Eco-ELT for environmental research and praxis in ELT

Jepri Ali Saiful

Abstract


Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.


Keywords


Eco-ELT; ecopedagogy; education for sustainable development; environmental humanities; environmental sustainability

Full Text:

PDF

Article Metrics

Abstract view : 2211 times | PDF view : 503 times

References


Akcesme, B. (2013). An ecocritical approach to English language teaching. Journal of Language and Literature Education, 8, 96–117. https://doi.org/10.12973/jlle.11.217

Anyolo, E. O., Kärkkäinen, S., & Keinonen, T. (2018). Implementing education for sustainable development in Namibia: school teachers’ perceptions and teaching practices. Journal of Teacher Education for Sustainability, 20(1), 64–81. https://doi.org/10.2478/jtes-2018-0004

Arikan, A. (2006). Postmethod condition and its implications for English language teacher education. Journal of Language and Linguistic Studies, 2(1), 1–11. http://www.jlls.org/index.php/jlls/article/view/19

Barrera-Hernández, L. F., Sotelo-Castillo, M. A., Echeverría-Castro, S. B., & Tapia-Fonllem, C. O. (2020). Connectedness to nature: its impact on sustainable behaviors and happiness in children. Frontiers in Psychology, 11(276). https://doi.org/10.3389/fpsyg.2020.00276

Beigel, J. (1996). Literature and the living world: environmental education in the English classroom. Interdisciplinary Studies in Literature and Environment, 2(2), 105–118. https://doi.org/10.1093/isle/2.2.105

Bland, J. (2014). Ecocritical sensitivity with multimodal texts in the EFL/ESL literature classroom. In R. Bartosch, & S. Grimm (Eds.), Teaching Environments: ecocritical Encounters (pp. 75–96). Peter Lang GmbH, Internationaler Verlag der Wissenschaften. https://doi.org/10.13140/2.1.1788.9923

Bowden, R. (2010). Teaching English for sustainability. Journal of NELTA, 15(1–2), 16–21. https://doi.org/10.3126/nelta.v15i1-2.4605

Brown, H. D. (2014). Principles of language learning and teaching: a course in second language acquisition (6th ed.). Pearson Education, Inc.

Cazeaux, C. (2017). Aesthetics as ecology, or the question of the form of eco-art. In P. Barry, & W. Welstead (Eds.), Extending ecocriticism: crisis, collaboration and challenges in the environmental humanities (pp. 149–169). Manchester University Press.

Chapelle, C. A. (2007). Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98–114. https://doi.org/10.1017/S0267190508070050

Crist, E., Kopnina, H., Cafaro, P., Gray, J., Ripple, W. J., Safina, C., Davis, J., DellaSala, D. A., Noss, R. F., Washington, H., Rolston, H., Taylor, B., Orlikowska, E. H., Heister, A., Lynn, W. S., & Piccolo, J. J. (2021). Protecting half the planet and transforming human systems are complementary goals. Frontiers in Conservation Science, 2. https://doi.org/10.3389/fcosc.2021.761292

Dobrin, S. I. (2021). Blue ecocriticism and the oceanic imperative. In Blue ecocriticism and the oceanic imperative. Taylor and Francis. https://doi.org/10.4324/9780429456466

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.

Elsherif, E. A. (2013). Raising awareness: introducing ecocomposition into EFL writing classroom. Arab World English Journal, 4(1), 77–89. https://awej.org/raising-awareness-introducing-ecocomposition-into-efl-writing-classroom/

Emmett, R. S., & Nye, D. E. (2017). The environmental humanities: a critical introduction. The MIT Press.

Friederichs, K. (1958). A definition of ecology and some thoughts about basic concepts. Ecology, 39(1), 154–159. https://doi.org/https://doi.org/10.2307/1929981

Hauschild, S., Poltavtchenko, E., & Stoller, F. L. (2012). Going green: merging environmental education and language instruction. English Teaching Forum, 50(2), 2–13. https://www.turcomat.org/index.php/turkbilmat/article/view/5472

Hubbell, A. J., & Ryan, J. C. (2022). Introduction to the environmental humanities. Routledge.

