Page 79 - Beyond Methods

Maximizing learning opportunities 67
3.3.1 Begin by asking your students what they know about global- ization. You might even start with different word forms: globe, global, globalize, globalization, and globalism. Touch upon how, in terms of economy, culture, and communication, the world is shrinking and is becoming more and more interdependent. Do not hesitate to use the cliche “global village.” Draw from your students names of multinational corporations that have global reach. If necessary, ask leading questions to elicit names that should be familiar to them—Nike, Coca-Cola, Mc- Donald’s, etc. Zero in on McDonald’s, and ask them what they know about it. Then, as homework, have them access McDonald’s official Web site (www.mcdonalds.com) and find out as much as possible about McDonald’s and its services around the world. Keep the assignment open-ended so that they can bring back any information they like.
3.3.2 In class, ask a few students to share the information they col- lected. They may have found that, for instance, McDonald’s “is the largest and best-known global food service retailer” with more than 28,000 restaurants in 120 countries—or any figure displayed at the time they accessed the Web site. Ask them whether they noticed any difference in the food and the ambiance in McDonald’s compared with other fast-food restaurants. Also, engage them generally on what chal- lenges McDonald’s may have to face to serve food in so many countries with so many different cultures, religions, and dietary habits.
3.3.3 Next, have them return to McDonald’s home page and from there go to various links in which information about McDonald’s in sev- eral countries is given. This time, ask them to focus on how McDonald’s tries to be sensitive to local diet customs conditioned by cultural and religious beliefs and practices. Let them comment on its global reach and local touch.
3.3.4 In class, ask a few students to share the information they col- lected. Or, pair students and ask each pair to exchange information. For instance, they may have found out how McDonald’s serves Kosher food in Israel, conforming to the laws of the Jewish religion; or Halal food in Saudi Arabia and other Muslim countries, following Islamic re- ligious traditions; or vegetarian food in India, where most people do not eat meat. Ask your students to share their views on why McDon- ald’s has to be culturally and religiously sensitive, and how it manages to do so.
3.3.5 Moving beyond the official Web site and focusing specifically on the issue of cultural and economic globalization, ask your students to find any recent news items from any part of the world where local people opposed McDonald’s for cultural or economic reasons. Suggest