Abstract
The paper aims to discuss integrating Sustainable Development Goals into English language classroom in engineering university. The article focuses on the Education for Sustainability principles that facilitate ecological behavior in student’s community. As foreign language teachers our task is to bring real-life problems into language classroom and raise learner’s environmental awareness, empower engineering students to participate in the discussions on sustainability. Research shows that engineering university students are concerned about climate change, environment, and they want these issues to be reflected in their education. Language class can’t put students into a position when they feel weighed down by the global problems. Various learning strategies engage learners in positive discussions. The purpose of the research is to use the language teaching potential in developing student’s environmental competence along with soft skills. One of the ideas is to promote content and language integrated learning (CLIL) when language aims are integrated with educational aims. Applying activities (debates, discussions, video content, team work) related to sustainability in language classroom helps to develop student’s soft skills as critical thinking, problem solving, leadership, creativity, commitment to equity and justice, awareness of environmental ethics.
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Fakhretdinova, G., Zinnatullina, L.M., Tarasova, E.N. (2022). Integrating Sustainability into Language Teaching in Engineering University. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds) Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, vol 390. Springer, Cham. https://doi.org/10.1007/978-3-030-93907-6_50
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DOI: https://doi.org/10.1007/978-3-030-93907-6_50
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