Every day the need for comprehensive sustainability education becomes more evident. In looking at the success of content-based language learning programs over the past fifty years, the question arises of if sustainability education can be used as content to support language learning in formalized contexts. The purpose of this work was to investigate teachers’ attitudes toward sustainability-based content materials and the learning environments to which they best pertain. In this study, twenty-nine teachers from the Basque Country and the United States were selected as participants to evaluate three sustainability-based learning materials through an online questionnaire related to multilingualism, sustainability, and their personal teaching environments. The findings of this research point to a similarity of opinions between participants in both learning contexts, positive feelings toward sustainability as a language learning resource, and an inclination to teach sustainability outside of the traditional science classroom.

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Keywords: multilingualism, sustainability education, CLIL/CBI language learning, media-based education, language education