Transformative Language Teaching for Sustainability

From Theory to Practice
Erscheinungsjahr 2025
ISBN: 978-3-031-85492-7
Verlag: Springer Nature Switzerland

Buch, Englisch, 309 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 536 g

This edited book is centred around the novel didactic model of Transformative Language Teaching for Sustainability. The contributing authors discuss the uses and possibilities of the model, as well as other sustainability-related aspects of language education, such as Education for Sustainable Development, transformative language teaching methods, and ecolinguistics. The book consists of a combination of theoretical review articles and practical research articles drawing on findings from a variety of contexts and educational settings. While there are many practical examples of pedagogical approaches and methods for transformative education for sustainability, this book presents a thorough framework based on academic research, designed to be useful to language teachers, teacher trainers, policy makers, and curriculum designers, as well as academics working in fields such as applied linguistics, language learning, language teaching, language education policy, environmental education, and sustainability education.

Zielgruppe

Research

Autoren/Hrsg.

Maijala, Minna

Ullakonoja, Riikka

Kuusalu, Salla-Riikka

Fachgebiete

• Geowissenschaften Umweltwissenschaften Nachhaltigkeit
• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geowissenschaften Umweltwissenschaften Umweltwissenschaften

Inhaltsverzeichnis

Chapter 1. Introduction – Towards transformative language teaching for sustainability().- Part I : Theoretical considerations.-Chapter 2. Education for Sustainable Development in subject-specific education and the contribution of language teaching ().- Chapter 3. Linking Education for Sustainable Development globally with language learning ().- Chapter 4. Unsustainability and ecolinguistics ().- Part II : Pedagogy and practices.- Chapter 5. Future visions and pedagogical practices in pre-service language teachers’ reflections on sustainable development in language teaching in Finland and Namibia ().- Chapter 6. Sustainability content in German language coursebooks in Europe ().-Chapter 7. Transformative language teaching practices for sustainability among adult L2 learners of Swedish in a German university: The case study as a teaching method ().- Chapter 8. Materials for Transformative Language Teaching for Sustainability model – Students’ perspectives ().- Chapter 9. The social aspect of sustainable development in language teaching and learning – Pre-service language teachers’ perceptions of multilingualism ().- Chapter 10. Integrating plurilingual repertoires in a multi-ethnic school – Addressing sustainability issues in Amazonia ().- Chapter 11. Ecolinguistic Learning Modules for English language and linguistics ().

Über Autor(innen)

Minna Maijala is professor of language teaching and learning at the School of Languages and Translation Studies at the University of Turku, Finland. She is the principal investigator of sustainability-related projects EKKO, SustainLANG, and SeedLING. Her areas of expertise include research on the teaching and learning of foreign languages, culture teaching, language teaching materials and their reception, language teacher education, and sustainability in language teaching and learning.

Salla-Riikka Kuusalu is a postdoctoral researcher at EKKO-project at the School of Languages and Translation Studies, a university teacher at the Department of Biology, and a teaching coordinator at a forest conservation and restoration focused Nature2100 Fund at the University of Turku. Her recent focus on interdisciplinary research on language teaching for sustainability and ecolinguistic research builds on her background in ecological research.

Riikka Ullakonoja is a researcher at EKKO-project and holds the title of Docent at the School of Languages and Translation Studies at the University of Turku. She also works in project AASIS on automatic assessment of oral interaction. Her expertise on language learning, teaching and assessment has been used in studies involving the use of experimental and phonetic methods in several different languages.