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Yrs K-12 Environmental Education

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Home › Learning and Teaching › Yrs K-12 Focus Areas › Environmental Education › Linking with Languages Key Learning Area

Linking with Languages Key Learning Area

Environmental education may be incorporated into the Languages Other Than English curriculum through specific language activities, which are based on an environmental theme, or through the socio-cultural consideration of environmental issues as they relate to particular countries or language groups.

One of the broad goals of languages learning is to enable students to develop an initial understanding of the enriching nature of cultural diversity, and the similarities and differences in lifestyles.

In languages programs the focus on environmental issues may centre initially on the socio-cultural aspects of particular countries or language groups and move to activities in the target language as the language skills of students develop. Students in Stage 6 can be expected to use their target language in considering environmental issues. Topics in the stage 6 syllabuses include youth, social and global issues in which environmental considerations can be incorporated.

Examples of activities for students in Stages 4 & 5:

Context Area Sample Strategies
The local environment
  • developing language activities, which incorporate aspects of the built environment, including animals, insects, natural features, heritage sites etc.
  • labelling elements of the local environment in the target language
  • developing vocabulary and structures on the local environment in the treatment of themes such as where I live; my home and school; the weather
  • combining language excursions with an environmental focus, (eg. to Japanese or Chinese gardens)
Recreate an authentic environment
  • working with students to create a small rice paddy, Japanese garden etc within the school grounds
  • researching flowers, plants, fruit and vegetables typical of the target country and growing them in the school or bringing them into class
Endangered animals
  • developing activities using countries, animals and structures to focus on the topic of endangered animals, (eg. Pandas live in China. I like pandas. There are only 2000 pandas. Tigers live in Asia. They are very strong). The complexity of structures and phrases used will depend on the language skills of the students
  • combining language excursions with an environmental focus, (eg. environmental education centres and the zoo (use the support of education officers)
  • developing posters in the target language on endangered animals.

More examples of linking LOTE outcomes to the objectives of environmental education will be found in the document supporting the Environmental Education Policy for Schools.