Mainstreaming Education for Sustainable Development …
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Another area that could be improved in EFL textbooks is the use of imagery associated with the four conceptions. For instance, “Complex versus linear systems” is
only representative of 3% of the images found in the sample texts and there were no
images referencing a “Global versus local approach.” In terms of sustainable development, having a more balanced representation of important concepts throughout
EFL textbooks would be beneficial. “Complex versus linear systems,” for instance,
can be used as an approach in discussing climate change. In Table 4, the Example
1 image-text interplay is limited. The image could be placed next to many kinds
of texts without a deep or direct connection to the text itself. In terms of the KVP
model, this appears to be an opportunity lost. The image as presented has almost
no direct association with the activity itself, and is not offering any knowledge (K),
challenging student values (V) or modeling social practices (P). On the other hand,
Example 2 from Table 4 provides an example of an image and text interplay that
directly challenges students on their values (V) and societal beliefs (P) concerning
global food supplies. As one of the suggested activities in the textbook, students are
asked to watch a video that challenges their ideas of what food is (V), to answer
questions about the environmental impact of this choice of food (K or P), and then
to discuss them based on the image in example 2 (V). Example 2 would appear to
be a much more effective choice of image in relation to the text than example 1 as it
challenges students’ ideas about the world directly.
4.3 Finding 3: General Lack of Holistic Approaches
to Sustainable Development
As mentioned earlier, EFL textbooks often use environmental topics in isolation from
other topics and these topics tend to be subordinate to EFL goals. To reconcile the
disparities between EFL as a discipline and the participatory and holistic approaches
that ESD integration espouse, a framework (Fig. 7) is introduced.
Currently, EFL goals and objectives appear to overshadow choices in textbooks,
and the content and topics seem to be regarded as somewhat incidental. In this framework, however, EFL content and language teaching content are given more balanced
consideration in the creation of content for EFL classrooms as the foundational
corners of the triangle. Based on more participatory and holistic approaches to integrating the SDGs into higher education, ESD can be used as a bridge to furthering
the kinds of changes that are desirable in terms of student knowledge, values, and
practices. As the SDGs provide a diversity of branching topics, the SDGs can inform
the language teaching content of EFL classes at a foundational level.
In applying the framework, EFL content creators would need to understand how to
provide the language skills common to EFL curricula while using topics and content
informed by the SDGs. A good example of this is creating a lesson about water use
in Myanmar’s dry zone and linking this to SDG #13 on Climate Action. The content
creator would then create EFL materials that not only teach English through using
561
Another area that could be improved in EFL textbooks is the use of imagery associated with the four conceptions. For instance, “Complex versus linear systems” is
only representative of 3% of the images found in the sample texts and there were no
images referencing a “Global versus local approach.” In terms of sustainable development, having a more balanced representation of important concepts throughout
EFL textbooks would be beneficial. “Complex versus linear systems,” for instance,
can be used as an approach in discussing climate change. In Table 4, the Example
1 image-text interplay is limited. The image could be placed next to many kinds
of texts without a deep or direct connection to the text itself. In terms of the KVP
model, this appears to be an opportunity lost. The image as presented has almost
no direct association with the activity itself, and is not offering any knowledge (K),
challenging student values (V) or modeling social practices (P). On the other hand,
Example 2 from Table 4 provides an example of an image and text interplay that
directly challenges students on their values (V) and societal beliefs (P) concerning
global food supplies. As one of the suggested activities in the textbook, students are
asked to watch a video that challenges their ideas of what food is (V), to answer
questions about the environmental impact of this choice of food (K or P), and then
to discuss them based on the image in example 2 (V). Example 2 would appear to
be a much more effective choice of image in relation to the text than example 1 as it
challenges students’ ideas about the world directly.
4.3 Finding 3: General Lack of Holistic Approaches
to Sustainable Development
As mentioned earlier, EFL textbooks often use environmental topics in isolation from
other topics and these topics tend to be subordinate to EFL goals. To reconcile the
disparities between EFL as a discipline and the participatory and holistic approaches
that ESD integration espouse, a framework (Fig. 7) is introduced.
Currently, EFL goals and objectives appear to overshadow choices in textbooks,
and the content and topics seem to be regarded as somewhat incidental. In this framework, however, EFL content and language teaching content are given more balanced
consideration in the creation of content for EFL classrooms as the foundational
corners of the triangle. Based on more participatory and holistic approaches to integrating the SDGs into higher education, ESD can be used as a bridge to furthering
the kinds of changes that are desirable in terms of student knowledge, values, and
practices. As the SDGs provide a diversity of branching topics, the SDGs can inform
the language teaching content of EFL classes at a foundational level.
In applying the framework, EFL content creators would need to understand how to
provide the language skills common to EFL curricula while using topics and content
informed by the SDGs. A good example of this is creating a lesson about water use
in Myanmar’s dry zone and linking this to SDG #13 on Climate Action. The content
creator would then create EFL materials that not only teach English through using