SDGs in Language Education in Higher Education

This bibliography will be updated on an ongoing basis as additional publications are located and new ones are released.

Language Policy and the SDGs

Holmes, J., Moraes-Oli R., Rickards, L., Steele, W., Hotker, M., & Richardson, A. (2022). Online learning and teaching for the SDGs – Exploring emerging university strategies. International Journal of Sustainability in Higher Education 23(3). 503–521. https://doi.org/10.1108/IJSHE-07-2020-0278

McEntee-Atalianis, L.J., Tonkin, H. (eds) (2023). Language and Sustainable Development. Language Policy, vol 32. Springer, Cham. https://doi.org/10.1007/978-3-031-24918-1_3

Non-language Specific Approaches to Integrating the SDGs in Language Curricula

Fill, A., & Muhlhausler, P.,  (eds.). (2001). The Ecolinguistics Reader: Language, Ecology and Environment. London & New York: Continuum. https://doi.org/10.1016/j.langsci.2013.08.003

Fill, A. & Penz, H., (eds.). (2017). The Routledge Handbook of Ecolinguistics. London & New York: Routledge. https://doi.org/10.4324/9781315687391

Melin, C. 2019. Foreign language teaching and the environment: Theory, curricula, institutional structures. New York: The Modern Language Association of America.


Stibbe, A. (ed.). (2009). The Handbook of Sustainability Literacy: Skills for a Changing World. Dartington: Green Books. https://doi.org/10.1017/S0814062600000483


Stein-Smith, K. (2016). The role of multilingualism in effectively addressing global issues: the sustainable development goals and beyond. Theory and Practice in Language Studies, 6(12), 2254-2259. http://dx.doi.org/10.17507/tpls.0612.03 


Stein-Smith, K. (2016). The Importance of Foreign Language Skills in International Education and Education for Global Citizenship. In: The U.S. Foreign Language Deficit. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-34159-0_4 


Stibbe, A. (2020). Ecolinguistics: Language, Ecology and the Stories We Live by. London & New York: Routledge. https://doi.org/10.4324/9780367855512

Approaches to Integrating the SDGs in Language Curricula

Chinese

Ferry, M. M. (2021). Project-based Llnguage learning: addressing cultural and linguistic diversity issues in climate action. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 50-64). New-York: Routledge. https://doi.org/10.4324/9781003080183

ESL

Woźniak, M. Cultural litearcy and sustainable development through English: a look from CLIL in pharmacy. Language Learning in Higher Education, 12(2), 587-604. https://doi.org/10.1515/cercles-2022-2065 

German


Kautz, E. (2016). Exploring environmental and sustainability issues in the intermediate-level foreign language curriculum. In Laurent Cammarata (ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills, (pp. 234–249). New York: Routledge. https://doi.org/10.4324/9780203850497

Melin, C. (2013). Climate change: A “green” approach to teaching contemporary Germany. Die Unterrichtspraxis/Teaching German 46(2). 185–199. https://doi.org/10.1111/tger.10140

Otto Brunold, A., Esteban Fonollosa, M. (2022). La Educación para el Desarrollo Sostenible aplicada a la enseñanza-aprendizaje del alemán como lengua extranjera. Tabanque: Revista pedagógica, 34, 26-44. https://doi.org/10.24197/trp.1.2022.26-44

Spanish

Barbas-Rhoden, L. (2021). Sustainability and the pluriverse: from environmental humanities theory to content-based instruction in Spanish curricula. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 17-34). New-York: Routledge. https://doi.org/10.4324/9781003080183

de la Fuente, M. J. (2021). Problem-based pedagogy for the advanced college language curriculum: becoming a multicompetent language user through sustainability education. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 66-84). New-York: Routledge. https://doi.org/10.4324/9781003080183

González, A. (2020). Los objetivos del desarrollo sostenible en la enseñanza de ELE en Japón: Un método de aprendizaje integrado de contenidos y lenguas extranjeras. Perspectivas Latinoamericanas, 17, 80-100. https://rci.nanzan-u.ac.jp/latinamerica/ja/publication/item/pl17_04_alejandra_maria_GONZALEZ.pdf 

Prádanos, L. (2015). La enseñanza del español en la era del antropoceno: Hacia la integración de la sostenibilidad en las clases de español como lengua extranjera. Hispania 98(2). 333–345. https://doi.org/10.1353/hpn.2015.0056

Turpin, K. (2021). Multiliteracies pedagogy: theory to practice for scaffolding sustainability literacies. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 35-49). New-York: Routledge. https://doi.org/10.4324/9781003080183

SDG Language Curriculum and Materials Development

Chinese

Reisinger, D., Valnes, S., Liu, Y., & Virgüez, E. (2021). Sustainability across the curriculum: a multilingual and intercultural approach. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 198-214). New-York: Routledge. https://doi.org/10.4324/9781003080183

ESL

Fox, A., & Wogowitsch, C. (2021). Green pedagogy: Using confrontation and provocation to promote sustainability skills. IntechOpen. https://doi.org/10.5772/intechopen.96432

