Embedding sustainability into English environment: a holistic approach

Abstract

The paper explores ways of increasing environmental awareness of students through incorporation of sustainability-related issues into a general English language course. We view language as a living system promoting life-sustaining relationships of humans with each other and with their natural environments. We hold the view that learning English as a foreign language holds powerful potential to promote the values of sustainable development, which should not be overlooked by English language teaching staff. The results of the study show that sustainability concerns are treated as discrete problems in textbooks and are often narrowed down to environmental issues, while social justice issues are left out of consideration. The percentage of units covering sustainability-related topics is considered unsatisfactory. According to the sentiment analysis conducted for textual material, the neutral sentiment is dominant, which can reduce the desired educational effect of sustainability-related texts. The author arrives at the conclusion that reconceptualization of the course framework is needed and presents practical suggestions aimed at developing a more holistic worldview and raising ecological awareness without fundamentally restructuring the whole textbook.