Young People’s Eco-Consciousness Evolution Through the Prism of the New Media Discourse Perception and Interaction in the Course of L2 Acquisition

Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

“…In EFL studies, there is a substantial body of research that addresses the issue of ESD in various EFL settings (Al-Jamal & Al-Omari, 2014;Ganji, Arshadi, & Mahbubzadeh, 2020;Guanio-Uluru, 2019;Guslyakova, 2020;Jodoin & Singer, 2020;Mohammadnia & Moghadam, 2019;Sundh, 2016;Ver Steeg, 2020;Zahoor & Janjua, 2020). In particular, the research literature problematises ESD in EFL educational settings in terms of EFL learnersí and teachersí perceptions of ESD (Ganji, Arshadi, & Mahbubzadeh, 2020;Guanio-Uluru, 2019;Guslyakova, 2020;Ver Steeg, 2020), environmental themes in EFL textbooks (Al-Jamal & Al-Omari, 2014;Jodoin & Singer, 2020;Mohammadnia & Moghadam, 2019;Zahoor & Janjua, 2020), and EFL learnersí written discourse on ESD-related topics (Sundh, 2016).…”

“…EFL learnersí and teachersí perceptions of ESD are explored in the studies conducted by Ganji, Arshadi, and Mahbubzadeh (2020), Guanio-Uluru (2019), Guslyakova (2020), andVer Steeg (2020). Whilst these studies are united by the common research theme associated with the perceptions of ESD in the EFL teaching and learning contexts, they seem to differ in focus.…”

“…Specifically, Guanio-Uluru (2019) argues that lectures on ecocriticism that are followed by debates on the ecocritical literature, as well as the literature circles where pre-service EFL teachers discuss and enact ecocritical reading roles, are considered useful in fostering awareness of sustainability issues. Another aspect of raising EFL studentsí awareness of ESD is suggested by Guslyakova (2020), who argues that EFL studentsí eco-consciousness and eco-friendliness can be augmented by working with English-mediated online resources (for instance, YouTube, Facebook, Twitter) that discuss ESD-related topics, such as ecology and environmental issues. Guslyakova (2020) has established that online social platforms are effective means of raising EFL studentsí environmental awareness.…”

“…Another aspect of raising EFL studentsí awareness of ESD is suggested by Guslyakova (2020), who argues that EFL studentsí eco-consciousness and eco-friendliness can be augmented by working with English-mediated online resources (for instance, YouTube, Facebook, Twitter) that discuss ESD-related topics, such as ecology and environmental issues. Guslyakova (2020) has established that online social platforms are effective means of raising EFL studentsí environmental awareness. Similarly to Guslyakova (2020), Ver Steeg (2020) suggests that EFL students can greatly benefit from an increased exposure to ESD-related topics.…”

“…Guslyakova (2020) has established that online social platforms are effective means of raising EFL studentsí environmental awareness. Similarly to Guslyakova (2020), Ver Steeg (2020) suggests that EFL students can greatly benefit from an increased exposure to ESD-related topics. Ver Steeg (2020) posits that EFL studentsí gains in ESD may be achieved by focusing on the studentsí relationships to nature.…”