Ecological Consciousness in English Language Teaching: A Case Study of English Teachers at SBKWU, Quetta, through the Lens of Stibbe's Concepts

Abstract

Life in a natural setting allow societies to share knowledge and stories entail values independent of any awareness, interest, or appreciation of it by a conscious being (Naess & Guattari, 1986). Therefore, the language of stories determines critical thinking in specific social context (Okri, 1996). Hence the objectives of the study explored the culture of teaching that treats ecological perspectives and their need to be promoted in English department at Sardar Bahadur Khan Women’s University, Quetta. Current study asserts teachers awareness about the stories as mental modals and their language relationship to address ecological challenges in undergraduate classroom. The theoretical framework of Stibbe, (2021) Mental Modal embedded an influence on how cultural and educational context treats the ecosystem and gives awareness about the language of stories that exist in communities live by through their social context. The research determines to capture the perceptions of English department teachers using a thorough survey that makes use of qualitative approach. An in-depth interviews were recorded for the knowledge of the individualized experiences, attitudes, and convictions that respond to their culture of teaching and its promotion in pervasive rage of knowledge about their local environment in diverse language learning classroom through interpretative approach. The study concluded that teaching culture in Quetta is diverse with multiple challenges and issues existing in educational environment therefore, teachers seen to rise their focus on communication and human relations with the environment, particularly with the ways that help undergraduate students to shape their mental models explicitly about ecological sustainability as primary values for beneficial new stories to live by in emerging 21st century educational context.