Speaker
Description
This study investigates the integration of sustainability into English Language Teaching (ELT) through Project-Based Language Teaching (PBLT) in a 10th-grade classroom. As the need for globally competent English learners (ELs) increases, aligning language education with sustainability goals becomes crucial. PBLT serves as an effective pedagogical framework, focusing on real-world, collaborative projects that enhance linguistic proficiency while fostering global awareness and engagement with sustainable practices.
The research is grounded in experiential learning and constructivist theories, emphasizing the importance of authentic tasks in developing critical thinking, problem-solving, and collaboration skills. Through PBLT, students work on projects related to family dynamics, community involvement, and environmental issues, allowing them to apply language skills in meaningful contexts. These projects not only improve language proficiency but also encourage responsible engagement with sustainability-related topics.
The study further explores the integration of PBLT into curriculum design, student assessment, and classroom management. Assessment strategies, such as rubrics and peer/self-assessments, are used to track students' progress and ensure the achievement of both linguistic and sustainability outcomes. By incorporating PBLT, teachers can create a learner-centered environment that motivates students to take ownership of their learning while addressing global challenges.
This research concludes with evidence-based recommendations for educators, providing practical insights on how to implement PBLT effectively, cultivate globally responsible learners, and promote sustainability in language classrooms.
Biography
As a dedicated English teacher at a high school for academically talented youth, I bring six years of teaching expertise and a genuine enthusiasm for developing students' linguistic capabilities. My approach combines comprehensive knowledge of English language with creative instructional strategies that engage students and foster critical thinking.
Throughout the career, I have consistently sought to create a stimulating learning environment where gifted students can thrive academically and personally. By adapting teaching methods to accommodate various learning preferences, I help students develop greater self-assurance in their reading comprehension, writing skills, and verbal expression. This commitment to student achievement is reflected in the integration of contemporary educational resources and individualized guidance.
Outside classroom hours, I enhance professional expertise through workshops, and collaborative projects to stay updated on the latest pedagogical trends. With genuine passion for language instruction, I encourage students to explore cultural contexts and real-world applications of English, preparing them for future academic and career challenges.
Through unwavering commitment to academic rigor and a supportive teaching philosophy, I hope to make significant contributions to the educational development and achievements of students.
