<![CDATA[English as a Foreign Language (EFL) writing instruction has traditionally been dominated by decontextualized, structural paradigms that overlook broader cultural and environmental dimensions. Responding to the urgent need for transformative and sustainability-oriented pedagogies, this study investigates how Ecological Genre-Based Pedagogy (EGBP) a synthesis of Systemic Functional Linguistics, ecolinguistics, and culturally responsive pedagogy supports sustainable literacy development through the integration of local cultural narratives. Employing a qualitative exploratory design, the research involved 64 eleventh-grade students across two public senior high schools in South Sulawesi, Indonesia (SMAN 1 Enrekang and SMAN 3 Enrekang). Data were gathered through students' independent and joint writing products, non-participant classroom observations, and semi-structured interviews, and were subjected to rigorous thematic and SFL-based textual analyses. The empirical findings reveal four major dimensions: (1) significant expansion of the ideational metafunction and rich lexical density through familiar local schemas; (2) active socio-ecological stance-taking and appraisal deployment (attitude and graduation) regarding regional environmental vulnerabilities; (3) robust peer scaffolding and dialogic co-construction within the Zone of Proximal Development (ZPD); and (4) profound learner identity transformation from hesitant learners to empowered cultural authors. These findings demonstrate that EGBP successfully bridges rigorous academic writing with local authenticity, offering a robust, culturally responsive framework for fostering sustainable literacy in secondary EFL contexts.]]>
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