Transformative Language Teaching for Sustainability: Integrating Education for Sustainable Development in Language Classrooms

Conceptualizing Transformative Language Teaching for Sustnability and Its Necessity

This paper define transformative language teaching for sustnability TLS and illustrate how contemporary, learner-oriented language instruction can facilitate the acquisition of crucial competencies and abilities required for attning the goals of education for sustnable development ESD. Our primary objective is to integrate transformational aspects of ESD into language teaching in a manner that acknowledges and capitalizes on the unique characteristics of language learning processes. We will delve into the extensive possibilities offered by language education towards fostering sustnability and propose an ESD framework as the foundational pillar for TLS, focusing on the linguistic and cultural dimensions central to language instruction.

We will argue that language education presents significant opportunities for ESD integration and introduce a transformation-oriented ESD framework tlored specifically for TLS. This framework encompasses key linguistic and cultural aspects of sustnability pivotal in language teaching contexts. Finally, we will outline pedagogical implications for TLS concerning subject matter content and methodologies, highlighting how language teachers can utilize learner-centered teaching strategies to incorporate ESD into their lessons.

A theory-based interdisciplinary model will be presented to guide the implementation of TLS within language education and teacher trning programs. This paper contributes to a comprehensive understanding of how transformative language teaching can promote sustnable development through educational practices in language learning environments.

Keywords: Education for Sustnable Development, Sustnability, Language Education, Language Teacher Education

Author Declarations:

All authors declare no conflict of interest.

Funding Information:

This research has been supported by the Kone Foundation under Grant Number 202006277.

Contributor

Minna Mjala PhD, EdD is a Professor at the School of Languages and Translation Studies at the University of Turku. Her expertise lies in the areas of foreign language teaching, cultural studies, teacher education programs, sustnable development principles integrated into language teaching, and curriculum design for ethical and environmentally responsible practices. She leads an interdisciplinary project on Ethical and Sustnable Language Teaching EKKO, which examines how values of ethics and sustnability can be effectively promoted through language instruction.

Niklas Gericke PhD is a Professor at Karlstad University's research center SMEER, focusing on science education with specific interests in biology teaching, inquiry-based learning methods, and integrating sustnable development concepts into the curriculum. He specializes in innovative educational practices that m to foster students' understanding of ecological issues.

Maarit Mutta, an Associate Professor PhD, has expertise in online foreign language es and the lexicon usage of multilingual learners. Her research focuses on topics like language fluency, informal learning environments, and sustnability aspects within language education. She contributes significantly to the development of inclusive teaching strategies that address diverse linguistic backgrounds.

Judi Rose is a doctoral researcher with the Ethical and Sustnable Language Teaching EKKO project at the University of Turku. Her research focuses on multilingualism and social issues related to sustnable language practices, particularly in contexts involving heritage language literacy and its implications for English reading comprehension abilities.

Katja M?ntyl?, Senior Lecturer at the University of Jyv?skyl?, specializes in vocabulary development and writing skills within secondforeign language learning. She explores learner and teacher beliefs about different learning methods and focuses on strategies to improve multilingual competencies, particularly those who might benefit from incorporating sustnability principles into their teaching.

The team brings together diverse expertise in the field of education, focusing on innovative ways to integrate sustnable practices and ethical considerations into language teaching methodologies.

The Author Declarations section is a format that may vary deping on academic journals or conferences. It typically includes information about any conflicts of interest, funding sources, and roles and affiliations of each author involved in the research project. In this context, it assumes a specific structure .
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