Being just to earth: towards building a sustainable environment through green linguistics

Abstract

This study investigates the integration of environmental discourse (green linguistics) within English Language Teaching (ELT) at Independent University, Bangladesh (IUB). The paper examines the foundational English courses ENG 101 (Listening and Speaking) and ENG 102 (Academic Reading and Writing) through a qualitative-dominant mixed-methods approach, to check the availability of sustainability related themes. The data collection process of this study included course outline analysis, 28 undergraduate student surveys, and semi-structured interviews with three undergraduate students. Findings reveal a significant "green gap" in the integration of environmental themes which is absent from the course outlines of the courses despite students' high awareness of climate issues (82.1% agree humans must live in harmony with nature) and showed strong desire for environmentally focused English instruction (85.7% of the students agree that environmental issues should be included in English courses). The course outline analysis demonstrates systematic ignorance of ecological discourse, with course content prioritizing market oriented skills and consumerist narratives. Based on these findings, the study proposes a practicable framework for integrating green linguistics into existing ELT courses through content modification, pedagogical reframing, and alignment with Sustainable Development Goals (SDGs). This research contributes to the growing field of ecolinguistics and sustainability education, offering practical insights for curriculum developers and educators seeking to evolve ELT into a platform for ecological consciousness in Bangladesh's climate vulnerable context.