I am not a professional educator or familiar with your exact circumstance, so this is based on opinion.  Educate in language of best understanding in environmental training, especially for those who will be analyzing and applying to native/local circumstances as concepts are often complex, as well as politics and local practices.  Also provide some translations of terms and concepts in international, so there would be some understanding of international information, and perhaps some trial uses of computer translation packages dealing with technical subjects to gain familiarity with common translation errors and word arrangement issues.  For PhD scientists or possible future University professors, persons dealing on international arena, move more into International training, as it may be needed for literature updates and communications beyond local areas.

See Dear Dr Khwaza

The said knowledge is available at two ends. One is traditional knowledge at the end of client which indeed is in local language..and another is at the end of professional experts like we which indeed in majority of cases in international language.

Now both the ends are important, to cross a real river of knowledge . hence it must be in both the languages giving equal weights to both..only thing that is lacking is ...translation...i mean instant effective translation of these two vital string ends , to make a strong bridge over that knowledge river, hence to facilitate its free flow from one end to another and extend benefits to many many more local as well as international clients... 

Khwaja Saheb, Assalamo Alaikum,

I have been taking post graduate classes on environmental sciences for well over 20 years. The medium of instruction is English but the discussion is invariably in Urdu, the National Language. Myself and my students have adopted the technical terms literally and that has not posed any problem.

Most of those technical/scientific terms are now commonplace and do not really need to be translated; Global Warming, for example. Do you really think it needs to be translated? All native languages have been doing so ever since the need arose to include Environmental Sciences in the curriculum.

Mahmood,  do not think the use of native or local languages will make environmental education better understood or adopted. First there is the problem of translation and clarity. It takes a while before the terminologies in English are converted to local languages. The reverse is probably worse. It would take even longer for terminologies in the numerous natives languages were to be converted to English. Although various arguments have been raised for native languages, e.g. sense of local ownership, the issue of having a comparable and comprehended standard across continents arises. Furthermore, with the now affirmed internet use and a myriad of mobile apps, more youth in developing countries - and particularly Africa, seem to embrace more of English and less of their local languages. My working experiences in South Africa, Mozambique, Tanzania, Kenya, Uganda and West Africa confirm this. I can't say much for Asia or other parts of the developing world...

Hi all,

I can give my personal example. I am an Italian native speaker, but I got my Bachelor (Physical Geography) in French and my Master (Coastal PLanning and Management) in English. I have been spending my last 5 years in learning environmental science in other languages and I must admit that what I learnt in French stayed in French. I sometimes find very difficult to explain something that I know either in English or French because I lack the right words to be precise. Especially with geological terms.

BUT, in my opinion, when it comes to a friendly chat between co-workers and collegues, it doesn't matter if you can't find the right terminology, becauase in envi science, if you can explain the process or the features of your subject, one can guess what you mean. In the other hand, when it comes to more serious talks, like conferences or client-based consultancy, I often need a brief review of the terminology in both languages to be ready and an effective speaker.

Finally, I definetly belive that envi education must be given in native languages, because it is true that the environment is global, but it is important to create a solid bond between academic knowledge and awareness of your region. Often envi education (undergraduate level and above) is focused on the type of envi that is dominant in your country. In other words, the governments create envi scientists who fit well in the local situation, specialists in their geographical situation. Envi in Switzerland was focused on glaciars and river ecosystems, while in AUstralia in wetlands, coasts and soils. Thus, native languages help envi scientist in creating that bond with local environment that is needed to fully appreciate the region or ecosystems they are likely to be working with.

with regards,

Nic

A native language is key, but translation and sharing experiences across languages is also important, especially if you are concerned about global sustainability.

From my personal experience the native language is better if it's also use with local examples, that people can understand better. I had to talk with farmers that could not care less about the mycotoxins in the sweet corn, but their interest increase when their products were not bought because of this problem. and some of them took specific courses about this topic and the language wasn't a problem, because their interest was real and motivated. An international language, like English, could be more helpful when the conversation or the discussion is already on another level, more professional. 

To Melf-Hinrich:

You are right. Translation and sharing experience across languages and cultures are VITAL to global sustainability and global environmental awareness.

However, I think this is not related to environmental education per se, but you can share envi knowledge and experiences by learning English after your environmental education in native language. "Thinking local" means also learning local envi science (native), while acting global means sharing valuable experiences across languages, cultures, situations and religions (English?).

regards,

Nic

It should be in Local language. because the habits of societies are affects the environment. If there is important work then it may translate in to international language.... Without using local language community participation in environment protection efforts is limited.

Thanks all for your most useful comments/suggestions. My own position which I have been taking/advocating is that all education till O level/Class 8th/lower seconday be in local language but beyond that it should be, very specifically, for science & environmental subjects/disciplines, in an international language. I was involved with the translation of scientific & technical terms in our national language (Urdu), for school textbooks and we worked with te basic principle that translate, if a popular Urdu, Arabic or Persian word is in use in the country (Pakistan), otherwise just write the scientific/technical terms in Urdu script. We managed well. .... Thanks again. Very best. Mahmood

This is a very key question and timely Mahmood:

My opinion is diversity is important, therefore both native and international languages is necessary. For native language some Nations teach using their native language, hence are more fluent and learning becomes easier. The current trend of internet use has brought in the need for international language especially for the youth.