Climate Change and Foreign Languages
Climate change is the most serious threat humankind has ever faced. It has a number of impacts on humans and natural environments today and particularly in the future. Climate change is due to human activities but a severe catastrophe can still be avoided. Mitigation requires global cooperation and sharing knowledge, skills and strategies. In this, fluency in foreign languages is a valuable asset. Also, media literacy plays an important role in becoming an active citizen, and stories about climate change provide excellent material for practicing a critical approach.
This text consists of the following chapters:
Language Teachers as Climate Change Educators
Climate Change will be Solved Through International Cooperation
– International Agreements are Signed at the United Nations Climate Conferences
– Climate Change Mitigation is Needed Across Society
– International Cooperation Requires Intercultural Understanding
Climate Education Includes Media Education
– Do not Forget Critical Thinking
– The Role of Communication in Tackling Climate Change
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Sources and additional information
Language Teachers as Climate Change Educators

Jirka Matousek
Language teachers convey ideas through texts, recordings and conversations. This means they play an equally important role as climate change educators as their colleagues. Taking climate change into account in the teaching strategy and encouraging students to discuss topics related to climate change can be effective tools to make a difference in the classroom. Honing conversation skills and putting them into practice helps students to become active citizens and have their say.
Climate Change will be Solved Through International Cooperation

PROUnited Nations Photo
Climate change causes major changes in natural environments, but from the human point of view it is above all a social issue. Humans have caused climate change collectively, so cooperation is the only way to solve the problem. Personal life choices matter, but more important are decisions on energy production methods, urban planning, train routes and wages.
In Finland, the national curriculum puts emphasis on understanding cultural diversity through languages. For instance, students discuss values linked to different languages. This is an important factor to take into account if we want to tackle climate change through international cooperation.
Climate Education Includes Media Education
Every possible media is full of stories about climate change. The topic is widely discussed in social media, news, talk shows, scientific publications, Internet forums, novels and NGO campaigns. In the midst of all these news and opinions, an active citizen needs to adopt the role of a critical receiver and competent producer and distributor of texts in different channels. Language teachers play a key role in teaching such skills.
Exercises
For climate change education in language class, you need material about the topic, e.g., newspaper stories, radio interviews and video clips. Unfortunately, this guide cannot provide this type of material since so many different languages are taught in schools. However, here are some suggestions on how to use the materials:
Choose an age-appropriate text, recorded interview or video clip about climate change and discuss the material as suggested below.
***Exercise: Identify the key concepts on the Padlet wall and search for their translations online or look them up in the dictionary. Present the results. This exercise can be done in pairs or as an entire class activity.
***Exercise: Play the board game Alias and try to explain concepts you have identified and discussed. Here are some of the key words: atmosphere, carbon dioxide, carbon, climate, climate change, ecosystem, ecological, extinct, fossil fuel, global warming, greenhouse gas, greenhouse effect, sea level rise, solar power, storm.
***Exercise: This can be done as an individual student work, in pairs or small groups. Gather information and create a collage about the causes and consequences of climate change in a specific country and prepare a short presentation. There is no restriction on style, be it text, video, etc. The topic will then be presented in a role-action “international climate change conference” in class. If necessary, the teacher can help with choosing the topic and style, according to the age and level of the group.
***Exercise: Find newspaper or online stories about climate change, ecological lifestyle or environmentalism in the language you study. Choose an interesting story, read it carefully and write a short summary. If possible, present it in class. The teacher can find newspapers or stories in advance for students to choose from.
***Exercise: Each student should come up with three (or more in the case of more advanced learners) questions about climate change in the language they study. This can also be done in pairs. Students then ask their questions to each other and write down the answers. This exercise can be included in practicing interrogative sentences with auxiliaries, questions with conditional forms, etc.
***Exercise: Ask students to come up with suggestions on how to fight climate change. Each student chooses four tips they consider the most important and functional. The suggestions should then be presented either as posters or updates on social media in the language they study. Remember to take a photo of the posters – this helps to spread the word about climate change mitigation!
***Exercise: Ask students to read stories about climate change activists in the language they study and take note of the reasons that motivate these individuals to engage in activism. After putting the reasons together, ask students to vote for their top five.
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Sources and additional information
http://blogs.helsinki.fi/ilmastomuuttaakaiken/2015/10/20/onko-ilmastopakolaisia/
Ilmastonmuutos kuriin nykyisillä ratkaisuilla (Sitra 2015)
http://www.sitra.fi/uutiset/tulevaisuus/ilmastonmuutos-kuriin-nykyisilla-ratkaisuilla
Kansainväliset ilmastoneuvottelut (Ympäristöministeriö)
http://www.ym.fi/fi-FI/Ymparisto/Ilmasto_ja_ilma/Ilmastonmuutoksen_hillitseminen/Kansainvaliset_ilmastoneuvottelut
Miten Pariisin ilmastosopimus etenee? (Kuokkanen, Ympäristöministeriö 2015)
http://www.ym.fi/fi-FI/Ymparisto/Ilmasto_ja_ilma/Ilmastonmuutoksen_hillitseminen/Kansainvaliset_ilmastoneuvottelut/Pariisin_ilmastosopimus/Miten_Pariisin_sopimusprosessi_etenee(37358)
Neuvotteluprosessi (Ilmasto.org) http://ilmasto.org/neuvotteluprosessi
Unescon kulttuurista moninaisuutta koskeva yleismaailmallinen julistus (Opetus- ja kulttuuriministeriö) http://www.minedu.fi/OPM/Kansainvaeliset_asiat/kansainvaeliset_jaerjestoet/unesco/sopimukset/kulttuurisenmoninaisuudenjulistus
Media unohti aikamme suurimman katastrofin (Leipola, Vihreä Lanka 2012)
http://www.vihrealanka.fi/uutiset/media-unohti-aikamme-suurimman-katastrofin
Näkökulmia mediakasvatukseen (Kynäslahti, Kupiainen & Lehtonen (toim.), Mediakasvatusseuran julkaisuja 1/2007)
http://www.mediakasvatus.fi/publications/ISBN978-952-99964-1-4.pdf
Is it worth trying to “reframe” climate change? Probably not. (vox.com)
http://www.vox.com/2016/3/15/11232024/reframe-climate-change
Pallo jalassa – ilmastonmuutos ahdistaa (Maailman kuvalehti 2009)
https://www.maailmankuvalehti.fi/2009/11/pitkat/pallo-jalassa-ilmastonmuutos-ahdistaa