Inner Development Goals. (2021). Inner development goals: background, method and the IDG framework. https://static1.squarespace.com/static/600d80b3387b98582a60354a/t/627bb821f4978468f9f311ba/1652275238451/220511_IDG_Report_Full.pdf

Ives, C. D., Abson, D. J., von Wehrden, H., Dorninger, C., Klaniecki, K., & Fischer, J. (2018). Reconnecting with nature for sustainability. Sustainability Science, 13(5), 1389–1397. https://doi.org/10.1007/s11625-018-0542-9

Jewett, M. (2011). Between dreams and beasts: four precepts for green English teaching. The English Journal, 100(3), 30–38. http://www.jstor.org/stable/25790057

Jodoin, J. J. (2022). Re-envisioning English language teaching in a post-COVID world: using language education for sustainable development. In R. Khan, A. Bashir, B. L. Basu, & Md. E. Uddin (Eds.), Local research and glocal perspectives in English language teaching (pp. 251–266). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-19-6458-9

Johnston, B. (2003). Values in English language teaching. Lawrence Erlbaum Associates, Inc.

Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. https://doi.org/10.2307/3588427

Kumaravadivelu, B. (2003). Beyond methods: macrostrategies for language teaching. Yale University Press.

Kumaravadivelu, B. (2006). Understanding language teaching: from method to postmethod. Lawrence Erlbaum Associates, Inc.

Li, S., & Wang, H. (2018). Traditional literature review and research synthesis. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), The Palgrave handbook of applied linguistics research methodology (pp. 123-144). Palgrave Macmillan. https://link.springer.com/book/10.1057/978-1-137-59900-1

Manurung, J. E., & Ria, N. (2018). English speaking achievement and environmental conscientization by using Think-Pair-Share strategy. Channing: Journal of English Language Education and Literature, 3(2), 88-99. https://doi.org/10.30599/channing.v3i2.468

Martin, L., White, M. P., Hunt, A., Richardson, M., Pahl, S., & Burt, J. (2020). Nature contact, nature connectedness and associations with health, wellbeing and pro-environmental behaviours. Journal of Environmental Psychology, 68. https://doi.org/10.1016/j.jenvp.2020.101389

Matthewman, S. R. E. (2017). Ecocritical English: a subject-led approach to sustainability. University of Auckland.

Mayer, F. S., & Frantz, C. M. P. (2004). The connectedness to nature scale: a measure of individuals’ feeling in community with nature. Journal of Environmental Psychology, 24(4), 503–515. https://doi.org/10.1016/j.jenvp.2004.10.001

Mercer, S., Ibrahim, N. C., Bilsborough, K., Jones, C., & Potzinger, C. (2022). Teacher perspectives on addressing environmental issues in ELT. ELT Journal, ccac039. https://doi.org/10.1093/elt/ccac039

Mickey, S. (2016). Whole earth thinking and planetary coexistence: ecological wisdom at the intersection of religion, ecology, and philosophy. Routledge.

Misiaszek, G. W. (2020). Ecopedagogy: teaching critical literacies of ‘development’, ‘sustainability’, and ‘sustainable development.’ Teaching in Higher Education, 25(5), 615–632. https://doi.org/10.1080/13562517.2019.1586668

Misiaszek, G. W. (2022). Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2130044

Nkwetisama, C. M. (2011). EFL/ESL and environmental education: towards an eco-applied linguistic awareness in Cameroon. World Journal of Education, 1(1), 110-118. https://doi.org/10.5430/wje.v1n1p110

Putri, G. A. P. E. I. (2018). Critical environmental education in tertiary English language teaching (ELT): a collaborative digital storytelling project. Indonesian Journal of Applied Linguistics, 8(2), 336–344. https://doi.org/10.17509/ijal.v8i2.13280

