Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy
It has become undeniable that language learners should be aware of global problems. One of the most serious problems of our globe today is the environmental degradation and education practices should have a contribution to ecological conservation. Environmental education, which is a developing field...
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Selcuk University Press
2018-12-01
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| Series: | Selçuk Üniversitesi Edebiyat Fakültesi Dergisi |
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| Online Access: | http://sefad.selcuk.edu.tr/sefad/article/view/964/750 |
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| author | Defne Erdem Mete |
| author_facet | Defne Erdem Mete |
| author_sort | Defne Erdem Mete |
| collection | DOAJ |
| description | It has become undeniable that language learners should be aware of global problems. One of the most serious problems of our globe today is the environmental degradation and education practices should have a contribution to ecological conservation. Environmental education, which is a developing field of study, aims to equip learners with the skills to identify and take action against ecological problems. In order to be able to take part in this solution process, English language learners should especially have critical thinking and critical reading skills. This paper suggests using Bloom’s Revised Taxonomy in an environmental education framework for fostering English language learners’ skills required for critical reading of authentic texts related to ecology and increasing their environmental awareness. In this respect, first, an application of the taxonomy in Monroe & Andrews et al.’s (2007) Environmental Education Strategies Framework is presented. Then, in order to exemplify the use of the taxonomy with an environmental education perspective, a set of reading questions which can be used for the critical reading of an authentic text is suggested. Our Iceberg is Melting: Changing and Succeding Under Any Conditions (2005), written by John Kotter and Holger Rathgeber as a fable, has been chosen as the sample authentic text. It is concluded that environmental education practices can be incorporated in English language teaching by fostering critical reading skills with the suggested approach and authentic texts on ecological issues can be used as classroom material for this purpose. |
| format | Article |
| id | doaj-art-c900d74eae4c45ecbd5b03b0080b0cea |
| institution | Kabale University |
| issn | 2458-908X 2458-908X |
| language | English |
| publishDate | 2018-12-01 |
| publisher | Selcuk University Press |
| record_format | Article |
| series | Selçuk Üniversitesi Edebiyat Fakültesi Dergisi |
| spelling | doaj-art-c900d74eae4c45ecbd5b03b0080b0cea2025-02-03T11:16:33ZengSelcuk University PressSelçuk Üniversitesi Edebiyat Fakültesi Dergisi2458-908X2458-908X2018-12-01040334410.21497/sefad.514847Incorporating Environmental Education in English Language Teaching through Bloom’s Revised TaxonomyDefne Erdem Mete It has become undeniable that language learners should be aware of global problems. One of the most serious problems of our globe today is the environmental degradation and education practices should have a contribution to ecological conservation. Environmental education, which is a developing field of study, aims to equip learners with the skills to identify and take action against ecological problems. In order to be able to take part in this solution process, English language learners should especially have critical thinking and critical reading skills. This paper suggests using Bloom’s Revised Taxonomy in an environmental education framework for fostering English language learners’ skills required for critical reading of authentic texts related to ecology and increasing their environmental awareness. In this respect, first, an application of the taxonomy in Monroe & Andrews et al.’s (2007) Environmental Education Strategies Framework is presented. Then, in order to exemplify the use of the taxonomy with an environmental education perspective, a set of reading questions which can be used for the critical reading of an authentic text is suggested. Our Iceberg is Melting: Changing and Succeding Under Any Conditions (2005), written by John Kotter and Holger Rathgeber as a fable, has been chosen as the sample authentic text. It is concluded that environmental education practices can be incorporated in English language teaching by fostering critical reading skills with the suggested approach and authentic texts on ecological issues can be used as classroom material for this purpose.http://sefad.selcuk.edu.tr/sefad/article/view/964/750Bloom’s Revised Taxonomycritical readingenvironmental educationauthentic textEnglish language teaching |
| spellingShingle | Defne Erdem Mete Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy Selçuk Üniversitesi Edebiyat Fakültesi Dergisi Bloom’s Revised Taxonomy critical reading environmental education authentic text English language teaching |
| title | Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy |
| title_full | Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy |
| title_fullStr | Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy |
| title_full_unstemmed | Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy |
| title_short | Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy |
| title_sort | incorporating environmental education in english language teaching through bloom s revised taxonomy |
| topic | Bloom’s Revised Taxonomy critical reading environmental education authentic text English language teaching |
| url | http://sefad.selcuk.edu.tr/sefad/article/view/964/750 |
| work_keys_str_mv | AT defneerdemmete incorporatingenvironmentaleducationinenglishlanguageteachingthroughbloomsrevisedtaxonomy |