Ecolinguistics, Wellbeing and Sustainability by Daniela Bunea https://padlet.com/arghir_daniela/ecolinguistics Robert Poole’s webinar we attended yesterday, “Ecolinguistics and Language Education: Promoting Ecological Wellbeing and Sustainability in the Classroom” , proved to be a remarkable introduction to ecolinguistics and its potential for fostering eco-critical language awareness in the classroom. Your classroom is a small world you help shape every day. The words we use matter. Ecolinguistics shows us that language can build either kindness and connection, or stress and distance. As Robert Poole notes in his ecolinguistics perspectives, language is never neutral; it carries values that shape how we relate to the world. When we use encouraging, respectful language, people feel safer, more confident, and more willing to learn. Wellbeing is about how we feel in this space: calm, included, and valued. When we feel good, we learn better and work better together. Education for Sustainable Development brings everything together. It helps us turn ideas into action, caring for each other, our school, and the planet. Read a comprehensive article here: https://acrobat.adobe.com/id/urn:aaid:sc:EU:479665d0-3df7-4ad9-bb46-5dff5b898c95. We kindly invite you to contribute to the creation of a booklet of ideas and/or small tips for activities that apply eco-critical language awareness in the classroom, from simple tasks to full-grown projects. Useful links: https://www.storiescourse.org/new; https://www.zotero.org/groups/4469955/ecolinguistics_bibliography; https://www.ecolinguistics-association.org/. en-us 2017-02-22 07:35:29 UTC 2026-06-07 04:30:03 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Balance.png Weather word audit anita_simac https://padlet.com/arghir_daniela/ecolinguistics/wish/3873220304

A quick task

Display two news headlines about the same weather event — one alarmist, one neutral. Students identify loaded vs. neutral words and discuss how each makes them feel. Connects directly to the article's "emotional responses to global issues" point.

Maths connection: Read temperature anomaly data behind the headline — does the number match the tone?

]]> 2026-04-18 11:17:28 UTC https://padlet.com/arghir_daniela/ecolinguistics/wish/3873220304 Two stories one graph anita_simac https://padlet.com/arghir_daniela/ecolinguistics/wish/3873220754 Present a CO₂ graph and ask students to write two short newspaper introductions — one hopeless, one action-oriented — using the same data. Then discuss: which one makes you want to act? Which is more honest? This applies the "pedagogy of hope" idea from the article.

Maths connection: Read percentage change, rate of change, and trend lines from the graph as part of the task.

]]> 2026-04-18 11:18:31 UTC https://padlet.com/arghir_daniela/ecolinguistics/wish/3873220754 The classroom as an ecosystem anita_simac https://padlet.com/arghir_daniela/ecolinguistics/wish/3873220962 Students map the classroom as an ecosystem: who produces energy (ideas), who consumes, who decomposes (questions everything). Draws directly on the article's "classroom as a small garden" metaphor and the inner/outer wellbeing connection.

Maths connection: Use a simple energy-flow diagram with percentages to model how ideas "transfer" through group discussion.

]]> 2026-04-18 11:19:05 UTC https://padlet.com/arghir_daniela/ecolinguistics/wish/3873220962 Numbers that hide and numbers that show anita_simac https://padlet.com/arghir_daniela/ecolinguistics/wish/3873221470 Compare how the same statistic ("global temperature up 1.2°C") is framed differently across a scientific report, a tabloid, and a campaign poster. Students discuss which framing connects people to action and which creates distance or helplessness.

Maths connection: Convert between absolute and percentage changes; discuss scale, baseline, and context in data presentation.

]]> 2026-04-18 11:19:45 UTC https://padlet.com/arghir_daniela/ecolinguistics/wish/3873221470 From eco-anxiety to eco-agency anita_simac https://padlet.com/arghir_daniela/ecolinguistics/wish/3873221737 A longer project where students interview peers or family about how climate news makes them feel, then design a short "reframing guide" — practical language tools for turning helplessness into agency. Directly addresses the article's concern about alarmist discourse increasing anxiety.

Maths connection: Visualise interview data: create pie charts of emotional responses, track how reframing tools shift the distribution in follow-up surveys.

]]> 2026-04-18 11:20:24 UTC https://padlet.com/arghir_daniela/ecolinguistics/wish/3873221737 eTwinning project: comparing climate narratives across borders anita_simac https://padlet.com/arghir_daniela/ecolinguistics/wish/3873222155 Partner with an eTwinning school to compare how students in two countries describe local climate change: vocabulary, metaphors, tone. Students compare both the language and the underlying climate data. A natural extension of your eTwinning experience — language as a bridge between cultures and ecosystems.

Maths connection: Exchange local temperature or precipitation datasets; students graph and compare trends side by side, then discuss whether the language matches the data.

]]> 2026-04-18 11:21:30 UTC https://padlet.com/arghir_daniela/ecolinguistics/wish/3873222155 IUCN redlist https://padlet.com/arghir_daniela/ecolinguistics/wish/3873291635 Partners focus on the Red List of Threatened Species during the project.

Students get familiar with the definitions of each category.

First, teams create a list of species.

And because we tend to favour more "adorable" species (puppies, bunnies) while ignoring the welfare of "unattractive" animals (reptiles, rats), the majority of the species must belong to the "unattractive " group. Secondly, teams explain the goal of their collection. Thirdly, they search for initiatives that help save these species.

At the end of the project, they design an ebook.

]]> 2026-04-18 13:26:25 UTC https://padlet.com/arghir_daniela/ecolinguistics/wish/3873291635 Small Steps, Big Impact: Students Shaping a Greener Environment aydaabm https://padlet.com/arghir_daniela/ecolinguistics/wish/3877209895 As part of our digital eTwinning project, our students actively participated in preparing and caring for the school garden. They cleaned the space, nurtured the soil, and, with the arrival of the planting season, enthusiastically worked on cultivating vegetables such as peppers, tomatoes, and eggplants. The students of Taourit 2 School in Djerba carefully tilled the الأرض and prepared suitable planting beds, while their teacher and the school administration provided the seedlings. Through this hands-on activity, integrated into their science lesson on preserving environmental balance, students not only learned essential ecological principles but also developed a deeper appreciation for nature and the importance of protecting it.

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