TY - JOUR
T1 - Conceptualising transformative language teaching for sustainability and why it is needed
AU - Maijala, Minna
AU - Gericke, Niklas
AU - Kuusalu, Salla-Riikka
AU - Heikkola, Leena Maria
AU - Mutta, Maarit
AU - Mäntylä, Katja
AU - Rose, Judi
PY - 2023/2/19
Y1 - 2023/2/19
N2 - This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language teaching in a way that considers and utilises the special features of language teaching and learning. We discuss the substantial possibilities that language education offers to ESD and propose a transformation-oriented ESD framework as the foundation for TLS, covering the linguistic and cultural features of sustainability that are central to language teaching and learning. Finally, we outline the pedagogical implications for TLS related to subject matter content and methods, that is, how language teachers can use learner-oriented language teaching methods to integrate ESD in their lessons. We propose a theory-based interdisciplinary model for the implementation of TLS in language education and language teacher education.
AB - This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language teaching in a way that considers and utilises the special features of language teaching and learning. We discuss the substantial possibilities that language education offers to ESD and propose a transformation-oriented ESD framework as the foundation for TLS, covering the linguistic and cultural features of sustainability that are central to language teaching and learning. Finally, we outline the pedagogical implications for TLS related to subject matter content and methods, that is, how language teachers can use learner-oriented language teaching methods to integrate ESD in their lessons. We propose a theory-based interdisciplinary model for the implementation of TLS in language education and language teacher education.
KW - Education for Sustainable Development
KW - language teaching
KW - language teacher education
KW - sustainability
KW - langauge education
U2 - 10.1080/13504622.2023.2167941
DO - 10.1080/13504622.2023.2167941
M3 - Article
SN - 1350-4622
JO - Environmental Education Research
JF - Environmental Education Research
ER -