Tools
Tools
Kuusalu, Salla-Riikka and Stibbe, Arran 
ORCID: https://orcid.org/0000-0002-3854-9854
(2025)
Ecolinguistic Learning Modules for English Language and Linguistics: From Theory to Practice.
In:
Transformative Language Teaching for Sustainability.
Springer Nature Switzerland, Cham, pp. 277-301.
ISBN 9783031854934
Abstract
Ecolinguistic Learning Modules have been created to help in changing the education of English language and linguistics to embed critical thinking that considers sustainability. The modules are designed to aid educators in the task of guiding learners towards a wider understanding of the systems that dictate much of our daily lives and of the ways language and its use moulds our social cognition. Sustainability as an essential concept in the modules is analysed and redefined to ascertain it considers other-than-human lifeforms and the ecosystems that life depends on. Education for sustainability and its suitability as a framework for Ecolinguistic Learning Modules is examined critically, as it is a political educational tool that can be easily misused for diverse purposes. This chapter further introduces the theoretical foundations of this practical tool and explains the different functions and the overall structure of the modules. Special attention is given to learner identities and the importance of identity reflection in developing professional and personal identities that are responsive to and responsible towards the conditions of the world.
| Item Type: | Book Section |
|---|---|
| Additional Information: | Some sections of this chapter are adapted from Stibbe, Arran (2015) The search for new stories to live by: sustainability in the English Language and Linguistics curriculum. Advance HE. With permission from AdvanceHE. |
| Subjects: | P Language and Literature > PE English |
| Divisions: | Schools and Research Institutes > School of Arts, Culture and Environment |
| Depositing User: | Anne Pengelly |
| Date Deposited: | 19 Dec 2025 15:11 |
| Last Modified: | 19 Dec 2025 15:11 |
| URI: | https://eprints.glos.ac.uk/id/eprint/15702 |
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