Enhancing Environmental Education: An Analysis of EFL Elementary School Coursebooks in Chile and Indonesia
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| Title: | Enhancing Environmental Education: An Analysis of EFL Elementary School Coursebooks in Chile and Indonesia |
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| Language: | English |
| Authors: | Ingrid A. Gavilan Tatin (ORCID |
| Source: | TESL-EJ. 2025 29(2). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, English (Second Language), Textbooks, Textbook Content, Elementary Education, Environmental Education, Interdisciplinary Approach, Linguistics, Ecology, Visual Aids, Conservation (Environment) |
| Geographic Terms: | Chile, Indonesia |
| ISSN: | 1072-4303 |
| Abstract: | The integration of environmental education (EE) into English as a Foreign Language (EFL) coursebooks is common. This article aims to bridge gaps in understanding the representation of environmental themes by employing ecolinguistics and EE frameworks for (1) identifying environmental themes within EFL coursebooks for primary school students in Indonesia and Chile, (2) examining the alignment of these themes with EE objectives and ecolinguistics categories, and (3) learning from the EE content in the two sets of coursebooks to develop ideas that can guide EE content in future EFL coursebooks for primary school students. The study examines the presence and treatment of environmental content in the selected coursebooks using content analysis. The analysis focuses on identifying themes and assessing their correspondence with EE goals. The findings indicate the presence of positive environmental content in the coursebooks, although with incomplete integration, often reflecting an anthropocentric (human-centric) perspective. The study emphasizes the importance of better incorporating insights from ecolinguistics and EE into EFL materials. It also identifies areas for improvement in both sets of coursebooks and offers recommendations for further research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482912 |
| Database: | ERIC |
| Abstract: | The integration of environmental education (EE) into English as a Foreign Language (EFL) coursebooks is common. This article aims to bridge gaps in understanding the representation of environmental themes by employing ecolinguistics and EE frameworks for (1) identifying environmental themes within EFL coursebooks for primary school students in Indonesia and Chile, (2) examining the alignment of these themes with EE objectives and ecolinguistics categories, and (3) learning from the EE content in the two sets of coursebooks to develop ideas that can guide EE content in future EFL coursebooks for primary school students. The study examines the presence and treatment of environmental content in the selected coursebooks using content analysis. The analysis focuses on identifying themes and assessing their correspondence with EE goals. The findings indicate the presence of positive environmental content in the coursebooks, although with incomplete integration, often reflecting an anthropocentric (human-centric) perspective. The study emphasizes the importance of better incorporating insights from ecolinguistics and EE into EFL materials. It also identifies areas for improvement in both sets of coursebooks and offers recommendations for further research. |
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| ISSN: | 1072-4303 |
