teaching critically and creatively:fusing environmental education for social and language development in english language teaching

In the dynamic landscape of english language teaching (elt), the widespread reliance on commercially-produced textbooks has spurred a critical examination of their relevance to the diverse needs and interests of learners in global contexts. typically originating from english-speaking countries, these textbooks predominantly feature neutral and non-controversial topics such as food, shopping, ceremonies, and travel, which may not align with the varied experiences of learners. this article, through a descriptive analytical approach, contends that the malleability of english language textbooks provides an opportunity for the application of critical pedagogy (cp) which can turn the classroom into a place where learners stop thinking about such topics. in such a situation, by integrating ‘environmental education’ (ee) - as a transformative process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment - it is believed that learners can develop critical thinking and problem-solving skills along with enhancing language proficiency. showing the possibility of implementing the proposed framework, a sample lesson about ‘water crisis’ is provided and elaborated on. to highlight the broader educational backdrop, it is argued that this shift not only broadens the limited scope of language learning but also, by establishing clear personal relevance for learners in both their present and future lives, it can foster a critical and creative environment within english language teaching programs, contributing to the development of sustainable futures for the learners.

teaching critically and creatively:fusing environmental education for social and language development in english language teaching

in the dynamic landscape of english language teaching (elt), the widespread reliance on commercially-produced textbooks has spurred a critical examination of their relevance to the diverse needs and interests of learners in global contexts. typically originating from english-speaking countries, these textbooks predominantly feature neutral and non-controversial topics such as food, shopping, ceremonies, and travel, which may not align with the varied experiences of learners. this article, through a descriptive analytical approach, contends that the malleability of english language textbooks provides an opportunity for the application of critical pedagogy (cp) which can turn the classroom into a place where learners stop thinking about such topics. in such a situation, by integrating ‘environmental education’ (ee) - as a transformative process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment - it is believed that learners can develop critical thinking and problem-solving skills along with enhancing language proficiency. showing the possibility of implementing the proposed framework, a sample lesson about ‘water crisis’ is provided and elaborated on. to highlight the broader educational backdrop, it is argued that this shift not only broadens the limited scope of language learning but also, by establishing clear personal relevance for learners in both their present and future lives, it can foster a critical and creative environment within english language teaching programs, contributing to the development of sustainable futures for the learners.