Dissertation/Thesis Abstract

Incorporating Environmental Education into TESOL through Nature Journaling: A Literature Review and Curriculum Recommendations
by Mueller, Hannah, M.A., Prescott College, 2020, 98; 28157637
Abstract (Summary)

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.

Indexing (document details)
Advisor: Dunlap, Julie J.
Commitee: Matlock, Deb, Pentón Herrera, Luis J.
School: Prescott College
Department: Education
School Location: United States -- Arizona
Source: MAI 82/5(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Environmental education, English as a Second Language, Adult education
Keywords: Environmental education, Nature connection, Nature journaling, Place-based education, TESOL, Translanguaging
Publication Number: 28157637
ISBN: 9798691284809
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