Analyzing the effectiveness of dialogue practice in English as a lingua franca using the model of Transformative Language Teaching for Sustainability

Abstract The United Nations’ sustainable development goals (SDGs) stated in Agenda 2030 pose an urgent challenge to education, but research shows that language teachers have not been quick to adopt education for sustainable development (ESD). To help integrate ESD into language education, a didactic model of transformative language teaching for sustainability (TLS) gives a framework for enhancing ESD-related communications skills and competencies. This study describes one practical example of a language teaching approach that aligns with the TLS model: a university English course based on Bohmian dialogue philosophy. A sample of 94 student self-assessments from the course was analyzed for the possible transformative effects of practicing dialogue through a lingua franca. The analysis showed that ethical dialogue in a higher education English course can contribute to ESD, especially as a method of raising awareness of the skills and competencies needed when thinking together about such complex issues as sustainability. The present study suggests that the Bohmian dialogue approach would be a relevant addition to language teaching methods that support transformation-oriented ESD and, moreover, the approach may have potential for further applications in language education.