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All Journal Language, Technology, and Social Media ETERNAL: English Teaching Journal
Farhana Yeasmin
Jashore University of Science and Technology
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Emily Brontë’s Wuthering Heights in EFL Classroom: Writing Skills Focus Rukaiya Akter Mukta; Md. Shahjahan Kabir; Farhana Yeasmin
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.70

Abstract

Integrating literature into language learning can prove to be a highly effective tool in an English as a Foreign Language (EFL) classroom. This is because a literary text encompasses various features related to language and linguistics. The exploration and utilization of these features in a language classroom can significantly advance students’ language skills, as literature leaves a lasting impact on their minds. Literature serves the dual purpose of entertaining and educating learners. Emily Brontë’s Wuthering Heights is an excellent source of different sentence patterns, rhetorical devices, idiomatic expressions, anaphoric and cataphoric references, ellipses, etc. Delving into the teaching and learning of these aspects can effectively enhance students’ writing skills. Traditionally, literary texts are taught with a focus on thematic and philosophical aspects, often neglecting linguistic elements. This study addresses and deconstructs these overlooked linguistic aspects, examining the practicality of incorporating novels into the EFL classroom. The study specifically aims at unveiling the role of Emily Brontë’s novel, Wuthering Heights, in English language learning, with a focus on how the novel can be employed as a valuable tool to advance students’ writing skills. The findings of this article may pave the way for a reconsideration of EFL syllabi, advocating the inclusion of literary texts as potential resources for developing students’ writing proficiency.
Integrating Ecolinguistics into English Language Teaching: Opportunities and Challenges in Climate-Vulnerable Higher Education Contexts of Bangladesh Md. Ahad Hossain; Farhana Yeasmin; Md. Zihad Hossen
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3998

Abstract

Ecolinguistics has generated growing theoretical interest in applied linguistics, yet empirical accounts of how teachers in climate-vulnerable, Global South contexts perceive and enact ecologically informed pedagogy remain scarce, with most existing literature drawn from Western and East Asian settings. This qualitative case study addresses that gap by examining how English language teachers in Khulna, Bangladesh, a coastal city bordering the Sundarbans mangrove forest. perceive the opportunities, constraints, and pedagogical value of integrating ecolinguistic perspectives into tertiary English Language Teaching (ELT). Guided by three research questions concerning perceived opportunities, structural barriers, and educational value, the study drew on semi-structured interviews with 15 teachers, interviews and classroom observations involving 40 students, and document analysis across four institutions, analyzed through Braun and Clarke’s reflexive thematic analysis. Findings revealed four interrelated themes: teachers held largely positive but operationally partial understandings of ecolinguistics; exam-oriented curricula, scarce materials, and limited training constituted the principal barriers to integration; locally grounded ecological issues, particularly the Sundarbans, salinity, and cyclones, generated marked learner engagement; and participants favored incremental, resource-based implementation over curricular overhaul. The study argues that ecolinguistic pedagogy in Khulna is constrained not by teacher resistance but by institutional and curricular unresponsiveness, offering implications for materials design, teacher training, and place-based language curricula in similarly vulnerable Global South contexts.
Co-Authors Md. Ahad Hossain Md. Shahjahan Kabir Md. Zihad Hossen Rukaiya Akter Mukta