Ecological sustainability in foreign language lessons for young learners

Abstract

In this article, I discuss ecological sustainability in early language education from two perspectives. First, I provide examples of how sustainable development is considered in the early language learning curricula implemented in Finland, Poland and Germany. Second, I include my experiences in how to teach a foreign language using a children's book that contains ecological topics. The presented method of reading aloud in German, the target language, was applied in this study, involving two groups of kindergarten and primary school children in Poland.