In this thesis, I argue that nature journaling is a particularly meaningful tool for integrating place-based environmental education into English for Speakers of Other Languages (ESOL) classes for adults. The literature review is framed by place-based educational theory with a critical lens, i.e. critical pedagogy of place and translingual theory. The review yields three themes: nature journaling has the potential to foster nature connection, provide emotional scaffolding for language learning, and spark social connection and action. For adults in ESOL classes, nature journaling becomes a humanizing pedagogy to the degree that it helps students and teachers build a consciousness of shared vulnerability and translate it into a sense of connection and responsibility for the environment. A case study highlights the experience of one educator leading a nature journaling activity with a multilingual group, and curriculum recommendations offer teachers resources for incorporating nature journaling into adult ESOL classes.
|Advisor:||Dunlap, Julie J.|
|Commitee:||Matlock, Deb, Pentón Herrera, Luis J.|
|School Location:||United States -- Arizona|
|Source:||MAI 82/5(E), Masters Abstracts International|
|Subjects:||Environmental education, English as a Second Language, Adult education|
|Keywords:||Environmental education, Nature connection, Nature journaling, Place-based education, TESOL, Translanguaging|
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