MARC Record from marc_columbia

LEADER: 06465cam a22007691i 4500
001 15876151
005 20221022230941.0
006 m o d
007 cr |||||||||||
008 210915s2021 enka ob 001 0 eng d
035 $a(OCoLC)on1289290987
035 $a(NNC)15876151
040 $aUKMGB$beng$erda$epn$cUKMGB$dUKAHL$dOCLCF$dTYFRS$dOCLCO$dIAC$dOCLCO$dUKKNU$dOCLCO$dOCLCQ
015 $aGBC1G2535$2bnb
016 7 $a020341506$2Uk
019 $a1277056119
020 $a9781000480191$q(ePub ebook)
020 $a1000480194$q(ePub ebook)
020 $a9781000480177$q(PDF ebook)
020 $a1000480178$q(PDF ebook)
020 $a9781003080183$q(ebook)
020 $a1003080189$q(ebook)
020 $z9780367530327$q(hardback)
020 $z0367530325$q(hardback)
020 $z9781032131108$q(paperback)
020 $z1032131101$q(paperback)
024 7 $a10.4324/9781003080183$2doi
035 $a(OCoLC)1289290987$z(OCoLC)1277056119
037 $a9781000480191$bIngram Content Group
037 $a9781003080183$bTaylor & Francis
043 $an-us---
050 4 $aGE70
072 7 $aEDU$x029080$2bisacsh
072 7 $aEDU$x015000$2bisacsh
072 7 $aEDU$x007000$2bisacsh
072 7 $aJNU$2bicssc
082 04 $a363.70071$223
049 $aZCUA
245 00 $aEducation for sustainable development in foreign language learning :$bcontent-based instruction in college-level curricula /$cedited by María J. de la Fuente.
250 $aFirst edition.
264 1 $aLondon :$bRoutledge,$c2021.
264 4 $c©2021
300 $a1 online resource :$billustrations (black and white)
336 $atext$btxt$2rdacontent
336 $astill image$bsti$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
490 0 $aRoutledge research in language education
504 $aIncludes bibliographical references and index.
505 0 $aCover -- Half title -- Series page -- Title page -- Copyright page -- Dedication -- Table of contents -- List of figures -- List of tables -- About the contributors -- Acknowledgements -- Introduction: Toward education for sustainable development (ESD) in foreign languages -- PART 1. Approaches to integrating education for sustainable development into foreign language curricula. 1. Sustainability and the pluriverse: from environmental humanities theory to content-based instruction in Spanish curricula -- 2. Multiliteracies pedagogy: theory to practice for scaffolding sustainability literacies -- 3. Project-based language learning: addressing cultural and linguistic diversity issues in climate action -- 4. Problem-based pedagogy for the advanced college language curriculum: becoming a multicompetent language user through sustainability education -- PART 2. Implementing sustainability-based curricular initiatives in foreign language education. 5. Engaging students with social, cultural, and environmental sustainability topics in the Spanish-speaking world: a reimagined beginner Spanish curriculum -- 6. Beyond the language requirement: implementing sustainability-based FL education in the Spanish foundations program -- 7. Toward the greening of the intermediate French language curriculum -- 8. Toward sustainability in German curricula -- PART 3. Exploring interdisciplinary collaborations toward sustainability education in FL programs. 9. Cross-disciplinarity at the core: teaching sustainability in a business German course -- 10. Content-based instruction in a Spanish language classroom: climate, identity, and historical patterns of Latin American migration to the United States -- 11. Sustainability across the curriculum: a multilingual and intercultural approach -- 12. Translanguaging in language and area-studies curriculum: a Japanese FLAC course of Minamata and Fukushima in environmental humanities -- Conclusion -- Index.
520 $aThis unique volume utilizes the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning. Showcasing a variety of approaches to using content-based instruction (CBI) in college-level courses, this text valuably demonstrates how topics relating to environmental, social, and cultural dimensions of sustainability can be integrated in FL curricula. Chapters draw on case studies from colleges throughout the US and consider theoretical and practical concerns relating to models of sustainability-based teaching and learning. Chapters present examples of project-, problem-, and task-based approaches, as well as field work, debate, and reflective pedagogies to enhance students' awareness and engagement with sustainable development issues as they acquire a foreign language. Insights and recommendations apply across languages and highlight the potential contribution of FL learning to promote sustainability literacy amongst learners. This text will benefit researchers, academics, and educators in higher education with an interest in Modern Foreign Languages, sustainability education, training, and leadership more broadly.
545 0 $aMaría J. de la Fuente is Professor of Spanish in the Department of Romance, German, and Slavic Languages and Literatures at The George Washington University, USA.
588 0 $aPrint version record.
650 0 $aEnvironmental education$xStudy and teaching (Higher)$zUnited States.
650 0 $aLanguage and languages$xStudy and teaching (Higher)$zUnited States.
650 0 $aInterdisciplinary approach in education.
650 6 $aInterdisciplinarité en éducation.
650 7 $aEDUCATION$xHigher.$2bisacsh
650 7 $aEDUCATION$xCurricula.$2bisacsh
650 7 $aEnvironmental education$xStudy and teaching (Higher)$2fast$0(OCoLC)fst00912929
650 7 $aInterdisciplinary approach in education.$2fast$0(OCoLC)fst00976122
650 7 $aLanguage and languages$xStudy and teaching (Higher)$2fast$0(OCoLC)fst00992260
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
700 1 $aFuente, María J. de la$q(María José de la),$eeditor.
776 08 $iPrint version:$tEducation for sustainable development in foreign language learning.$bFirst Edition.$dNew York : Routledge, 2022$z9780367530327$w(DLC) 2021026006$w(OCoLC)1264173987
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio15876151$zTaylor & Francis eBooks
852 8 $blweb$hEBOOKS