Perspectives for the Implementation of the SDGS as an Innovative Strategy for Teaching English in Professional Practice Scenarios

Abstract

Purpose: The purpose of this study is to assess the effectiveness of integrating the Sustainable Development Goals (SDGs) into pedagogical practices for teaching English as a foreign language in educational institutions at the national level in Colombia. Through a qualitative approach, the study aims to analyze methodological strategies implemented in these institutions, examining their efficacy and compliance in promoting English language education while addressing broader global sustainability objectives outlined in the SDGs. By conducting a thorough analysis of pedagogical practices, the study seeks to identify successful approaches and areas for improvement, ultimately aiming to contribute to the enhancement of English language teaching methodologies within the context of sustainable development in Colombia.
 Theoretical framework: The study explores the impact of Dynamic Assessment (DA) on teachers' practices in a Colombian sixth-grade classroom. It uses a mixed-methods approach, examining changes in discourse, interaction patterns, and instructional strategies before and after DA implementation. The research identifies challenges and offers practical implications for educators, emphasizing scaffolding techniques and personalized feedback. It contributes to educational theory and practice by expanding understanding of DA's influence on teaching practices.
 
 Design/Methodology/Approach: This study uses a qualitative research approach to analyze the integration of Sustainable Development Goals (SDGs) into English language teaching in Colombian educational institutions. Using a case study design, it focuses on specific institutions, conducting observations, interviews, content analysis, and longitudinal perspectives. Ethical considerations are carefully considered throughout the research process.
 
 Findings: The study explores the integration of Sustainable Development Goals (SDGs) into English language teaching in Colombian educational institutions. It identifies various strategies, including project-based learning and experiential activities, and highlights diverse stakeholder perspectives. The findings suggest positive outcomes, policy implications, and the need for continuous improvement in sustainability-focused language education initiatives.
 
 Research, Practical & Social Implications: This study contributes to literature on sustainability-focused language education by providing empirical insights into the integration of Sustainable Development Goals (SDGs) into pedagogical practices. It suggests future research directions and practical implications for curriculum development, professional development, institutional policies, and social issues. It emphasizes the importance of community engagement and environmental stewardship in promoting sustainability education and global citizenship.
 
 Originality/value: This study explores the integration of Sustainable Development Goals (SDGs) into English language teaching in Colombian educational institutions. It uses a novel approach, contextual specificity, qualitative methodology, and longitudinal perspective to provide insights into the integration of SDGs into language education. The findings offer practical implications for curriculum development, policymaking, and advancing sustainability education.