Language, sustainability, and intercultural citizenship: Implementing the GLOBE model in a disciplinary learning context

Abstract

This exploratory case study examined the implementation of the GLOBE pedagogical model in an English for Specific Purposes (ESP) course for veterinary medicine students, and assessed its impact on linguistic competence, interdisciplinary collaboration, sustainability awareness, and intercultural competence. Grounded in systemic functional linguistics, genre-based pedagogy, and interdisciplinary education, the model integrates language learning with sustainability and social engagement. The study was conducted with 51 undergraduate students from a private university in Argentina who were concurrently enrolled in two courses: Sociology and Community Service and English for Specific Purposes (ESP). The participants engaged in collaborative work that integrated content and objectives from both courses. Through scaffolded instruction, students developed community service projects and delivered elevator pitches, in which they linked language use to real-world professional and societal challenges. A qualitative analysis of a focus group with three teachers revealed that the model fostered teamwork, interdisciplinary integration, and communicative competence. However, students struggled with linguistic accuracy, oral fluency, and shifting from animal-centered to human-centered sustainability projects. Findings align with research on task-based and interdisciplinary learning, and emphasize the need for structured support in writing, oral performance, and project conceptualization. The study underlines the potential of GLOBE for ESP instruction while identifying areas for refinement, such as increased practice opportunities, targeted feedback, and reflective assessments. Future research should explore its long-term effectiveness in fostering global communication skills and sustainability oriented professional engagement.