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Teaching Environments

Ecocritical Encounters

Edited By Roman Bartosch and Sieglinde Grimm

The essays in this collection seek to bring together current developments in ecocriticism and the pedagogical practice of teaching English at all levels, from primary schools to Higher Education. They cover theoretical and practical discussions of the nexus between the sciences and the humanities and maintain that the notion of the two cultures be refused for good, they argue for the inclusion of particular texts or theoretical perspectives, and they suggest ways to teaching environments on different levels of language competence and in the context of historical and transdisciplinary encounters with ecology, nature, and animals. Despite this variety, they share some common threads and engage with questions that are highly relevant for teaching in general and have acquired even more relevance in our rapidly changing and posthumanist teaching environments: How do we raise consciousness without preaching? What kind of critical attitude is required for the empowerment of our pupils and students? How do we actually imagine encounters between the sciences and the (post)humanities, and which texts, what kind of texts, and which approaches will prove most fruitful?
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Where Foreign Language Education Meets, Clashes and Grapples with the Environment

Extract



Uwe Küchler (Bonn)

Introduction

The past few years have seen a newly awakened interest in the topic of the environment with regards to foreign language education, yet only a small number of specialized journals for teaching foreign languages have published issues that take ecology as their point of reference if not subject.1 Even so publishers have put extra learning materials on the market that answer to medial and societal needs to engage with the environment and thus address ways of living.2 At the same time, it can be observed with some astonishment that foreign language education—defining itself as a discipline open to all matters of contemporary, inter/transcultural, and communicative affairs—has not followed suit in providing this subject with a theoretical and methodological framework for teaching and learning. The question thus needs to be posed: can foreign language education be a fruitful area—a contact zone—where learners encounter and engage with different concepts of nature, the environment, or sustainability? And can the learning about environmental issues further the understanding of foreign languages, cultures, or literatures?3 ← 23 | 24 →

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