Education for Sustainable Development in Foreign Language Learning

Abstract

This unique volume utilizes the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning.Showcasing a variety of approaches to using content-based instruction (CBI) in college-level courses, this text valuably demonstrates how topics relating to environmental, social, and cultural dimensions of sustainability can be integrated in FL curricula. Chapters draw on case studies from colleges throughout the US and consider theoretical and practical concerns relating to models of sustainability-based teaching and learning. Chapters present examples of project-, problem-, and task-based approaches, as well as field work, debate, and reflective pedagogies to enhance students' awareness and engagement with sustainable development issues as they acquire a foreign language. Insights and recommendations apply across languages and highlight the potential contribution of FL learning to promote sustainability literacy amongst learners. This text will benefit researchers, academics, and educators in higher education with an interest in Modern Foreign Languages, sustainability education, training, and leadership more broadly.

Sustaining Content and Language Integrated Learning in China: A Systematic Review

“…Particularly, learning a foreign language (L2) is related to Sustainable Development Goal (SDG) 4, which focuses on ensuring quality education and promoting lifelong learning opportunities for all [11,12]. This is because learning an L2 helps individuals communicate and interact with people from different cultures and backgrounds and can also lead to better job opportunities and improved cognitive ability [2]. Foreign language education is also related to other SDGs.…”

“…SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all [11]. CLIL is a teaching approach that integrates content and language learning, allowing students to learn a subject while also developing their language skills [2]. By using this approach, students are able to engage with subject-specific content in a meaningful and relevant way, increasing their motivation and involvement in the learning process.…”

“…As an umbrella term that refers to an "educational approach in which an additional language is used for the learning and teaching of both content and language" [1], CLIL distinguishes itself from other foreign language teaching (FLT) approaches, with undeniable potential to benefit learners in knowledge construction, language learning, affective learning, cognitive development, and intercultural understanding. Furthermore, it lends itself to sustainable education and can be integrated at various levels because its dual-focused nature reflects a holistic approach to education, embraces cultural differences, and makes connections to other disciplines and students' daily lives [2]. CLIL was once considered an increasingly acknowledged approach to bilingual education in Europe [3], while its extensive spread has created an irresistible educational tide for other sociocultural contexts to swim with, one of which is China.…”

Kestävän kehityksen periaatteet kielenoppimisen arvioinnissa

“…2022). Vaikka kestävän kehityksen käsite usein liitetäänkin fyysiseen ympäristöön, se kattaa laajemmin myös tasa-arvon ja sosiaalisen oikeudenmukaisuuden teemoja, jotka ovat kieltenopetuksen keskiössä (Zygmunt 2016;de la Fuente 2021).…”

University language students’ evaluations of ecological, social, cultural and economic sustainability and their importance in language teaching

“…In language education, sustainability is often considered in terms of its cultural and social aspects, such as linguistic and cultural equity and human rights issues (Wagner et al, 2018;de la Fuente, 2021;Gunina et al, 2021;Maijala et al, 2023). Sustainable development is tightly linked to the concept of sustainability and in its ideal form, incorporates the idea of societal development and financial prosperity without using natural resources beyond their regeneration rate and without destroying natural habitats or threatening the survival of other species (United Nations, 2015).…”