ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
350
Samarkand State Institute of Foreign Languages
INTEGRATING ENVIRONMENTAL AWARENESS INTO ENGLISH
LANGUAGE TEACHING
Rayhona Narzikulova
Teacher of SamSIFL
Christo Ananth
Teacher of SamSIFL , India
Abstract:
Education needs to be proactive about environmental issues, especially in terms
of English language teaching (ELT). This paper examines the ways in which environmental
consciousness can be infused into ELT, namely project-based learning, eco-literature,
multimedia and experiential activities. It describes classroom experiences with first-year students
and describes the advantages and challenges of multimodal approaches such as using
documentaries to enhance both language and sustainability awareness. Findings align with
UNESCO's “Greening Every Curriculum” initiative, which promotes interdisciplinary education.
Key words:
environmental consciousness, sustainability, social responsibility, ELT
curriculum, "Greening Every Curriculum".
Annotatsiya:
Iqlim o‘zgarishi muammolari va atrof-muhit muhofazasi masalalari ta’lim,
ayniqsa ingliz tili o‘qitish jarayoniga tadbiq etilishi zamon talablaridan biri bo‘lmoqda. Mazkur
maqola bugungi kunda dolzarb hisoblangan ekologik savodxonlikni xorijiy til o‘qitishda
loyihaga asoslangan ta’lim (Project based learning), eko-adabiyot va multimedia kabi yondashuv
va usullar orqali yoshlar ongiga singdirish yo’llarini tahlil qiladi. Maqolada keltirilgan fikr-
mulohazalar YUNESKOning “Yashil o‘quv dasturi” tashabussi bilan hamohangligi ta’kidlab
o‘tilgan.
Kalit so‘zlar
: ekologik ong, barqarorlik, ijtimoiy ma’suliyat, Ingliz tili o‘qitish dasturi,
“Yashil o‘quv dasturi”.
Аннотация:
Проблемы изменения климата и вопросы охраны окружающей среды
становятся одним из актуальных требований времени в сфере образования, особенно в
процессе преподавания английского языка. Данная статья анализирует способы внедрения
экологической грамотности в сознание молодежи через такие подходы и методы, как
проектно-ориентированное обучение (Project-Based Learning), эко-литература и
мультимедийные технологии при преподавании иностранного языка. Отмечается, что
представленные в статье мнения и рассуждения согласуются с инициативой ЮНЕСКО
«Зеленая учебная программа».
Ключевые
слова:
экологическое
сознание,
стабильность,
социальная
ответственность, программа обучения английского языка, «Зелёная программа обучения».
Currently, there are serious global challenges related to protecting the environment and
“green” economic activities. To tackle those problems, President Shavkat Mirziyoyev has
suggested proclaiming the year 2025 as a "Year of Environmental Protection and Green
Economy" [1]. This concept aims to address ecological challenges while also setting the goal to
foster environmental consciousness in the general public.
As education plays an essential role in achieving this goal, the paper informs about the
methods for incorporating environmental consciousness into English language instruction.
Incorporating environmental protection information and abilities into language instruction is
essential for fostering critical thinking in students, boosting their sense of social responsibility,
and converting them into environmentally conscious citizens.
Both environmental awareness and language competency are improved when
environmental education is incorporated into English language teaching (ELT). Since English is
a universal language, it offers a powerful platform for environmental sustainability education and
advocacy. Teachers can design interesting and significant learning experiences by incorporating
ecological topics into ELT curricula. Students' comprehension is enhanced by this
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
351
Samarkand State Institute of Foreign Languages
interdisciplinary approach, which links language instruction with disciplines like geography and
science. Talking about environmental concerns in English helps students develop their reading,
writing, speaking, and listening abilities while also enabling them to support environmental
preservation and community sustainability initiatives [4].
There are different approaches to incorporating environmental education into ELT
effectively. Among them, engaging students in environmental initiatives such as clean-up
campaigns, recycling programs, and sustainability workshops by project-based learning (PBL).
Having fostered environmental responsibility and community participation these projects can
improve language proficiency as well. Also, incorporation of eco-literature and multimedia
resources such as films and documentaries, develop students’ awareness of ecological issues and
their cultural, social and ethical implications
[4]
. Another approach, Content and Language
Integrated Learning (CLIL) helps students to engage with ecological topics while enhancing
their English skills. Meaningful discussions on climate topics through role-plays, debates, and
real-world tasks can be encouraged by Task-Based Language Teaching (TBLT) and
Communicative Language Teaching (CLT). Eco-themed activities and stories are incorporated
into gamification and storytelling to make learning interesting. Inquiry-Based Learning (IBL)
and Problem-Based Learning (PBL) have students investigating real environmental issues and
proposing solutions. Experiential learning, service learning and multimodal approaches like
using documentaries and digital media give students hands on and interactive ways to connect
language learning to sustainability. These approaches make English lessons more relevant and
fun and empower students to be global citizens.
Despite the promises, implementation poses both advantages and disadvantages in
applying these methods. While improving language and awareness, some improvements were
challenging with integrating ecological themes into our first-year lessons. The applications of a
multimodal approach delineated by using documentaries DW Documentary and those from
National Geographic fulfill the principles of effectiveness and challenge. Watching high-quality
content on climate change, deforestation, and marine pollution exposes students to real-world
environmental issues while providing authentic listening practice. Vocabulary development,
comprehension, and analytical skills have significantly improved through discussions and
reflective writing exercises. However, difficulties have arisen, such as students struggling with
technical vocabulary and fast-paced narration. To address these challenges, glossaries, subtitles,
and pauses for discussion were incorporated. Additionally, some students were initially passive
viewers, requiring pre-watching exercises, guided questions, and post-viewing discussions to
ensure active engagement. Overall, using documentaries as a multimodal teaching method has
significantly enhanced students' environmental awareness while improving their language
proficiency in an engaging and meaningful way.
The previously mentioned experiences are aligned with UNESCO's "Greening Every
Curriculum" in its educational drive. The framework demonstrating the need for climate
education is integrated with all levels of education [2]. The importance of these environmental
themes cannot be overstated in English language teaching. According to UNESCO, the green
curriculum connects climate mitigation and adaptation to teaching and learning that help
understand the interconnections between the environment, economy, and society. It engages
students' cognitive, socio-emotional, and behavioral domains to inspire sustainability action. The
Greening Curriculum Guidance must be based on four core principles: it should require action; it
must require justice; it must be quality content; and it must be holistic and context-relevant. The
framework is closely aligned with the aims of Education for Sustainable Development (ESD)
that views education as a transformative force to reply to the global challenges of climate change,
loss of biodiversity, and inequality [3]. ESD encompasses these core principles and processes in
learning which aim at preparing people with the knowledge, skills, and values to create
sustainability. By implementing these values in the English language teaching context with
multimodal approaches, discussion-based activities, and experiential learning, teachers can
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
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Samarkand State Institute of Foreign Languages
develop students into becoming linguistically competent and environmentally conscious,
equipped to actively participate in global sustainability initiatives.
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