Environmental Education of Students in English Lessons in European countries (Austria)

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ENVIRONMENTAL EDUCATION OF STUDENTS IN ENGLISH LESSONS IN EUROPEAN COUNTRIES (AUSTRIA)

С.Г. Коцур аспірантка,

ДВНЗ «Переяслав-Хмелъницъкий

державний педагогічний університет

імені Григорія Сковороди»

У статті досліджено екологічне виховання європейської молоді під час уроків англійської мови. Розглянуто головну модель екологічного виховання студентів на уроках англійської мови, що застосовується для ефективного вивчення англійської мови, ознайомлення студентів з сучасними екологічними проблемами (як глобальними, так і локальними) та екологічними проектами, знаходження шляхів вирішення екологічних проблем та виховання свідомих громадян. Також було розглянуто вправи, які можуть використовуватися на уроках англійської мови та допоможуть досягти максимальних результатів у вивченні англійської мови й екологічному вихованні студентів.

Ключові слова: екологічне виховання, країни Європи, Австрія, екологічна відповідальність, екологічні проблеми, екологічна обізнаність.

The utmost urgency of environmental issues draws people's attention to the environmental problems. This concern of the environmental issues has become a part of the curricula of numerous educational establishments around the world. The environmental education is conceived as an inseparable and pivotal part of education, the goal of which is to draw people's attention to the problems of the surrounding environment and to define methods of preserving it.

Environmental education deals with the following problems: water pollution, noise and visual pollution, air pollution, greenhouse gas, global warming, oil spills, ozone depletion, species extinction, soil erosion and contamination, deforestation, intensive farming, genetically modified foods, etc [8].

After the United Nations organization, in 1972, had urged its members to consider the ways of preserving the environment and finding the solution to current ecological issues, in 1976, UNESCI- UNEP provided a solution to ecological problems by introducing the environmental education in universities. As a result of negotiations, they claimed the principle points and aims of this environmental education. First, they should boost people's awareness of the environment in general, and, particularly, of the current environmental issues. Second, the teachers' role in this education is to help students to acquire a preliminary knowledge of the environment and current environmental issues. Third, students should define their attitude and their role in the environment. Fourth, students are required to be able to assess a problem, provide a solution to various environmental issues, and implement this solution in order to eliminate the problem [13].

Most European countries more often introduce the environmental education to universities, institutes, colleges, and even schools. Analysing European countries which participate in diverse environmental programs, we have found out that Austria is one of the most enthusiastic countries about environmental education. Specifically, Austria participates in the following projects: OECD CERI (Centre for Educational Research and Innovation) Environment and School Initiatives (ENSI). From 1986 till nowadays, ENSI program is the most remarkable international program in Austria. However, OKOLOG program (Ecologisation of Schools) includes over twenty two schools, including elementary and secondary specialized educational establishments which take part in the ENSI program [11].

In Austria more than two hundred schools participate in the OKOLOG School Network; however, the greatest support to these schools is provided not only by the Ministry of Education, Ministry of Arts and Culture, and the FORUM Environmental Education,but also by the OKOLOG regional teams. These teams perform the organizational role; in other words, to boost students' competence and awareness of the environmental problems, they provide training courses and exchange programs among different schools.

In order to support and sustain further development of the environmental education, teachers should take the training courses such as the OKOLOG summer academy, the «National Teacher Trainer Course on ESD - BINE», and other various seminars [12]. At the beginning, these training courses were developing slowly and with no substantial progress, but, starting from October 2008, as the University

College for Agrarian and Environmental Pedagogy in Vienna offered a bachelor study program on environmental pedagogy, the environmental training courses were immensely improved [11]. ecological education lesson english

We should acknowledge that environmental education plays a key role in all environmental programs, the goal of which is to make people more aware of environmental issues and prepare them to deal with these issues. Consequently, our society will enhance their environmental knowledge and awareness.

