Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/49920
Type of publication: Straipsnis recenzuojamoje Lietuvos tarptautinės konferencijos medžiagoje (P1e);Article in peer-reviewed Lithuanian international conference proceedings (P1e)
Field of Science: Edukologija (S007);Educology (S007)
Author(s): Georgieva, Valentina;Voronova, Larisa;Balčiūnaitienė, Asta
Title: Green Curriculum : towards sustainable future for English language education at tertiary level
Is part of: Daugiakalbystė ir kūrybiškumas: teorija ir praktika : 4-oji tarptautinė konferencija [elektroninis išteklius] = Multilingualism and creativity: theory and practice of language education: 4th international conference, 2010 05 21-22, Kaunas. Vilnius : Lietuvos kalbų pedagogų asociacija, 2010
Extent: p. 1-14
Date: 2010
Keywords: Darnumas;Darnus vystymasis;Švietimas darniam vystymuisi;Darnaus vystymosi raštingumas;Mokymo programa;Sustainability;Sustainable development;Education for Sustainable development;Sustainability literacy;Curriculum
ISBN: 9789955880653
Abstract: The research discusses some possible ways for improving and updating curriculum by introducing principles of Education for Sustainable Development (ESD) which is amed at improving knowledge, skills and competencies and strengthening values and attitudes towards a transition to a better, sustainably developing world. The important role of English Language Teaching in this process is analysed, since multilingual curriculum can provide students with a great opportunity to express themselves in another language on the world issues related to sustainable development and exchange ideas on the struggle for sustainability. In addition to the theoretical framework of the basic requiremets for Educational Sustainable Development, the article also presents qualitative and quantitative analyses, based on students„ from Vytautas Magnus University and the Naval Academy in Varna (Bulgaria) answers to questions related to their understanding of ESD. Practical teaching activities and ideas on incorporating ESD content into language curriculum are suggested based on the analysed data. Thus, the attempts have been made to answer the following questions:  WHAT is the attitude of Vytautas Magnus University students, Kaunas, Lithuania and the students from the Naval Academy in Varna, Bulgaria to sustainable development for education?  HOW does the English language competence enable students to develop the knowledge, values and skills to participate in discussions about the way we do things that will improve the quality of life without damaging the planet for future?  WHY is it necessary to promote sustainable development via EFL?  HOW can we link educational content to sustainable development in the language curriculum?
Internet: https://hdl.handle.net/20.500.12259/49920
Affiliation(s): Užsienio kalbų institutas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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