Richardson, M., Dobson, J., Abson, D. J., Lumber, R., Hunt, A., Young, R., & Moorhouse, B. (2020). Applying the pathways to nature connectedness at a societal scale: a leverage points perspective. Ecosystems and People, 16(1), 387–401. https://doi.org/10.1080/26395916.2020.1844296

Rodewald, L. (2022). Crowded waters: a pedagogical review of recent environmental humanities introductory texts. Journal of Environmental Education, 53(4), 221–230. https://doi.org/10.1080/00958964.2022.2098222

Rokhmah, D. (2021). Ilmu dalam tinjauan filsafat: ontologi, epistemologi, dan aksiologi [Science in philosophy review: ontology, epistemology, and axiology]. CENDEKIA: Jurnal Studi Keislaman, 7(2), 172–186. https://media.neliti.com/media/publications/389275-none-a1ba1d1f.pdf

Saiful, J. A. (2014). Eco-ELT materials development: the proposed idea towards instilling the concept of loving the environment and upholding the virtues of local wisdom to young learners. Proceedings of the 3rd UAD TEFL International Conference 2014: Materials Development in Asia and Beyond: Directions, Issues, and Challenges (pp. 580-592). English Education Department of Universitas Ahmad Dahlan. http://eprints.uad.ac.id/2403/1/utic_3.pdf

Saiful, J. A. (2020). New innovation in English language teaching: revealing concepts and applications of ECO-ELT. TELL: Teaching of English Language and Literature, 8(1), 62–72. https://doi.org/10.30651/tell.v8i1.4408

Saiful, J. A., & Triyono, S. (2018). EFL teachers’ reflection in teaching English to EFL students of rural areas. International Journal of Language Education, 2(2), 1–13. https://doi.org/10.26858/ijole.v2i2.5637

Setyowati, L., Karmina, S., Sujiatmoko, A. H., & Ariani, N. (2022a). Feeling nature in writing: environmental education in the EFL writing course. Journal on English as a Foreign Language, 12(1), 22-48. https://doi.org/10.23971/jefl.v12i1.3092

Setyowati, L., Prayogo, K. J. D., Gane, B. A., & Putri, S. S. (2022b). Using environmental issues for essay writing class: the students’ views and challenges. KnE Social Sciences, 7(7), 23–36. https://doi.org/10.18502/kss.v7i7.10646

Stockwell, G. (2022). Historical foundations of technology in SLA. In N. Ziegler, & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 9–20). Routledge.

Suleimenova, A., & Ivanova, O. (2018). Emotional competence and individual style of action of future teachers of higher education in the system of education for sustainable development. Journal of Teacher Education for Sustainability, 20(2), 44–63. https://doi.org/10.2478/jtes-2018-0014

UN Environment Programme. (2023, March 20). Climate change 2023: synthesis report. UNEP – UN Environment Programme. https://www.unep.org/resources/report/climate-change-2023-synthesis-report

Villanen, H. (2014). Teachers’ reflections on an education for sustainable development project. International Research in Geographical and Environmental Education, 23(2), 179–191. https://doi.org/10.1080/10382046.2014.908526

World Wildlife Fund. (2021). A warning sign: where biodiversity loss is happening around the world. https://www.worldwildlife.org/magazine/issues/summer-2021/articles/a-warning-sign-where-biodiversity-loss-is-happening-around-the-world

Xiong, T. (2014). Shallow environmentalism: a preliminary eco-critical discourse analysis of secondary school English as a foreign language (EFL) texts in China. Journal of Environmental Education, 45(4), 232–242. https://doi.org/10.1080/00958964.2014.943686

Yu, T. K., Lin, F. Y., Kao, K. Y., & Yu, T. Y. (2019). Encouraging environmental commitment to sustainability: an empirical study of environmental connectedness theory to undergraduate students. Sustainability (Switzerland), 11(2), 342. https://doi.org/10.3390/su11020342




DOI: https://doi.org/10.23971/jefl.v13i2.6335

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: [email protected], Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter