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| 論文名稱 | Developing a Public Voice: Place-based Education as an Approach to Education for Sustainable Development in the English as a Foreign Language Classroom |
| 研討會開始日期 | 2018-12-19 |
| 研討會結束日期 | 2018-12-20 |
| 所有作者 | Jackson Ver Steeg |
| 作者順序 | 第一作者 |
| 通訊作者 | 否 |
| 研討會名稱 | 8th ICRTEL 2018 – International Conference on Research in Teaching, Education & Learning |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATTHA-泰王國(泰國) |
| 研討會舉行之城市 | Bangkok |
| 發表年份 | 2018 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
This paper argues for the development of education for sustainable development (ESD) as a specific focus area within the university English as a foreign language classroom, and suggests place-based education as a method to develop the attitudes and skills identified as critical to developing the discourse area of sustainability. This research aimed to determine whether engaging students with making connections between a local place of interest and personal identity could stimulate ideas of personal agency within a global sustainable development (SD) discourse. Students participating in this study worked on group e-projects that asked them to identify a local place of importance, whether personal or civic, and work to connect its local importance to the future of the place itself through redesigning it with an aspect towards sustainability. Student attitudes regarding SD were gauged from pre-and post-testing using a modified version of the Global Competency Self-Assessment Survey from the OECD’s Programme for International Student Assessment (PISA), as well as student interviews and reflective comments. Preliminary results suggest that these attempts to introduce ideas of sustainability into the classroom through place-based education were successful in increasing awareness and knowledge of global issues, as well as having a positive impact on the ability to participate in the SD discourse community in English. This is notable, as the sustainable development discourse community is increasingly important to nearly all university students of English, regardless of intended career track, and is worthy of inclusion as a specific focus of study, especially in content and language integrated learning (CLIL) and English for specific purposes (ESP) schema.
