Speaker
Description
This study investigates the integration of Environmental Education in Global Success English textbooks for Vietnamese high school students, grades 10-12. Utilizing Fairclough's critical discourse analysis, the research explores the extent and manner in which environmental topics are presented linguistically and visually. The study aligns with sustainability education principles to examine how textbooks prepare learners for global environmental challenges and responsible citizenship.
Findings reveal strong emphasis on the knowledge dimension of environmental literacy, with 29 instances of cognitive content compared to only 15 behavioral and 10 affective instances. Textual analysis shows frequent use of passive voice, abstraction, and nominalization, which obscure responsibility and downplay systemic causes of environmental issues. While behavioral components offer practical suggestions such as participating in Earth Hour or adopting green habits, they remain largely symbolic. Affective content, though community-oriented, lacks emotional depth and localized relevance.
The study concludes that although textbooks reflect progress in promoting sustainability, they fall short of achieving transformative Environmental Education that fully engages learners cognitively, emotionally, and behaviorally. The research contributes to understanding how ELT materials can better integrate sustainability education to develop globally competent, environmentally conscious learners. Recommendations include developing more balanced, critical, and action-oriented approaches that inspire meaningful environmental engagement and empower learners toward sustainable practices.
Keywords: Environmental education, textbook analysis, sustainability, Global Success, critical discourse analysis, Vietnam
Biography
I am Le Khanh Huyen, a recent graduate majoring in English Linguistics from the Faculty of Foreign Languages of Hanoi Pedagogical University 2. With a strong passion for education and sustainable development, I have been pursuing the topic “ELT Textbook Analysis: Environmental Education Integration for Sustainability” as part of my long-term academic orientation.
During my time at university, I had the opportunity to participate in various faculty- and university-level academic conferences, where I was able to engage in scholarly discussions with lecturers and fellow students who share similar interests.
My research focuses on the intersection of language, education, and sustainability values, an increasingly significant interdisciplinary approach in the context of globalization and climate change. I hope my research can contribute to the innovation of English language teaching content by integrating environmental issues, thereby helping students not only develop language skills but also become responsible global citizens.
Those interested in my field of research can contact me via email: lekhanhhuyenhpu2@gmail.com.
I would like to express my deep gratitude to Nguyen Thi Hong Nhat, PhD, who provided dedicated guidance throughout my research process, as well as to all the lecturers in the Faculty of Foreign Languages who inspired and supported me in overcoming the initial challenges of approaching interdisciplinary concepts.
One of the greatest challenges I encountered during the research process was accessing high-level academic materials in foreign languages, as well as analyzing textbook content according to sustainability education criteria. However, through these challenges, I learned to think critically, persist in seeking solutions, and continuously improve my independent research skills, essential foundations for my future academic journey.
