Education for Sustainable Development in Foreign Language Learning Content-Based Instruction in College-Level Curricula

• Format: eBook
• Language: English
• Published: Taylor & Francis 2022
• Series: Routledge Research in Language Education
• Subjects: Anthropocene; Book Industry Communication; Climate change; Content-based instruction (CBI); Curriculum planning & development; Curriculum planning and development; Economic sustainability; Education; Educational systems and structures; environmental education; environmental literacy; Environmental sustainability; Foreign language instruction; Foreign language learning; Higher & further education, tertiary education; Higher Education; Higher education, tertiary education; Modern foreign languages; Organization & management of education; SDG; Social sustainability; Society & social sciences; Society and Social Sciences; Sustainability; Sustainability integration; Sustainability literacy; sustainable development goals; Teaching of a specific subject; Teaching of specific groups & persons with special educational needs; Teaching of students with English as a second language (TESOL); United Nations' 2030 Sustainable Development Agenda
• ISBN: 9781000480177; 1003080189; 9780367530327; 9781032131108; 1000480178; 0367530325; 1032131101; 9781003080183
• DOI: 10.4324/9781003080183

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.