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

ISBN-13: 9780367530327 / Angielski / Twarda / 2021 / 242 str.

Mar?a J. de la Fuente

Opis

This unique volume utilises the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning.

Spis treści

Introduction: What is Education for Sustainable Development (EDS) and Why Should it be Integrated in College Foreign Language Curricula?  Part 1: Approaches to Integrating Education for Sustainable Development into Foreign Language Curricula 1. Sustainability and the Pluriverse: from Environmental Humanities Theory to Content-Based Instruction in Spanish Curricula  2. Multiliteracies Pedagogy: Theory to Practice for Scaffolding Sustainability Literacies  3. Project-Based Language Learning: Addressing Cultural and Linguistic Diversity Issues in Climate Action  4. Problem-Based Pedagogy for the Advanced College Language Curriculum: Becoming a Multicompetent Language User through Sustainability Education  Part 2: Implementing Sustainability-Based Curricular Initiatives in Foreign Language Education  5. Engaging Students with Social, Cultural, and Environmental Sustainability Topics in the Spanish-Speaking World: A Reimagined Beginning Spanish Curriculum  6. Beyond the Language Requirement: Implementing Sustainability-Based Fl Education in the Spanish Foundations Program  7. Toward the Greening of the Intermediate French Language Curriculum  8. Toward Sustainability in German Curricula  Part 3: Exploring Interdisciplinary Collaborations toward Sustainability Education in FL Programs   9. Cross-Disciplinarity at the Core: Teaching Sustainability in a Business German Course  10. Content-Based Instruction in a Spanish Language Classroom: Climate, Identity, and Historical Patterns of Latin American Migration to the United States  11. Sustainability across the Curriculum: A Multilingual and Intercultural Approach  12. Translanguaging in Language and Area-Studies Curriculum: A Japanese FLAC Course of Minamata and Fukushima in Environmental Humanities  Conclusion

O autorze

María J. de la Fuente is Professor of Spanish in the Department of Romance, German, and Slavic Languages and Literatures at The George Washington University, USA.