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Abstract
Education is an important vehicle for the achievement of overall sustainable development. Moreover, international organisations have encouraged governments around the world to work towards achieving education for all. The notion of inclusive education has been useful in ensuring that country-level educational policies and practices incorporate and serve the interests of learners coming from diverse socio-cultural and linguistic backgrounds. Language facilitation has been earmarked by UNESCO (2005) as a necessary component of education for sustainable development. Despite global affirmation of the importance of language, the absence of language facilitation policies hampers the achievement of education for sustainable development at classroom level. This article explores language use in Botswana's History classrooms in the context of education for sustainable development. It is based on an exploratory study that was undertaken to investigate the use of code-switching in Botswana's History classrooms. The article begins with a discussion of the concept, origins and evolution of sustainable development, and how it links with education for sustainable development. The article goes on to link education for sustainable development with issues of equity and inclusiveness, and explores the role of language in the facilitation of an enabling and interactive teaching and learning environment.