TY - JOUR

T1 - “I think they are irresponsible”: Teaching Sustainability with (Counter)Narratives in the EFL Classroom

AU - Kaliampos, Joannis

AU - Kohl, Martina

N1 - Titel d. Ausgabe: Introduction: Digital Pedagogy in American Studies

PY - 2020

Y1 - 2020

N2 - “Going Green—Education for Sustainability,” a German-American blended learning project for the EFL and STEM classrooms, asks students to challenge commonly held stereotypes about how both cultures approach sustainable development. Since the pilot project (2014), over 3,000 secondary school students in Germany and the US have enrolled in a shared learning management system (Moodle), worked collaboratively both online and offline, developed green action plans and shared them with the school and wider community as part of a competition.This article outlines the conceptual perspective of Going Green that includes the aspects of (a) teaching ‘publics,’ (b) countering expectations and misconceptions, (c) raising awareness of counter-narratives, and (d) expanding the knowledge base of the target culture (sustainable policies in the US). These components together facilitate learning objectives beyond interactional and communicative competencies by promoting learner agency and community-based actions. Attitudinal data drawn from the last two project cycles (2016–17, 2017–18) reflect a heterogeneous view of learners’ expectations and understandings regarding sustainable policies in the US and Germany. Finally, we investigate how narratives and counter-narratives of sustainable development on both sides of the Atlantic can be exploited in the technology-enhanced foreign language classroom in order to facilitate the aforementioned goals.

AB - “Going Green—Education for Sustainability,” a German-American blended learning project for the EFL and STEM classrooms, asks students to challenge commonly held stereotypes about how both cultures approach sustainable development. Since the pilot project (2014), over 3,000 secondary school students in Germany and the US have enrolled in a shared learning management system (Moodle), worked collaboratively both online and offline, developed green action plans and shared them with the school and wider community as part of a competition.This article outlines the conceptual perspective of Going Green that includes the aspects of (a) teaching ‘publics,’ (b) countering expectations and misconceptions, (c) raising awareness of counter-narratives, and (d) expanding the knowledge base of the target culture (sustainable policies in the US). These components together facilitate learning objectives beyond interactional and communicative competencies by promoting learner agency and community-based actions. Attitudinal data drawn from the last two project cycles (2016–17, 2017–18) reflect a heterogeneous view of learners’ expectations and understandings regarding sustainable policies in the US and Germany. Finally, we investigate how narratives and counter-narratives of sustainable development on both sides of the Atlantic can be exploited in the technology-enhanced foreign language classroom in order to facilitate the aforementioned goals.

KW - Sustainability education

KW - going green-education for sustainability

KW - sustainability

KW - Didactics of English as a foreign language

KW - blended learning

KW - content and language integrated learning

KW - EFL

KW - intercultural learning

KW - learner stereotypes

KW - narratives

KW - North American Studies

KW - English

UR - https://www.mendeley.com/catalogue/0f0b80d9-c852-3e5d-9578-68e3076c494d/

U2 - 10.18422/70-06

DO - 10.18422/70-06

M3 - Journal articles

JO - American Studies Journal

JF - American Studies Journal

SN - 1433-5239

IS - 70

M1 - 6

ER -