English Language Teachers' Perceptions on Integrating Environmental Education

Durga Raj Bhusal*
Kathmandu University School of Education, Lalitpur, Nepal.
Periodicity:July - September'2021
DOI : https://doi.org/10.26634/jelt.11.3.17696

Abstract

Integration of Environmental education is the crucial notion in this study that helps learners to become aware and knowledgeable about the environment and to exhibit accountable environmental behaviors and skills. This study explores the perspectives of English language teachers in integrating environmental education in the classrooms. More specifically, it aims to scrutinize how learners identify and take responsibilities towards environmental issues within the theoretical framework of Kolb's experiential learning which connects it to the real world contexts to develop their critical thinking skills. The study is qualitative in nature where it explores perceptions and experiences on the practices of the inclusion of environmental education, following face to face and phone interviews with three participants. The findings reveal that students have developed awareness, positive attitudes and critical thinking skills to handle environmental issues responsibly. Moreover, it builds the understanding of the connection of environmental education with the practicality of experiential learning theory.

Keywords

Critical thinking skills, Environmental education, Experiential learning, Global issues, English Language Teachers.

How to Cite this Article?

Bhusal, D. R. (2021). English Language Teachers' Perceptions on Integrating Environmental Education. i-manager's Journal on English Language Teaching, 11(3), 11-19. https://doi.org/10.26634/jelt.11.3.17696

References

[1]. Bell, N. (2011). Creating shared understandings: Meeting indigenous education needs. Contemporary Studies in Canadian Curriculum: Principles, Portraits, & Practices, 375-398.
[2]. Chi-chung Ko, A., & Chi-kin Lee, J. (2003). Teachers' perceptions of teaching environmental issues within the science curriculum: A hong kong perspective. Journal of Science Education and Technology, 12(3), 187-204.
[3]. Daskolia, M., Dimos, A., & Kampylis, P. G. (2012). Secondary teachers' conceptions of creative thinking within the context of environmental education. International Journal of Environmental and Science Education, 7(2), 269-290.
[4]. David, A., & Kolb, Y. (2017). Experience based learning systems. A Journal for Engaged Educators, 1(1), 7-44.
[5]. Denzin, N. K., & Lincoln, Y. S. (2014). The sage handbook of qualitative research. Thousand Oaks, London: Sage.
[6]. Halvorsen, A. (2005): Incorporating critical thinking skills development into ESL/EFL courses. The Internet TESL Journal, 11(3), 1-5.
[7]. Ishikawa, Y., Sasaki, D., & Yamamoto, S. J. (2007). Integrating critical thinking skills into the EFL classroom. In Cam TESOL Conference on English Language Teaching: Selected Papers Volume (Vol. 3, No. 2007, p. 53).
[8]. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
[9]. Kostova, S. (2008). Methods of successful learning in environmental education. Journal of Theory and Practice in Education, 4(1), 49-78.
[10]. Kotti, D. (2008). Experiential learning from theory to practice. Adult Education, 13, 35-41.
[13]. Markaki, V. (2014). Environmental education through inquiry and technology. Science Education International, 25(1), 86-92.
[14]. Nkwetisama, C. M., (2011). EFL/ESL and environmental education: Towards an eco-applied linguistic awareness in cameroon. World Journal of Education, 1, 1-9.
[16]. Palmer, J. (1998): Environmental education in the 21st century: theory, practice, progress and promise. Routledge.
[17]. Palmer, J., & Neal, P. (1994). The Handbook of Environmental Education. Routledge.
[19]. Slattery, P., & Rapp, D. (2003). Ethics and the foundation of education. Boston: Allyn & Bacon.
[20]. Stoller, F. L., (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett and P. C. Miller (ed.), Project-Based Second and Foreign Language Education: Past, Present and Future (pp. 19–40). Greenwich, CT: Information Age.
[21]. Stroupe, R. R. (2006). Integrating critical thinking throughout ESL curricula. TESL Reporter, 39, 1-19.
[22]. Tang, Y. C. (2009): The preliminary study for incorporating environmental education into English curriculum and teaching. Dahan: Dahan Institute of Technology.
[23]. Tsui, C. F. (2008). Character education in demand for the university EFL classroom. Foreign Language Studies. 8, 83-101.
[24]. UNESCO. (1978). Final report: Intergovernmental conference on environmental education, tbilisi (USSR) 14–26 October 1977. Paris: United Nations Education, Scientific and Cultural Organization.
[25]. UNESCO. (1997). The Belgrade Charter. Connect 1.
[27]. Veselinovska, S., & Kirova, S. (2013). Blending the teaching of environmental matters and English as a second or foreign language in Macedonia. Natura Montenegrina, 12, 3-4.
[28]. Wesche, M. B. (1993). Discipline-based approaches to language study: Research issues and outcomes. In M. Krueger & F. Ryan (Eds.). Language and content: Discipline and content-based approaches to language study. Lexington: D.C. Heath.
[29]. Wurdinger, D. D., & Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman & Littlefield Education.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.