The paper seeks to provide answers and arguments in support of the following questions which may function as working hypotheses: What are the major contributions of the humanities (language education, in our case) in modulating cultural dynamics in mixed intercultural classes and within society at large? How can we as language educators enable students in the life sciences to better integrate seemingly disunited aspects of their learning across their fields of study? How can we help learners achieve optimal socio-linguistic interaction within sustainable learning communities, according to the fullest human potential? The main interpretations and points raised by eco-linguistics and bio-semiotics assist us in our aims, as well as in evidencing the relational aspect of both cultural and natural living systems. Also, we aim to help students in the life sciences better perceive that nature is pervaded with meaning, communicative and collaborative aspects, as well as an inexhaustible range of relational patterns that go from the molecular level up to the cultural scale. This paper explores the contributions of language education to modulating cultural dynamics in intercultural contexts, enhancing interdisciplinary learning in the life sciences, and fostering sustainable, communicative communities that align with the human potential for cooperation and empathy. Drawing on eco-linguistics and biosemiotics, the study situates language as a medium through which humans can re-establish relational coherence with both culture and nature.

ESP, language education, didactic strategies, teaching, humanities, life sciences

biology

Presentation: poster