Published:
May. 10, 2014
Source: Action in Teacher Education, Volume 36, Issue 2, 2014, pages 171-184
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish.
The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
This paper sheds light on the complexities embedded in such efforts and highlights outcomes of this experience including feelings of empathy, resistance, and experiential learning of “otherness.”