LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:7 July 2024
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Eco-linguistic Approaches in English Language Education:
Enhancing English Language Proficiency and Sustainability Awareness

Mohammad Usama, Ph.D. Scholar and
Dr Shashikanta Tarai, Assistant Professor

Abstract

This study investigates the efficacy of integrating eco-linguistic approaches into English Language Education (ELE) to enhance students' linguistic proficiency and engagement with sustainability issues, particularly the Sustainable Development Goals (SDGs). Through a quasi-experimental design involving first-year university students in India, the research compares the outcomes of an experimental group receiving an eco-linguistically enriched curriculum with a control group following a standard ELE curriculum. The intervention focused on embedding sustainability themes into language learning, leveraging real-world environmental challenges to foster intrinsic motivation, deepen content engagement, and enhance critical thinking and language skills—pretest and posttest assessments measured changes in English language proficiency, sustainability awareness, and SDG engagement. Results indicate significant improvements in linguistic abilities and sustainability consciousness among the experimental group compared to the control group, highlighting the dual benefits of eco-linguistic pedagogies. This study contributes to pedagogical discourse by demonstrating that eco-linguistic integration in language education advances linguistic competencies and cultivates an informed and proactive stance towards global sustainability challenges. It suggests a promising direction for educators and curriculum developers aiming to align educational practices with the urgent need for sustainability awareness and action.

Keywords: Eco-linguistics, English Language Education, Sustainable Development Goals, sustainability learning

1. Introduction

In the face of escalating environmental crises and global challenges, sustainability education is a crucial pillar for equipping future generations with the knowledge, skills, and values necessary to foster a sustainable future. The Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, provide a comprehensive framework to address a wide range of global challenges, including poverty, inequality, climate change, environmental degradation, peace, and justice (United Nations, 2015). Integrating these goals into educational curricula is pivotal in cultivating an informed and proactive citizenry capable of contributing to their attainment. Amidst the diverse strategies for embedding sustainability into education, eco-linguistic approaches offer a unique and potent avenue. Eco-linguistics, a field exploring the relationship between language and the environment, posits that language reflects and shapes our perceptions of the world (Stibbe, 2015). Eco-linguistic approaches can foster a deeper awareness and understanding of sustainability issues by analyzing how linguistic choices influence our interaction with the environment. This perspective underscores the potential of language education to contribute significantly to environmental consciousness and action. Given the critical role of English as a global lingua franca, English Language Education (ELE) presents a valuable context for incorporating eco-linguistic and sustainability-focused content. Such integration can enhance learners' linguistic proficiency while fostering eco-awareness and engagement with sustainability issues. Consequently, this study aims to assess the impact of an ecolinguistic intervention within ELE on students' understanding of and engagement with SDG sustainability. By examining the effectiveness of incorporating eco-linguistic approaches into the ELE curriculum, this research seeks to contribute to the broader discourse on sustainability education and the role of language in promoting sustainable development.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mohammad Usama
PhD Scholar
md.usama04@gmail.com

Dr Shashikanta Tarai
Assistant Professor
starai.iitm@gmail.com

Department of Humanities and Social Sciences
National Institute of Technology
Raipur, Chhattisgarh
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