Speaker
Abstract section 4: Outcomes/results
Examples from University education will illustrate how SCOPE-informed curriculum design and classroom tasks foster both language development and learner agency. The session will conclude by discussing implications for educators seeking to reframe language education as a site of global engagement and sustainable impact.
Abstract section 3: Content/method
This presentation introduces the SCOPE framework as a structured model for operationalizing LESD in the language classroom. Grounded in social psychological models of second language motivation (Gardner, 1979), traditions of reflective inquiry (Dewey, 1910), and research linking attitudes to pro-environmental behavior (Bronfman et al., 2015), the framework conceptualizes learning as the synergy of cognitive, emotional, social, and ethical dimensions. These dimensions synergize through communicative tasks centered on real-world issues, aligning linguistic rigor with meaningful engagement.
Abstract section 5: References
Gardner, R. C. (1979). Social psychological aspects of second language acquisition. In H. Giles, & R. N. St. Clair, Language and social psychology (pp. 193-220). Oxford, UK: Blackwell.
Bronfman, N. C., Cisternas, P. C., López-Vázquez, E., de la Maza, C., & Oyanedel, J. C. (2015). Understanding Attitudes and Pro-Environmental Behaviors in a Chilean Community. Sustainability, 7, 14133-14152.
Dewey, J. (1910). How We Think. Boston: D.C. Health & Co., Publishers.
Abstract section 1: Relevance
Language education has traditionally emphasized discrete skills such as grammar, vocabulary, and fluency. While this approach supports communicative competence, it may not sufficiently prepare learners to engage with the complex global challenges shaping contemporary society. Climate instability, AI-driven transformations of knowledge, and the proliferation of misinformation are redefining the communicative landscape. In this context, language education must extend beyond isolated skill instruction to cultivate communicative resilience and ethical engagement.
Abstract section 2: Contribution/research questions
Language Education for Sustainable Development (LESD) offers a principled response to this challenge by integrating sustainability-oriented inquiry with linguistic development. Rather than treating global issues as supplemental content, LESD positions language classrooms as spaces where learners develop informed local voices capable of participating in broader global conversations. Furthermore, the ultimate goal of LESD is to motivate future actions by informed citizenry.
| Title | Reframing Language Education for Global Impact through LESD |
|---|---|
| Teaching Context | College and university education |