This paper introduces some fundamental issues relevant to designing ecological education curricula by means of semiotic and communicational practices which can be conveyed successfully in language classes, as well as psychological and pedagogical training. Teaching these subjects across domains related to the life sciences and natural sciences affords the suitable occasion to expose learners to relevant concepts promoting ethical relationships and healthy attitudes towards our shared habitat and the community of life. The paper focuses on the importance of ecoliteracy and learning to communicate and behave in sustainable, ecological ways which take into account the interrelatedness among all forms of life. In designing long-term ecological thinking, the question raised is how to overcome the unsustainable tendencies of dominant systems in place today, including education. We discuss the relevance of the ecosemiotic framework as an applied model for developing sustainable communication in the language class. The communicative semiotic approach targets linguistic and conceptual enrichment by means of open dialogue and human interaction, while emphasizing participative meaning-making on complexity theoretical bases. Numerous disciplines have addressed these issues in what is now understood as Complex Systems theory, from ecology, biology, and life sciences to humanist psychology, sociology, and other fields which are striving to find interconnections from a holistic and transdisciplinary point of view.

Biosemiotics, Ecolinguistics, communication, language learning, sustainable education

social sciences

Presentation: None