Hvordan fremmedspråk fremmer bærekraft i økonomiutdanningen

Abstract

Recent research has identified several key competencies for sustainability in the economics education. Other researchers have found a connection between multilingualism and diversity within the field of economics. We saw the need to develop a course which introduces sustainability competencies in economics through foreign language (L2) instruction. Our hypothesis is that the L2 classroom is well suited to incorporate sustainability perspectives as an organic part of other considerations, and that linguistic diversity is a precondition for other kinds of diversity. We designed learning activities and course evaluations aimed at safeguarding the key competencies for sustainability, economics and L2. Through a quantitative review of a dataset consisting of the report from a case-assignment, a written assignment, and course evaluations, we ascertained how different learning activities have contributed to acquiring the key competencies for sustainability in economics. We found that the competencies for foreign language and sustainability benefit from coinciding pedagogical approaches, which were tried out via Content and Language Integrated Learning, including cooperative and problem-based learning. We found that competencies like ethical awareness, critical thinking, strategic and future oriented thinking, cultural knowledge, intercultural and general communication, and knowledge of country-specific sustainability challenges are enhanced through the teaching of a foreign language.
 Keywords: Fremmedspråk, bærekraft, CLIL, økonomiutdanning