Ecopedagogical Approaches to the Spanish as a Foreign Language Curriculum

Abstract

Language teaching has evolved from the grammar-translation method toward more communicative and flexible approaches. Given the absence of a universal method, Kumaravadivelu proposed the post-method pedagogy, which emphasizes context, teacher reflection, and the role of the instructor as an educator. For this reason, it is closely linked to ecopedagogy. Through a critical  approach, the latter seeks to raise learners' ecological awareness, relying on collaborative and intercultural methodologies, as well as contextualized, interdisciplinary, and action-oriented learning. Although ecopedagogy has been growing since the 1970s, it still faces challenges in its effective implementation and, for example, many Spanish as Foreign Language (SFL) materials continue to
perpetuate unsustainable values. At the University of Manchester, an initiative has been implemented to align the SFL curriculum with the Sustainable Development Goals (SDGs), promoting ecological awareness and critical thinking among students. The aim is to decentralize the curriculum and foster a global and sustainable citizenship.