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All Journal JOLLT Journal of Languages and Language Teaching Jurnal Bilingual
Adam, Samsudin Hi.
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

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Ecoliteracy-Based Teaching Strategies in English Language Teaching for Elementary School Students Adam, Samsudin Hi.; Ali, Silvani Umar
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.17000

Abstract

Environmental degradation, particularly in regions like Ternate, Indonesia, underscores the urgency of embedding sustainability education in early schooling. While ecoliteracy has gained global recognition, its integration into English language teaching (ELT) at the elementary level remains underexplored, especially in underrepresented contexts. This study investigates the strategies used by English teachers in Ternate to incorporate ecoliteracy into classroom practice. Adopting a qualitative case study design, data were gathered from ten teachers across five schools through interviews, observations, questionnaires, and document analysis, and analyzed thematically. Findings reveal six approaches, with three emerging as most dominant: embedding environmental themes in lessons, employing project-based learning, and modeling eco-behavioral English instructions. These strategies demonstrate how language instruction can simultaneously foster communicative competence and ecological responsibility. Beyond documenting classroom practices, the study highlights the potential of ELT as a platform for sustainability education, even in resource-limited settings. It contributes to theory by linking ecolinguistics to pedagogy, and to practice by offering context-sensitive models for ecoliteracy integration. Implications extend to teacher training, curriculum design, and education policy, underscoring the need for systematic inclusion of sustainability in ELT. Ultimately, the study positions ecoliteracy not as an enrichment but as a transformative approach that unites language learning with sustainable development.
Co-Authors Agus Supriyadi Ali, Silvani Umar Amir, Rini Jasin, Hamida Rahmatia Rahmatia, Rahmatia