I am an English teacher teaching young learners (under 12) English in an educational institution in Taiwan. Before I studied the MA course, Educating for Sustainability, in the University of Manchester, I had never paid attention to sustainability issues in my daily life. Moreover, I had no idea about the importance of EFS (Educating for Sustainability). Teaching sustainability was totally new for me as the curriculum we had in Taiwan did not focus on this area. Thus, I did not understand why language teachers should teach sustainability and what and how it might influence the young learners in my context. Read more

As rapid technological development is making the world “a small village”, English has been adopted as the global language of that world village. Hence, it makes lots of sense to utilize English as a medium for the discussion of global issues (Khondker, 2011, cited in Schulzke, 2014, p. 225). I work as an English language teacher at a private college in Oman. I teach high school graduates who join the foundation program prior to starting their credit-bearing courses. Read more

I would like to begin by talking about why I chose to study Educating for Sustainability upon commencing my Masters at the University of Manchester. It is an ambition of mine, that one day I will manage my own educational business, offering extra-curricular activities to educational contexts from Key Stage 2, through to sixth-form colleges. I wish to create my own curriculum encompassing all of the ‘life skills’ which all too often children and young people leave school and college without. As part of this curriculum, I would like to incorporate sustainability education, both financial and environmental. Read more

The nature of intergenerational learning and how does it enhance and further the goals of the education for sustainability has become to a burgeoning interest recently. Maybe people are not very familiar with the concept of intergeneration and sustainability, here I will use my personal experience of air pollution to illustrate how I apply intergenerational learning to the education for sustainability. Read more

I was born, raised and educated in Inner Mongolia, as well as later teaching there, having been too accustomed to making decisions and judgements according to my first language – Mandarin, and due to my lack of basic terminology and excellent language competence to present new language clearly and efficiently in English or Mongolian, I used to adopt Mandarin to assist teaching English. Read more