Context-sensitive Pedagogy for Sustainable English Language Teaching: Prospect and Practice

Abstract

The global discussion on social justice and inclusive education has made it imperative to redefine English Language Teaching (ELT) from the lens of sustainability principles. In this vein, it is argued that sustainability in English Language Teaching (ELT) should be pursued through context-sensitive pedagogy that responds to local socio-linguistics realities, environmental challenges, and global sustainability goals (SDG 4.7). Based on post-method theory, translanguaging, Eco linguistics, and UNESCO’s ESD for 2030n agenda, the study synthesizes secondary data and empirical studies from the global and Nepalese contexts. Using a systematic desk-based review and thematic synthesis of empirical reports, peer-reviewed articles and policy documents (2014– 2025), the study identifies how teacher agency, translanguaging practices, multimoda tasks and Eco linguistic analysis have been used in ELT to promote sustainability competencies. Findings reveal that teachers employ context- sensitive moves (e.g., translanguaging, local texts) which support equity and engagement but face constraints from high-stakes assessments and rigid EMI policy. Eco linguistics and multimodal projects can provide practical dimensions to link language skills with sustainability literacy and system alignment (policy, curriculum, assessment, teacher education) is essential to implement context-sensitive sustainability in ELT. The study concludes with concrete implications for curriculum design, assessment reform, teacher professional development (TPD), and future research priorities for Nepal and similar multilingual contexts.