Teaching Environmental Literacy in a Language Bridging Setup

Abstract

In the context of educational settings characterized by linguistic diversity, the challenges inherent in teaching within a language-bridging framework underscore the necessity of overcoming language barriers to instill environmental literacy among elementary students. This study delves into the practices and experiences of educators in imparting environmental knowledge amidst linguistic challenges, employing a qualitative research design to explore the multifaceted dimensions of teaching environmental literacy in such contexts. Through purposive sampling and in-depth interviews with six elementary school teachers, the research elucidated the utilization of a holistic instructional approach, while also highlighting the impediment posed by teachers' lack of dialect proficiency, leading to language obstacles in the classroom. However, the study unveiled the adaptive strategies employed by teachers, such as two-way learning, to facilitate effective language transition during instruction. The findings not only shed light on the current pedagogical landscape but also point towards future directions, emphasizing the significance of continual professional development, collaborative teaching practices, cultural awareness training, and community engagement as pivotal avenues to surmount language barriers and cultivate environmentally literate students.