Abstract Book of the 9th International Conference on New Trends in Teaching and Education
Year: 2025
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Multilingual Learning Meets the SDGs: A Cross-Cultural Analysis of Sustainability-Centered CLIL Practices
Haley Penny
ABSTRACT:
This paper explores the intersection of multilingual education and sustainability through a cross-cultural analysis of CLIL (Content and Language Integrated Learning) classrooms in the Basque Country and the United States. Drawing from mixed-methods data, including teacher interviews, surveys, and classroom observations, the study assesses how sustainability themes aligned with the UN Sustainable Development Goals (SDGs) are integrated into language instruction. The analysis highlights key challenges and pedagogical opportunities, revealing how sociolinguistic context, curricular design, and educator beliefs shape implementation. Findings offer insights into designing materials that promote both language acquisition and sustainability literacy in diverse educational environments.
Keywords: CLIL (Content and Language Integrated Learning), Multilingual Education, Sustainability Literacy, SDGs (Sustainable Development Goals), Cross-Cultural Comparison, Pedagogical Materials, Language Acquisition, Teacher Perceptions, Curriculum Design, Basque Country, United States, Education for Sustainable Development (ESD)