Repositioning English language teaching for a sustainable future

Abstract

This introductory chapter outlines the conceptual foundations of Sustainability in English Language Teaching by situating ELT within the broader ecological, social, and educational challenges of the Anthropocene. It traces the field’s recent evolution through key professional events that signal a growing recognition of ELT’s responsibility to contribute to Education for Sustainable Development (ESD). Drawing on contemporary research in ecopedagogy, foreign language education, and the UN Sustainable Development Goals, the chapter argues that ELT is uniquely positioned to foster ecological literacy, criticality, intercultural competence, well-being, and learner agency. It also identifies the systemic, curricular, and professional challenges that constrain implementation, providing a way of understanding both the potential and the complexities of sustainability integration.