The following guest post has been contributed by ELT trainer Wendy Coulson.
Defining Ecological Perception
What do we mean by ecological perception, and why is the English-language classroom a good place to cultivate it? Ecopsychologist Laura Sewall (1995), described ecological perception as the practice of learning to pay attention to one’s environment and to perceive relationships in the world. Ecological perception also involves seeing patterns, is meaning-based, and uses imagination over time. The word ‘ecology’ comes from the Greek oikos, meaning both 'house' and 'family'. To help children learn to appreciate and take care of their global home, teachers can implement school routines and activities that cultivate ecological perception in learners.
Since English is an international language and our ecological crisis is global, the English language classroom is a good place to cultivate ecological perception. Secondly, UNESCO (2020) recommends that schools take an interdisciplinary or holistic approach to teaching about the United Nations Sustainable Development Goals. English language teaching is about communication and relationships, so infusing our lessons with varied ecological perspectives and appreciation of nature is justified. Thirdly, traditional folktales are often part of English programs that impart ecological wisdom through indigenous knowledge. Ways to incorporate ecological perspectives into English language education follow.
Classroom Routines
If you work at a school where there are few natural spaces, have a strict textbook-based curriculum to follow, or are unable to take the children outside there there is still a little extra space in even the strictest textbook lessons to develop ecological perspectives. My experience in international teacher training has shown me that most of these opening or beginning classroom routines can be adapted for youth of different ages and stages of English language development:
- Open a lesson with circle time. Remember that humans are part of nature, and part of ecological perception involves understanding our relationships with each other. Acknowledge everyone present, and if possible, recognize people students would like to remember, such as grandparents or special people in their lives with a pause for a silent reflection. Mention what made these people so special. Then, begin the day’s lesson.
- Begin a lesson with songs and poems about nature. Songs and poems that teach the value of nature are a good way to start circle time. Remember that children love to sing and recite favorite songs and verses again and again. As students learn songs and poems, they can add their own verses.
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| Photo credit: Nicole James-Parham |
- Start a nature table. If you can’t go out into nature, bring nature into the classroom. Ask the students to bring in interesting objects from nature to place on a seasonal table. Teach vocabulary, build word walls, and conduct sorting activities that encourage students to observe and reflect on the gifts of nature.
- Play a guessing game. This activity is a bit more advanced. Teach words to describe the items on the nature table and model how to make a nature riddle. For example: "I grow in the dark, yet I can bloom without the sun. What am I?“ (A mushroom.) As part of the opening lesson routine, ask the students to describe something for the others to guess. This can also be a short and easy communicative writing exercise.
- Play the Mystery Bag. After singing a song and reciting a poem, the students can play a guessing game called the Mystery Bag. Every day have one child bring in a secret item either from or representing nature– an item they only show to the teacher. Have the student put the item in the Mystery Bag. Then, the other students will take turns asking yes/no questions. For example: "Is it green?" The students then guess the identity of the object.
- Build up students’ nature vocabulary every day by posting and referring to word walls.
- Tell a folktale that reflects nature or has a sustainability theme after circle time. The Earth Stories Collection is a great resource. By telling instead of reading, you can adjust the grammar and vocabulary for your students’ level.
- End class by reciting a verse from a folktale about valuing nature. Opening and closing lessons with a verse help build the classroom community, which is part of ecological thinking.
