1st Edition

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

Edited By María de la Fuente Copyright 2022
    264 Pages 13 B/W Illustrations
    by Routledge

    264 Pages 13 B/W Illustrations
    by Routledge

    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.

    Introduction: What is Education for Sustainable Development (EDS) and Why Should it be Integrated in College Foreign Language Curricula?

    María J. de la Fuente

    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. Laura Barbas-Rhoden

    3. Multiliteracies Pedagogy: Theory to Practice for Scaffolding Sustainability Literacies
    4. Kristen M. Turpin

    5. Project-Based Language Learning: Addressing Cultural and Linguistic Diversity Issues in Climate Actio
      Megan M. Ferry
    6. Problem-Based Pedagogy for the Advanced College Language Curriculum: Becoming a Multicompetent Language User through Sustainability Education
    7. María J. de la Fuente

      Part 2

      Implementing Sustainability-Based Curricular Initiatives in Foreign Language Education

    8. Engaging Students with Social, Cultural, and Environmental Sustainability Topics in the Spanish-Speaking World: A Reimagined Beginning Spanish Curriculum
    9. Jorge Méndez Seijas and María Luisa Parra

    10. Beyond the Language Requirement: Implementing Sustainability-Based Fl Education in the Spanish Foundations Program  
    11. Raychel Vasseur and Yerko Sepúlveda

    12. Toward the Greening of the Intermediate French Language Curriculum
    13. Richard Kern and Vesna Rodic

    14. Toward Sustainability in German Curricula
    15. Alec Cattell and Belinda Kleinhans

      Part 3
      Exploring Interdisciplinary Collaborations toward Sustainability Education in FL Programs

    16. Cross-Disciplinarity at the Core: Teaching Sustainability in a Business German Course        
    17. Margaret Gonglewski and Anna Helm

    18. Content-Based Instruction in a Spanish Language Classroom: Climate, Identity, and Historical Patterns of Latin American Migration to the United States
    19. Silvia M. Peart, Bradford S. Barret, and Sharika D. Crawford

    20. Sustainability across the Curriculum: A Multilingual and Intercultural Approach
    21. Deborah Reisinger, Sandra Valnes Quammen, Yan Liu, and Edgar Virgüez

    22. Translanguaging in Language and Area-Studies Curriculum: A Japanese FLAC Course of Minamata and Fukushima in Environmental Humanities

      Nobuko Chikamatsu


    María J. de la Fuente


    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.