Taking into consideration Cate's idea of combining English lessons with the environmental education, he expressed his point of view: «We can't call our English teaching successful if our students, however fluent, are ignorant of world problems, have no social conscience by using their communication skills for international crime, exploitation, oppression or environmental destruction» [4].In reference to Cates (2005), the environmental education should be incorporated into English courses, taking into account increasing concerns of environmental problems. Other scientists like Brown, (1990); Friel, (1991); Jacobs, (1993); Trisler (1993); Jacobs and Cates, (1999), and Tang (2009) also shared Cate's point of view and stated that every human being deals with various environmental issues; therefore, language learning courses should contain relevant information about environmental problems. Silver (1991), as an eminent content-based teacher, claims that students study more effectively and successfully those leaning materials which are motivating, authentic, and, more importantly, pertinent to the current issues of the world.Brown's point of view (1990) is that English, as a global language, unites people and helps them communicate or dispute on the environmental issues [8].

During the research of the incorporated environmental problems in English lessons as a method of teaching, we found out that Content-based instruction (CBI), is a popular and respected program among European countries for its English-learning-through-content-learning technique. The eminent scientists like Briton, Wesche and Snow define this method: «a significant approach in second language acquisition. It is the integration of particular content with language teaching aims» [2].

However, Peachey,defines this method more accurately and comprehensively: «the focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favorite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language» [10].

Another scientist, Davies, defines Content-based instruction more extensively: «CBI is a teaching method that emphasizes learning about something rather than learning about language. Although CBI is not new, there has been increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs» [5].

Living in the period when climate is changing rapidly, and environmental issues are emerging every day, we need to boost our awareness of all problems concerning our planet and our environment. In such case, English foundation programs, which are implemented not only in primary schools but also in universities, define English teachers as professionals who enhance environmental awareness through teaching English [6].

Teachers combining environmental education with language courses achieve the following tasks:

1) they promote their students' interest and awareness of the current issues of the environment;

2) they show students the ways and methods of making the Earth a purer place to live;

3) they provide meaningful language learning [6].

In reference to U.S. National Environmental Education Foundation (NEEF), the environmental education has numerous advantages; it develops not only students' awareness but also enhances their academic achievements, improve their reading and writing skills, boost their motivation to study [9]. This foundation discovers three stages of the environmental education. First, teachers should promote students' awareness of the current environmental issues. Second, teachers should teach students the ways of preserving our environment and ways of dealing with different environmental problems. Third, students should gain environmental literacy [9].

After having made a decision to combine environmental education with English courses, English teachers should start their preparation to the lessons with collecting the learning materials and planning the curriculum. Nevertheless, nowadays, environmental education has been implemented in the curriculums of many English lessons; therefore, it's not problematic to find English textbooks or manuals containing environmental topics. In addition, language teachers tend to search for the necessary environmental information in the Internet. They can also find or create diverse class activities including the environmental education and language materials. Teachers can:

1) find the comprehensive articles on interestingtopics or audio/videotapes fromthe Internet;

2) make a fun quiz which develops motivation to study. According to Lightbown and Spada «the most important factor in second language acquisition success is motivation» [7].

3) prepareinteractive presentations or heated discussions onthe urgentenvironmental problems. These activities motivate students to use a new topical vocabulary, due toCameron «vocabulary needs to be met and recycled at intervals, in different activities, with new knowledge and new connections» [3].

4) recordor find thesongs in English related to the environmental education. The content of such songs could be discussed during the lessons.

5) writean essays about related environmental issues.

More environmental activities can be found:

https://www.teachervision.com/environmental-education/teaching-methods/63270.html

http://www.edutopia.org/environmentally-conscious-lesson-ideas

http://yourgreenclassroom.blogspot.de/2013/04/20-easy-and-free-classroom-activities.html

Doing the before-mentioned exercises, students can increase their ecological awareness, pay more their attention to the current environmental issues, expand their English vocabulary, and communicate on ecological topics.

