<![CDATA[This study investigates the integration of environmental awareness into English Language Teaching (ELT) activities for young learners within the framework of Education for Sustainable Development (ESD). Although ELT for young learners aims to develop communicative competence, classroom practices often emphasize linguistic outcomes with limited connection to real-life environmental issues. Therefore, this study explores how eco-oriented English activities can simultaneously support language learning and ecological awareness among elementary students. This study employed a qualitative descriptive approach. Data were collected through the implementation of eco-themed English activities in an elementary classroom. The activities focused on familiar environmental topics, including waste management, water conservation, and plant care. Data sources consisted of classroom observations, students’ responses, and reflective field notes. The collected data were analyzed thematically to identify patterns related to student engagement, participation, language use, and environmental understanding. The findings reveal that integrating environmental themes into English activities creates meaningful and contextualized learning experiences. Activities such as role-play, storytelling, group discussions, and project-based tasks encouraged students to use English communicatively while reflecting on environmentally responsible behaviors. These activities supported vocabulary development, communicative interaction, and students’ awareness of daily environmental practices, particularly reducing waste and protecting nature. The study suggests that eco-oriented ELT activities can serve as a pedagogical approach for integrating sustainability values into language learning. The findings also contribute to the growing discussion on the role of ELT in fostering environmental awareness and supporting sustainable development through education.]]>
