T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
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ISSN:3030-3613
DEVELOPING AN ECOLOGICAL CURRICULUM FOR ENGLISH
LANGUAGE LEARNERS
1
Rustamova Adash Eshankulovna and
2
Musurmonova Saodat Jamshidovna
1
Teacher at Samarkand State Institute of Foreign Languages
2
Student of Samarkand state institute of foreign
languages, Samarkand, Uzbekistan
E-mail:
Keywords:
creating environment, the ecological concept; ecological picture of
the world; ecological consciousness; cognitive metaphors, English skills
Developing an ecological curriculum for English Language Learners (ELLs)
involves integrating environmental education with language learning. This approach
not only helps students improve their English skills but also raises awareness of
ecological issues and fosters a sense of stewardship for the environment. Ecological
curriculum goals and objectives includes language proficiency: enhance listening,
speaking, reading, and writing skills in English, environmental awareness: foster
understanding of key ecological concepts and issues (e.g., biodiversity, climate change,
sustainability), cultural connections: explore local ecosystems and cultural
perspectives on environmental issues. Within the life domains, the educational team
identifies the environments where it is most desirable for the student with severe
disabilities to participate. The student's current home, school, and community
environments are considered, and particular attention is placed on integrated or
"typical" environments used by peers without disabilities, even if the integrated
environments are not currently used by or available to the student. Following are
considerations for each environment:
-Domestic Environments: The team considers the student's life in and around
his/her actual home. Team members identify specific areas within and around the home
(e.g., bedroom, bathroom, yard) where greater student participation is desired.
-School Environments: For children younger than 5, integrated preschools and
day care settings would be among the age-appropriate school environments.
-Vocational Environments: For young children, the vocational domain is usually
in the home and school environments where children may have chores and class or
school jobs.
-Community Environments: These include transportation systems, streets and
sidewalks, and all businesses, services, and facilities in the community. For young
children, school environments would have priority over other community
T A D Q I Q O T L A R
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ISSN:3030-3613
environments. Therefore, children might receive instruction related to riding the bus
and crossing streets. Others would be based on family needs.
-Leisure Environments; These will often overlap with environments previously
identified because leisure activities occur in all these environments. Selection would
reflect student interests and preferences. It may also be highly dependent upon interests
and priorities of family members and typical peers, since they ultimately enable the
student to access the environments.
Typically, more environments are identified that can be addressed
instructionally in one school year. Therefore, it becomes necessary to prioritize. One
strategy for prioritization is to project a time frame for each identified environment:
1) high priority for this year,
2) will become a priority within the next 3 years
3) will not be a priority until 3 or more years from now
High priority should be given to environments that are appropriate to the
student's chronological age and that promote social integration.
Identify Priority Activities and Routines. The team identifies the activities and
routines that typically occur in the priority instructional environments. Priority
activities and routines are identified considering the student's chronological age,
preference, and abilities, the family's preferences, the activities that offer the greatest
opportunity for active inclusion in integrated environments now, and the possibilities
for the future. Once environments in which the student will participate are identified,
the next steps in designing an individualized, ecological curriculum are to identify
priority activities and routines and to identify priority skills. Identify Priority Skills as
priority activities and routines are identified, the team also identifies the skills that are
typically required for participation.
An Individualized Curriculum. As the team identifies priority environments,
activities, and skills for each student, an individualized curriculum begins to take
shape. As this individualized curriculum develops, teams may discover that there is
overlap of priority environments and activities amongst students making it possible to
implement for a group of students. The biggest variations will be in the skills selection
for each individual. Creating and using an ecological curriculum is a process which
occurs over a period of time. Early curriculum development provides the foundation
for use with students later, making the process easier and faster each time it is used.
Using the ecological approach to curriculum development provides students with
severe disabilities a more relevant and successful instructional program. Another result
is that team members find their own work more meaningful and rewarding. Further,
positive collaboration occurs between school personnel and families because of the
significant input required from all concerned. Given the legal requirement to develop
an IEP prior to placement, initial goals and objectives may be projected as teams
T A D Q I Q O T L A R
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ISSN:3030-3613
identify priorities for the curriculum. Before finalizing goals and objectives for the IEP,
however, teams must assess student performance in the environments and prioritize
activities. An ecological curriculum for ELLs not only nurtures language development
but also cultivates informed citizens who are conscious of their impact on the planet.
By connecting language learning with real-world ecological challenges, educators can
create an engaging learning experience that empowers students both linguistically and
environmentally.
Bibliography:
1.
Ivanova E.V. Ecological consciousness and ecolinguistics // Bulletin of the
Chelyabinsk State Pedagogical University No. 7. Chelyabinsk: Elit-Print LLC,
2012.
2.
Pakhomov Yu.N. Formation of an eco-human: methodological principles and
program settings. .: St. Petersburg State University Publishing House, 2002.
3.
Kartashova E.L. Methodological basis for the formation of the concept “Ecology”
in the process of teaching AP English language learning for university students.
Author's abstract. diss. Ph.D. ped. Sciences, 2010.
4.
Ivanova E.V. Metaphorical conceptualization of natural disasters in environmental
discourse (based on media texts). Author's abstract. diss. Ph.D. Philol. Sciences,
Chelyabinsk, 2007.
