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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.
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.
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Autorenporträt
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.
Inhaltsangabe
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
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
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