Embedding Sustainable Development Goals into Critical English Language Teaching and Learning

Autor/in	Mambu, Joseph Ernest
Titel	Embedding Sustainable Development Goals into Critical English Language Teaching and Learning
Quelle	In: Critical Inquiry in Language Studies, 20 (2023) 1, S.46-76 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mambu, Joseph Ernest)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2099863
Schlagwörter	Sustainable Development; Educational Objectives; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Global Approach; Teaching Methods; Worksheets; International Organizations; Undergraduate Students; Learning Processes; Cognitive Processes; Cues; Social Problems; Case Studies; Foreign Countries; Critical Theory; Indonesia + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; International organisation; International organisations; International organization; Internationale Organisation; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Stichwort; Social problem; Soziales Problem; Case study; Fallstudie; Case Study; Ausland; Kritische Theorie; Indonesien
Abstract	One critical question for English language teachers is how their learners, especially in non-English-speaking developing countries, address global issues as they learn the foreign language. The question seems more viably answered following the United Nations' dissemination of the Sustainable Development Goals (SDGs) in 2015 to be achieved by 2030. Against this backdrop, the present case study investigates an English language teacher's attempts in his critically oriented undergraduate course to introduce SDGs as a tool for his Indonesian students to foster criticality through English language teaching and learning (ELTL). Data were generated from teacher-selected SDGs texts, teacher-initiated prompts/questions in worksheets based on the SDGs texts, students' responses to the worksheets, and their SDG-related remarks elicited by the teacher in multiple meetings in a semester. Different theoretical lenses of criticality at language, cognitive, pedagogical, and philosophical levels were employed to examine the data. The findings suggest that the selected SDGs texts and the teacher's prompts were prepared in ways that could elicit students' critical responses at word, sentence, and discourse levels by identifying and addressing global issues before and after SDGs were introduced to them. The data could also be reflexively viewed through Marxist, postmodernist/poststructuralist, and postcolonial lenses of criticality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01