The primary aim of my project was to develop teaching materials that highlight the efforts of both public and private entities in the Andalusia region of Spain to promote sustainability and conservation in their business practices. While the materials were initially developed and used for a summer study abroad course in Spain, they can be adapted for other teaching contexts. The materials begin with an introductory lesson that emphasizes the importance of sustainability in business and provides an overview of the United Nations’ 2030 Agenda for Sustainable Development, including its 17 Sustainable Development Goals. Following this introduction, the curriculum is divided into three concise units: 1) environmental sustainability and the promotion of renewable energy; 2) economic sustainability and the Spanish government’s Law 28/2022 or “startups law”; and 3) social sustainability and the power of community. Each unit is designed around authentic resources and includes key components such as vocabulary, a general overview of the initiative, specific examples from public and private organizations, and a cross-cultural reflection. Together, these materials, and the tasks developed for learners to work with them, aim to foster a deeper understanding of sustainability and inspire students to take meaningful action.

This article presents a research-based proposal on how to integrate translation and interpreting into the business language classroom, focusing on both text-based and interactional approaches to language pedagogy in specialized domains. As a point of departure, the article first reviews the pedagogical possibilities of integrating translation and interpreting into the language classroom more generally. Then, the article specifically advocates for their integration in business language classrooms to support language learning outcomes while also developing what has been termed translation and interpreting literacy. Text-based and interactional approaches to pedagogy are suggested as potential ways the practice of translation and interpreting naturally dovetail with business language education. The article concludes with a call for additional research on these interlingual practices in business language studies to support domain-specific language learning that aligns with the professional realities encountered by students upon graduation.