Teaching ECO in the eLT Classroom: fostering epistemological diversity, multilingualism, and environmental justice

Can English language teaching (ELT) contribute to or impede the sustainability goals of the ECO movement?

Recently, my attention has been drawn to a potential link between the SDGs movement and the development of English language teaching (ELT) in the global south. This observation has sparked a curiosity within me, prompting the question of whether this correlation holds a broader global pattern that deserves exploration. In this blog post, I embark on a critical examination of ELT's position in global history and its intricate relationship with the underlying issues of the ECO movement. In addition, I share some classroom activities aiming at promoting epistemological diversity, multilingualism and environmental justice.

The Impact of Neoliberalism and Colonialism on ECO and ELT

To understand the global relationship between ECO and ELT, we need to acknowledge the profound impact of colonialism on the economic, social, and environmental landscapes of affected countries. ELT, as part of this larger picture, has often been associated with aspirations for global success and material gain. Learning English has been seen as a pathway to a "better" life, where the acquisition of material possessions equates to economic prosperity.

The premise of ECO-ELT compels us to examine the lifestyle and world order we inhabit. It prompts us to reflect on our current social and environmental practices, questioning how we have reached this point. What sacrifices or exploitations have we made to create our present lifestyle? Whose voices and perspectives have been silenced or suppressed in this process? Who has suffered the most, and who has benefited?

Reimagining ELT through the lens of ECO challenges the dominant, neoliberal narrative that aligns with the aspirations of the global order. ECO-ELT represents a counter narrative, giving voice to marginalized communities and calling for interdisciplinary collaboration to address environmental justice. The intersectionality of ECO with social, racial, and economic justice demands a holistic approach that works towards minimizing disparities.

Breaking Free from the Vicious Cycle

To break free from the vicious cycle perpetuated by the neoliberal order, we must reimagine our relationship with nature and adopt alternative ways of thinking beyond materialistic and exploitative ideologies. It is crucial to examine ELT through a critical lens and acknowledge its contribution to the exploitative practice toward nature. The historical rise of English as a global language has been closely tied to the promotion of a globalized world championing neoliberalism and relentless exploitation and consumption of nature, where English proficiency is considered essential for economic and career success.

Expanding Perspectives: Epistemological Diversity and Multilingualism

To challenge our treatment of the ecosystem, we must embrace cultural, linguistic, and epistemological diversity, which entails accepting different ways of perceiving the world and understanding nature. A monolingual mindset dominated by English can inadvertently perpetuate hegemonic patterns of knowledge production by discounting the evidence found in non-English-language, especially minoritized language, communities. Scholars like Micalay-Hurtado and Poolehas (2022) have suggested embracing a plural vision of English, but we should go further. Multilingualism can offer diverse worldviews, perspectives, and attitudes towards the environment. While a globalized view of English may exhibit pluralism, it still risks reinforcing the neoliberal order. Multilingualism invites alternative and counter perspectives, challenging the dominance of scientific discourse and promoting environmental justice.
 
Classroom Activities Promoting Critical ECO-ELT

The Power of Everyday Perspectives

When it comes to environmental issues, we often rely on scientists as the ultimate authority. However, school-based learning can perpetuate the myth that layman's perspectives hold no weight in policy decisions. To approach ECO from justice-oriented perspectives, it is essential to adopt a multilingual perspective in the ELT classroom. Instead of solely valuing scientific viewpoints on climate change, let's also pay attention to the diverse experiences and perspectives within our communities. For example, by exploring how climate change impacts the lives of individuals, particularly those from marginalized communities, we can gain valuable insights. A thought-provoking video curated by the grassroots group, the Laundromat Project, features artist Misra Walker undertaking an action research project in the culturally and linguistically diverse community of South Bronx. Using a food vending cart as a platform, Walker collects community residents' stories on the impact of Hurricane Sandy and their perspectives on climate change. These are voices often overlooked in academic or scientific discourse, and it is our responsibility to preserve and amplify them for the sake of environmental justice.

Alternatively, students can be encouraged to study local practices or wisdom that contribute to environmentally friendly behaviors. As an illustration, Retro Report has produced a documentary highlighting how indigenous communities in India harvest rainwater to redistribute water resources sustainably. Students can interview members of their own communities about their efforts or practices, no matter how small, to conserve natural resources. Visit their website for lesson plan ideas on this unit.

"Localizing Global Topics" Activity

ECO perspectives should strive to explore the intersection of the global and the local. In this activity, students select an environmental topic that resonates with them and then "localize" it to their own community (Micalay-Hurtado and Poolehas, 2022). Through this inquiry, students develop a deeper understanding of how global problems directly impact their immediate surroundings. To fully comprehend environmental issues, it is crucial to have a physical experience that embodies perspectives, recognizing that these issues are not abstract concepts but rather integral parts of our daily lives and social practices. Once students have localized the topic, they can take on the role of advocates by using social media platforms, starting a podcast, or even tweeting to raise awareness and educate others about sustainability. For instance, students in schools in Taiwan research how human activities such as deforestation have endangered Black Bear or how poorly planned highway systems have destroyed butterfly habitats and contributed to their dwindling numbers. They utilize arts and nature writing to illustrate these phenomena and share their stories with international partners.

"Analyzing Children's Literature and Pop Culture" Exercise

In this exercise, students are invited to delve into their favorite children's books from around the world or popular movies such as "The Lion King," "Monkey King," "Little Red Riding Hood," "Ratatouille," etc. They analyze how nonhuman animals are portrayed as either friends or foes based on human values. Together, they dissect the appeal and potential problematic aspects of assigning human characteristics to these creatures, considering the lens of epistemological and linguistic diversity. Through this in-depth exploration, students have the opportunity to uncover how different cultures have imposed varying human values onto nature. Furthermore, they can examine how these narratives shape our understanding and attitudes toward animals and nature. The National Council of Teachers of English has compiled a PDF titled "Animals as People in Children's Literature" that contains resources for further exploration.

Conclusion

By engaging in these classroom activities that incorporate multilingualism, embrace epistemological diversity, and promote environmental justice, students can develop critical perspectives in ECO-ELT. These activities extend beyond traditional language learning boundaries, empowering students to actively engage with environmental issues and make a positive impact through interdisciplinary collaboration. Most importantly, these activities encourage students to explore diverse ways of thinking, interacting, and understanding the relationship between nature and human behavior. Together, multilingualism, epistemic diversity, and environmental justice can create a powerful combination for shaping a more sustainable future.