Eco linguistics in English Language Teaching (ELT): A Textual Analysis of Environmental Awareness in Classroom Discourse

Abstract

This study explores the intersection of eco-linguistics and English Language Teaching (ELT) through a textual analysis of environmental awareness in classroom discourse. It examines how language used in textbooks, teacher talk, and student responses reflects ecological values and promotes sustainability-oriented thinking. Drawing on the principles of eco-linguistics and critical discourse analysis, the research highlights how linguistic choices such as metaphors, pronouns, and evaluative expressions construct learners’ understanding of human–nature relationships. Selected classroom texts and interactions were analyzed to uncover how environmental topics are framed and how teachers integrate eco-friendly ideas into English lessons. Findings suggest that integrating eco-linguistic awareness in ELT not only enhances language proficiency but also nurtures ecological consciousness and moral responsibility among learners. The study concludes that classroom discourse can serve as a transformative tool, enabling students to use English for meaningful communication about real-world environmental issues. It recommends embedding ecological themes systematically within ELT curricula to promote both linguistic and environmental literacy.

Keywords: Eco-linguistics, environmental awareness, English Language Teaching, classroom discourse, critical discourse analysis, sustainability education, ecological values

https://doi.org/10.5281/zenodo.20033867