语言教育如何为确保地球宜居做出贡献？

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-05-07 DOI:10.1002/tesq.3321

Melina Porto

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引用次数: 0

摘要

本研究的目的是在拉丁美洲这个代表性不足的地区，在英语课堂上对生态公民的概念进行实证检验。阿根廷一所公立中学设计了一个旨在将学生培养成生态公民的教学项目，并于2019年在该校的四个英语课堂中实施。参与者是 111 名 15-17 岁的四年级或五年级青少年。该项目以 "我们希望的世界 "为主题，以联合国可持续发展目标为基础，尤其是与环境问题相关的目标。该研究以生态公民概念为理论基础，研究问题是：语言教育如何为确保地球宜居做出贡献？数据类型包括Instagram出版物（视频、文本和各种符号资源）；Instagram评论；学生在课堂上制作的人工制品（图表、表格、图标）；缝在一起做成被子的信息图表；项目视频；《跨文化交际自传》；以及最后的学生调查。定性分析分三个阶段进行，结果表明，在这种情况下，创意艺术和社区参与相结合，促进了学生作为生态公民的发展。研究还考虑了对语言教育的影响。

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How Can Language Education Contribute to Securing a Livable Planet?

The aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project addressed the theme ‘the world we want’ using the UN sustainable development goals as a foundation, in particular, those concerned with environmental issues. The study is theoretically grounded on the notion of ecological citizenship and the research question is: How can language education contribute to securing a livable planet? Data types include Instagram publications (video, text, and a variety of semiotic resources); Instagram comments; student artifacts created in class (graphs, charts, tables, icons); infographics sewed together to make a quilt; a project video; the Autobiography of Intercultural Encounters; and a final student survey. Qualitative analysis was done in three phases and findings indicate that the creative arts and community engagement in combination fostered students' development as ecological citizens in this context. Implications for language education are considered.

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.