<![CDATA[This study explores how an environmentally oriented boarding school in Dompu integrates ecological values into English language teaching through a narrative inquiry approach. Drawing on in-depth interviews with the school principal and an English teacher, classroom observations, and institutional documents, this research uncovers how Eco-ELT is practiced as a lived experience shaped by historical, social, and environmental narratives. The findings reveal that Eco-ELT at the school is rooted in a long-standing community initiative—an English course where tuition was paid with waste—which later evolved into the school’s holistic sustainability vision. The principal’s leadership emerged from a reflective learning process supported by community collaboration, which guided the development of programs such as SEKAM, English area policies, and a school-wide environmental culture. Pedagogically, the teacher implemented place-based Eco-ELT by integrating grammar instruction with direct environmental observations in spaces like the Green Lab, composting areas, and thematic gardens. Students acted not only as learners but also as ecological agents through roles such as “language police” and through environmental responsibilities embedded in daily routines. Although challenges related to time constraints, attendance of non-boarding students, and initial parental skepticism were identified, the school adapted by strengthening communication and showcasing students’ behavioral transformation. Overall, the study demonstrates that Eco-ELT in this context is not merely a pedagogical method but a cultural and ecological practice shaped by continuity of experiences, relational dynamics, and the physical learning environment. The implications highlight the importance of narrative, leadership, and place in developing sustainable language education models in local settings.]]>
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