Learning, Dialogue, and Participation: Multilingual and Intergenerational Practices for Inclusive Environmental Education

Introduction -Inclusive Environmental Education and Youth Participation in Asia -This study aims to explore approaches to inclusive and equitable environmental education in Asia through practices of multilingual and multicultural education and Education for Sustainable Development (ESD) in Japanese elementary schools.In particular, it seeks to reconceptualize environmental education not merely as the acquisition of knowledge, but from the perspectives of the right of all people to learn and youth participation and agency in social transformation.The multilingual and multicultural educational practices discussed in this paper treat diverse languages, both domestic and international, as learning materials.By engaging with the diversity, structures, and historical backgrounds of languages, these practices aim to promote intercultural understanding and to foster foundations for living together in a multicultural society.This approach has been shaped by the introduction of compulsory foreign language activities in Japanese elementary schools since 2011, as well as by the author's longstanding interest in multilingualism.Despite the increasing linguistic and cultural diversity of society, issues surrounding language have not been sufficiently addressed within international understanding education (Yamanishi 2010).It is therefore essential to pay attention to the linguistic and cultural backgrounds inherently possessed by children, parents, and community members with international roots, and to promote education that respects diverse people, languages, and cultures.In Japan, the ability to speak English is often equated with the development of "global human resources."However, in Asia and across the world, societies are becoming increasingly multiethnic, multilingual, and multicultural.Education that focuses solely on the acquisition of a single language is insufficient to capture the realities of contemporary society.By adopting a broad understanding of language that goes beyond spoken language to include gestures, gaze, songs, facial expressions, and other forms of communication, it becomes possible to establish a foundation for inclusive learning.Moreover, when considering inclusive environmental education, it is essential to examine not only what is learned but also how learners participate in the learning process.ESD has emphasized the importance of positioning learners not merely as future actors, but as current members of society, nurturing their capacity to engage with society through dialogue and action.Another practice examined in this study-equal dialogue between children and adults within