Abstract
Sustainable literacy in language learning and teaching is a relatively new area of research. The majority of volumes and articles have been published since 2010. This bibliographical review traces the main factors influencing the development of sustainable literacy in foreign language (FL) learning and teaching: ecolinguistics, the ecology movement, and environmental humanities. The author delves into the origins of education for sustainable development (ESD) in FL teaching and highlights the impact that American FL academics have had in enhancing ESD through curricular and module design. This teaching and learning enhancement is connected with the publication of the Modern Languages Association report in 2007, which called for the renovation of FL education in Higher Education due to a decrease in the number of students interested in learning languages. The article continues with a description of the main common features among the main publications. The bibliographical review ends outlining the two main edited volumes in this field.
References
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© 2022 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Introduction
- Research on sustainable development literacy and affective learning and teaching actions
- Articles
- The implementation of plurilingual language policies in Higher Education – the perspective of language learning students
- The relationship between language learning strategies, affective factors and language proficiency
- Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic
- University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency
- Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences
- Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia
- The native speaker teacher. Theoretical considerations and practical implications
- Special Section: Sustainable development literacy in Language Learning and Teaching; Guest Editors: Odette Gabaudan and Pilar Molina
- Bibliographical review on sustainable literacy in language learning and teaching
- On a journey towards Education for Sustainable Development in the foreign language curriculum
- Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education
- Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany
- Cultural literacy and sustainable development through English: a look from CLIL in pharmacy
- Reports
- Embed sustainability in the curriculum: transform the world
- Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal
Artikel in diesem Heft
- Frontmatter
- Introduction
- Research on sustainable development literacy and affective learning and teaching actions
- Articles
- The implementation of plurilingual language policies in Higher Education – the perspective of language learning students
- The relationship between language learning strategies, affective factors and language proficiency
- Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic
- University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency
- Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences
- Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia
- The native speaker teacher. Theoretical considerations and practical implications
- Special Section: Sustainable development literacy in Language Learning and Teaching; Guest Editors: Odette Gabaudan and Pilar Molina
- Bibliographical review on sustainable literacy in language learning and teaching
- On a journey towards Education for Sustainable Development in the foreign language curriculum
- Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education
- Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany
- Cultural literacy and sustainable development through English: a look from CLIL in pharmacy
- Reports
- Embed sustainability in the curriculum: transform the world
- Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal