International Conference: language education for sustainable development

1. Van Thi Hong Le, Senior Lecturer at Tay Nguyen University, holds a PhD in TESOL from the University of Central Florida (2021). Her research interests include strength-based teaching, oral communication, instructional technology, language skill development. She has received several awards, including the TESOL Albert H. Marckwardt Travel Grant.
   Contact: lthvan@ttn.edu.vn.
2. Thinh Nguyen is a senior lecturer at Ha Long University, with a PhD in TESOL and business studies. She focuses on cultural integration, autonomous learning, and technology in education. Thinh has received multiple awards, including TESOL 2022 and Australia Award 2024.
   Contact: thinhnv2010@gmail.com.
3. Lan Nguyen is a senior lecturer at Hanoi National University of Education. Her PhD research focused on evaluative language using Appraisal Theory. She was an Endeavour Research Fellow (2018) and a SUSI global educator (2024). Her interests include TESOL, technology in teaching, and genre-based pedagogy.
   Contact: lannth@hnue.edu.vn.
4. Ngoc Gia Han NGUYEN is now a lecturer of Medical English at Buon Ma Thuot Medical University. She graduated from Tay Nguyen University with highest distinction in English linguistics in 2021. Her research interests consist of ESL/EFL teaching, cultural studies, translation studies and sociolinguistics.
   Contact: ngocgiahanguyen@gmail.com

1. Cates, K. (2022). Language Teaching, Environmental Education, and Community Engagement. In G. Jacobs & G. Crookes (Eds.), Becoming Community-Engaged Educators (pp. 95-110). Springer.
2. Gaillard, J. C., & Pang, V. (2019). Resilience in Disaster-Prone Communities. Routledge.
3. Jacobs, G. M., & Goatly, A. (2000). Environmental Education for Language Teachers. TESOL Quarterly, 34(3), 467-478.
4. Rieckmann, M. (2022). Education for Sustainable Development Goals: Learning Objectives. UNESCO.

This ongoing research explores the integration of environmental sustainability and disaster preparedness into English language education (ELE) in disaster-prone areas of Northern Vietnam. Vietnam has increasingly faced natural disasters such as typhoons, landslides, and flooding, particularly in the North, highlighting the urgent need for environmental education in post-disaster recovery contexts. However, the intersection of ELE with sustainability and disaster awareness remains underexplored. This study aims to address the question: How can English language pedagogy contribute to environmental sustainability in the context of natural disaster recovery?
Utilizing a mixed-methods approach, the study involved surveys and interviews with 30 English teachers and 150 students from schools in disaster-prone regions. A pilot curriculum was developed that integrates sustainability themes and disaster preparedness into English lessons. Data collection methods include surveys, interviews, and classroom observations to assess the curriculum's impact on students' environmental awareness and language engagement.
Preliminary findings suggest that incorporating sustainability and disaster-related content into English lessons significantly enhances students’ environmental awareness and engagement. Over 80% of students reported increased motivation and found the content relevant to their lives, particularly in disaster-affected regions. Teachers observed improved critical thinking and heightened social responsibility among students. However, challenges related to resource availability and teacher preparedness have emerged, indicating the need for further support and development.
These initial results highlight the potential of ELE to play a critical role in post-disaster recovery, equipping students with both linguistic and environmental competencies. While the findings are preliminary, they underscore the importance of aligning educational practices with real-world environmental challenges, contributing to the broader conference theme of sustainable education. Further research and refinement of the curriculum are ongoing.