Integrando los Objetivos de Desarrollo Sostenible en la formación del profesorado de lenguas: multilingüismo, inclusión y translenguaje en contextos AICLE

While the integration of Sustainable Development Goals (SDGs) into language education is increasingly recognized as essential for preparing globally competent citizens, limited research examines how pre-service teachers perceive this integration within Content and Language Integrated Learning (CLIL) contexts, particularly regarding multilingualism and translanguaging as pedagogical tools. This study addresses this gap by investigating pre-service education language teachers’ knowledge, attitudes, and preparedness for SDG integration across two European contexts. A survey of 139 pre-service teachers from Spain (n=77) and Austria (n=62) assessed SDG awareness, CLIL perceptions, translanguaging attitudes, and self-efficacy. Results reveal a critical knowledge-practice gap: 92% intended to include sustainability, yet only 29% felt prepared. Participants showed stronger knowledge of SDG 4 (Quality Education) than SDGs 10 (Reduced Inequalities) and 16 (Peace, Justice and Strong Institutions), with significant differences by gender, degree type, and country. Regarding translanguaging, participants demonstrated positive attitudes overall, although Austrian pre-service teachers showed significantly higher acceptance than their Spanish counterparts. Findings indicate teacher education must provide concrete integration models, explicit translanguaging pedagogies, and critical reflection on equity.