Abstract

Perhaps for ideological reasons, the spiritual dimension of human existence is left aside in second language formal learning processes. One of the closest attempts to include it is the teaching of literature where, through the aesthetic appreciation and the symbolic interrogation of texts, learners and teachers can engage in the discussion and reflection of such issues as transcendental spiritual quests, identity, and eco-ethical consciousness. Another recent attempt is an education policy by the Chilean Ministry of Education, the main motivation for this project, which calls for the inclusion of environmental issues in the school curriculum in order to raise environmental awareness and protect the environment and its natural resources from an ethical perspective. The project we here report on incorporates issues of environmental awareness as part of the literacy practices second language learners engage in. In this context, we inform here on the design phase of a project aimed at incorporating environmental literacy through the use of literary texts in second language teacher education at a public university in Chile.

Presenters

Andrea Campana
Professor, Literature and Linguistics, Universidad de Santiago de Chile, Región Metropolitana de Santiago, Chile

Miguel Farias
Full Professor, Linguistics and Literature, Universidad de Santiago de Chile, Chile

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Literary Humanities

KEYWORDS

"Environmental Literacy", " Eco-ethical Consciousness", " Language Teacher Education"

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