The environmental education is included in many language courses across Europe. Language teachers can increase students' awareness of the environmental issues and help them foster their language skills. To achieve these goals, teachers can use the content-based instruction (CBI)during the lessons. CBI has a row of advantages. For instance, CBI expands the content knowledge, fosters students' critical thinking, and improves their language skills. In particular, CBI can: 1) contain the integrated skill instruction; 2) promote expanded input, output, and related feedback; 3) expand students' general knowledge; 4) organize learning materials into interesting topics [1]. Moreover, CBI provides project-based learning, which motivates students to study and helps them take control over the materials.

Література

1. Bigelow, M., S. Ranney, and A. M. Hebble. 2005. Choosing depth over breadth in a content-based ESOL program. In Content-based instruction in primary and secondary school settings, ed. D. Kaufman and J. Crandall, 179-193. Alexandria, VA: TESOL.

2. Brinton, Donna M., MargueriteAnnSnow, and Marjorie B. Wesche. Content-based Second Language Instruction. Boston, Massachusette: Heinle and Heinle, 1989.

3. Cameron L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

4. Cates K. A., (2005). Teaching for a better world: Global issues and language education in Japan in Osler, A. and Starkey H. (eds.) Citizenship and Language Learning: International Perspectives. UK: Trentham. 59-73.

5. Davies S., «Content Based Instruction in EFL Contexts». The Internet TESL Journal 9 Feb. 2003. Web. 16 Apr. 2009.

6. Hauschild S., Poltavtchenko E., Stoller F. L. «Going Green: Merging Environmental Education and Language Instructions» English Teaching Forum, N.2, pp. 2-13

7. Lightbown P. M., Spada N. (1993). How languages are learned. Oxford: Oxford University Press.

8. Nkwetisama C. (2011) «EFL/ESL and Enviromental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon» World Journal of Education pp. 110-117

9. Paterson, J. 2010. Integrating environmental education..Education Digest 75 (7): 38-42.

10. Peachey N., «Content based instruction». British Council. 13 Aug. 2003. Web. 26 Feb. 2009

11. Posch, P. (1998), «The Ecologisation of Schools in Austria», PEB Exchange, Programme on Educational Building, 1998/05, OECD Publishing. http://dx.doi.org/10.1787/501664861672

12. Steiner, R. (2008): KompetenzenorientierteLehrerInnenbildung Fur Bildung fur nachhaltige Entwicklung. Diss. Univ. Klagenfurt, p. 393

13. UNESCO-UNEP. (1976). The Belgrade Charter: A global framework for environmental education. Connect, 1 (1), 1-9.

Коцур С.Г.

Экологическое воспитание студентов на уроках английского языка в странах Европы (Австрия)

В статье исследовано экологическое воспитание европейской молодежи во время уроков английского языка. Рассмотрена главная модель экологического воспитания студентов на уроках английского языка, которая используется для эффективного изучения английского языка, ознакомления студентов с современными экологическими проблемами (как глобальными, так и локальными) и экологическими проектами, нахождением путей решения экологических проблем и воспитания сознательных граждан. Также были рассмотрены упражнения, которые могут использоваться на уроках английского языка и помогут достичь максимальных результатов в изучении английского языка и экологического воспитания студентов.

Ключевые слова: экологическое воспитание, страны Европы, Австрия, экологическая ответственность, экологические проблемы, экологическая осведомленность.

Kotsur S.H.

Environmental Education of Students in English Lessons in European countries (Austria)

This article deals with the ecological education of the students of European countries (Austria) during the English lessons. We have reviewed the main model of the ecological education of the students at English lessons which provides effective learning of English as a foreign language and overview of urgent ecological issues (both globally and locally) and eco-projects, it helps students to understand the ways of solving this problem and to heighten students ' awareness. Also we have considered the exercises which can be used during the English lessons and can be helpful in improving English skills as well as in the environmental education of the students.

Key words: ecological education, European countries, Austria, ecological responsibility, ecological issues, ecological awareness.

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