Goulah, J. & Katunich, J. (eds.) (2020). TESOL and sustainability: English Language teaching in the anthropocene era. London & New York: Bloomsbury Publishing. https://doi.org/10.5040/9781350115118

Hämäläinen, M. (2022). Ethics, dialogue and English as a lingua franca for ESD in Higher Education. Language Learning in Higher Education, 12(2), 547-565. https://doi.org/10.1515/cercles-2022-2062

Kaur, K. (2022). Embed sustainability in the curriculum: transform the world. Language Learning in Higher Education, 12(2), 605-616. https://doi.org/10.1515/cercles-2022-2061

Maley, A. (2022). Language teachers as eco-activists: from talking the talk to walking the walk. Journal of World Languages, 8(2), 346-370. https://doi.org/10.1515/jwl-2022-0005

Maley, A. & Peachey, N. (2017). Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals. London: British Council.

Mambu, J. E. (2023). Embedding Sustainable Development Goals into critical English language teaching and learning. Critical Inquiry in Language Studies, 20(1), 46-76. https://shorturl.at/dvBIK 

Marcella, V. & Samofalova, Y. (2022). Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany. Language Learning in Higher Education, 12(2), 567-586. https://doi.org/10.1515/cercles-2022-2064

Micalay-Hurtado, M. & Poole, R. (2022). Eco-critical language awareness for English language teaching (ELT): promoting justice, wellbeing, and sustainability in the classroom. Journal of World Languages, 8(2),, 371-390. https://doi.org/10.1515/jwl-2022-0023

French

Gabaudan, O. (2022). On a journey towards education for sustainable development in the foreign language curriculum. Language Learning in Higher Education, 12(2), 525-546. https://doi.org/10.1515/cercles-2022-2060 

Kern, R., & Rodic, V. (2021). Toward the greening of the intermediate French language curriculum. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 124-140). New-York: Routledge. https://doi.org/10.4324/9781003080183

Reisinger, D., Valnes, S., Liu, Y., & Virgüez, E. (2021). Sustainability across the curriculum: a multilingual and intercultural approach. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 198-214). New-York: Routledge. https://doi.org/10.4324/9781003080183

Ruyffelaert, A. (2022). Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal. Language Learning in Higher Education, 12(2), 617-626. https://doi.org/10.1515/cercles-2022-2063

Sacco, S. J., Jones, Altina M.; & Sacco, R. L. (2014). Incorporating Global Sustainability in the Business Language Curriculum, Global Business Languages, 19(3.) Available at: http://docs.lib.purdue.edu/gbl/vol19/iss1/3

German

Becker, A., Glenn DeMaris, S., & Moller-Tank, B. (2013). Greening the German classroom: starting points for a cultural lesson. Die Unterrichtspraxis 46(2). 149–162. https://doi.org/10.1111/tger.10138

Cattell, A., & Kleinhans, B. (2021). Toward sustainability in German curricula. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 142-158). New-York: Routledge. https://doi.org/10.4324/9781003080183

Gonglewski, Margaret & Anna Helm. 2014. Sustainability pedagogies for the business language classroom. Global Business Languages 19, 3–21.

Horst, E., & Pearce. J. (2010). Foreign languages and sustainability: addressing the connections, communities, and comparisons standards in higher education. Foreign Language Annals 43(3). 365–383. https://doi.org/10.1111/j.1944-9720.2010.01088.x

Italian

Trebiochi, C. (2022). Re-thinking the Italian curriculum: Sustainability issues in the Italian classroom and beyond. NECTFL Review, 89, 85-94. https://www.nectfl.org/nectfl-review/ 

Spanish

Méndez Seijas, J & Parra, M. L. (2021). Engaging students with social, cultural, and environmental sustainability topics in the Spanish-speaking world: a reimagined beginner Spanish curriculum. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 87-104). New-York: Routledge. https://doi.org/10.4324/9781003080183

Reisinger, D., Valnes, S., Liu, Y., & Virgüez, E. (2021). Sustainability across the curriculum: a multilingual and intercultural approach. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 198-214). New-York: Routledge. https://doi.org/10.4324/9781003080183

Vasseur, R., & Sepúlveda, Y. (2021). Beyond the language requirement: implementing sustainability-based FL education in the Spanish foundations program. In de la Fuente, M. J. (ed). Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, (pp. 105-123). New-York: Routledge. https://doi.org/10.4324/9781003080183

Language Educator SDG-Teaching Preparation

Kwee, C. T. T. (2021). I want to teach sustainable development in my English classroom: A case study of incorporating sustainable development goals in English teaching. Sustainability, 13(8), 4195. http://dx.doi.org/10.3390/su13084195 

Lenkaitis, C. (2022). Integrating the United Nations’ sustainable development goals into a teacher preparation program: developing content for virtual exchanges. In S. Hilliker (Ed.), Second Language Teaching and Learning through Virtual Exchange (pp. 209-224). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110727364-011

Molosiwa, A.A., Boikhutso, K. (2020). Learning and Teaching Practices Promoting Education for Sustainable Development: Case Studies from Social Studies and Language Education, University of Botswana. In Nhamo, G., & Mjimba, V. (Eds) Sustainable Development Goals and Institutions of Higher Education. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-030-26157-3_12