Abstract

Although the teaching of English can significantly contribute to the teaching of environmental topics, the integration of ecological literacy into language teaching is not supported by English teachers because they feel uneducated in this field. In the current study, we aimed to explore the experiences of preservice English language teachers as they learn to integrate ecological literacy into their teaching practices. The study utilises Ecopedagogy as a framework to emphasize the role of English teachers in promoting environmental awareness and contributing to a sustainable society. The study was conducted as part of an eleven-week program aimed at enhancing the ecological literacy skills of 11 preservice English language teachers enrolled in an undergraduate course on modern teaching approaches. Data were collected through two reflection papers and individual semi-structured interviews. The thematic analysis focused on shifts in the preservice English language teachers’ understanding of environmental issues and their roles in promoting environmental sustainability within their future classrooms. The results revealed significant changes in the preservice English language teachers’ perspectives regarding environmental issues and their responsibilities as educators in fostering sustainability. These shifts highlight the potential of integrating ecological literacy into English language teaching practices. Additionally, the study underscores the need to incorporate ecological education into teacher training programs to prepare future educators for fostering an environmentally conscious and sustainable society. Finally, the study suggests that enhancing ecological literacy in teacher preparation can play a crucial role in shaping future generations' environmental awareness.

Keywords

References

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