An ecolinguistic analysis of I Love English textbooks 5-7

Abstract

The aim of this thesis is to determine how environmental topics are represented in I Love English textbooks 5-7 in the broader context of developing environmental education and critical language awareness in the EFL classroom. For this, an ecolinguistic analysis of the language features in the textbooks was conducted and the reoccurring ideologies identified. The analysis identified the presence of beneficial, destructive and ambivalent discourses about nature. Ways in which the destructive and ambivalent language choices could be addressed by the teacher were proposed, to support the development of critical language awareness.