Problem-Based Pedagogy for the Advanced College Language Curriculum: Becoming a Multicompetent Language User through Sustainability Education

Abstract

This chapter presents problem-based learning (PBL), a learner-centered pedagogy, as an effective instructional approach for content-based foreign language (L2) education that promotes advanced language abilities as well as literacy and competencies related to Education for Sustainable Development (ESD). After some insights from second language acquisition (SLA) research that inform content-based instruction (CBI) are presented, the analysis of sustainability problems or cases is introduced as an effective pedagogy through which students can (1) acquire cross-cultural sustainability knowledge, (2) develop critical thinking skills and sustainability-specific competencies, and (3) become high-level, multicompetent language users. To illustrate some of the processes taking place during PBL, examples from a sustainability case study are used, taken from an Advanced PBL course. The knowledge base required to develop ESD, interdisciplinary courses using learner-centered pedagogies is presented as an opportunity to explore new disciplines and develop new forms of teaching.