. Recruitment of candidates who can run the full and rig-
orous course of the CGC program is one challenge. Another chal-
lenge is to align the learning activities within the schedule at the
College — such things as conflicting blocks can impact the time con-

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 International Education

straints of students. She also advised, “The CGC takes a great deal
of nurturance. Just because you build it, this does not mean they will
come. This isViews
World a not just a project, but a process.”
It is the sentiment in the heart of many Americans — to take
down barriers. Small steps, which may climb high mountains, are
being taken at Miami Dade College to positively affect this heartfelt,
universal goal.
As Michael Lenaghan infuses the important subject with humor: “I
used to be called an FBI — Foreign Born Irish. Now I’ve become CIA
— Caribbean Irish American.” And that is a testament to how much
the wall has fallen — and how much further it will crumble under
humanitarian programs such as the CGC.
References
Bransford, J.D.; Brown, A.L., and Cocking, P.R. (eds.) (2000). How
people Learn, Brain, Mind, Experience, and School, National
Research Council/National Academy Press, Washington, D.C.
Foreign Language Education (n.d.). National Association of State
Boards of Education (NASBE), 11(9).
Gardner, H. (1983). Frames of Mind: The Theory of Multiple
Intelligences. NY: Basic Books.
Goleman, D. (1997). Emotional Intelligence. NY: Bantam Books.
Grosse, C. U. (2005). The competitive advantage. Thunderbird
Magazine, p. 44.
Klein, T. (2000, July/August). From classroom to learning commu-
nity: One Professor’s Reflections. About Campus, 12-19.
MacGregor, J.T. (1990). Collaborative learning: Shared inquiry as
a process of reform. In M. D. Svinicki (Ed.), The changing face of col-
lege teaching: New directions for teaching and learning. 42, p. 19-30.
Smith, B. L. and Hunter, M. R. (1988). Learning communities: A
paradigm for educational revitalization. Community College Review,
15 (4), 45-51.
The Center for Applied Linguistics (1997). Retrieved May 18,
2006, from www.cal.org.
The National Center for Statistics (2006). Retrieved May 18, 2006,
from http://nces.ed.gov/programs/digest/d99/d99t058.asp
The State of Foreign Language Capabilites in National Security
and the Federal Government (2000). Committee on Governmental
Affairs United States Senate. Retrieved May 18, 2006, from
http://www.fas.org/irp/congress/2000_hr.
Kyriakides Endowed Teaching Chair Professor in the Social Science
Department and The Honors College at Miami Dade College. He is a
Fulbright Senior Specialist Fellow and a Rotary International University
Teaching Fellow India, as well as recent recipient of several National
Endowment of the Humanities American History Landmark Summer
Workshop appointments, in 2005 and 2006.
Myra M. Medina holds degrees from Rhode Island College (BA and
M.Ed.) and is currently a doctoral student. She is the American
Express Endowed Teaching Chair Professor in the Last Department
Writesof ESL
& Foreign Languages. She has received recognitions from the
University of Texas at Austin, Rhode Island College, and Critica
Literaria Dominicana Sobre Escritoras Hispanoamericanas. A pub-
lished writer in English and Spanish, Medina is a member of the edi-
torial board of Baquiana, a prestigious literary journal. She has been
featured in Who’s Who Among American Teachers and The Hispanic
Outlook in Higher Education.
Steven Donahue, features editor at Language Magazine, and an
assistant professor at Miami Dade College, has avidly followed the
Creating Global Citizen project, and collaborated with his colleagues
on this article.
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(BSFS and MA) and Virginia Tech (CAGS and Ed.D.). He is a
July 2006 http://www.languagemagazine.com 23