CLIMATE CRISIS AND THE ENGLISH LANGUAGE TEACHING

Abstract

Climate change is a really significant problem that we are presently confronting. Given the severe consequences of climate change on global populations, it is crucial to adopt an interdisciplinary strategy to mitigate its effects. Teachers have a vital role in imparting knowledge, convincing pupils, and serving as a model for critical thinking and environmental activism to equip students for the difficulties presented by climate change. Climate change is a significant concern for EFL teachers as they want to equip students with the necessary knowledge and skills to address this global issue. The research seeks to investigate the knowledge, beliefs, attitudes, and preparedness of teachers in incorporating climate change topics into English Language Teaching (ELT). Education possesses the capacity to serve as the utmost crucial tool for transforming society in a manner that enables it to effectively address the consequences of climate change. It is crucial to be able to measure the level of awareness regarding climate change issues, as well as people’s readiness to take action. This is necessary in order to evaluate the effectiveness of climate change awareness and adaptation initiatives.

METHODS: This study employed qualitative research methods. The qualitative study findings were gathered from a variety of secondary sources, including media articles, academic journal articles, and past theses. A discourse analysis method was used throughout this study, and several case studies were gathered from news articles and journals to provide a brief overview of English classroom environment brings in children concerned on the environment,