EMPOWERING YOUNG LEARNERS: INTEGRATING CLIMATE CHANGE EDUCATION WITH BILINGUAL PICTURE BOOKS IN ELT
Main Article Content
Abstract
Climate change is a global issue that impacts many people around the world. In recent years, several areas in South Sumatra have experienced the uneven impacts of climate change, especially forest fires and drought. Reflecting on the environmental problems that occur, this is closely related to the behavior of the community. Therefore, climate change education must be provided from the beginning, especially to young learners. This research, conducted at SD IT Harapan Mulia Palembang, aims to explore the potential of bilingual picture books in fostering a sense of responsibility and concern for the environment among young learners. By introducing climate change concepts in an accessible and relevant way, this study seeks to empower children to become advocates for environmental sustainability in their communities. Additionally, it aims to improve language skills and reading interest among young learners. This research involved 24 young sixth grade elementary school students, a stakeholder, and two English teachers through a mixed methods approach, questionnaires and semi-structured interviews.The findings of this research reveal the enthusiasm of young learners in using bilingual picture books about climate change in the classroom. Young learners have their own characteristics of books to use, some of which are based on themes and illustrations, story content, use of two languages, number of pages, and interactive elements such as crossword puzzles or short exercises that can hone their language skills. Therefore, researchers suggest that bilingual picture books can be developed and applied as effective and attractive learning media for young learners in English Language Teaching class.
Keywords: climate change education; English for Young Learners; bilingual picturebooks; English language teaching
Article Details
How to Cite
Putri, C., Silvhiany, S., & Inderawati, R. (1). EMPOWERING YOUNG LEARNERS: INTEGRATING CLIMATE CHANGE EDUCATION WITH BILINGUAL PICTURE BOOKS IN ELT. English Review: Journal of English Education, 12(2), 601-616. https://doi.org/10.25134/erjee.v12i2.9889
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References
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Bevacqua, E., Vousdoukas, M. I., Zappa, G., Hodges, K., Shepherd, T. G., Maraun, D., Mentaschi, L., & Feyen, L. (2020). More meteorological events that drive compound coastal flooding are projected under climate change. Communications Earth & Environment, 1(1). https://doi.org/10.1038/s43247-020-00044-z
Calvin, K., Dasgupta, D., Krinner, G., Mukherji, A., Thorne, P. W., Trisos, C., Romero, J., Aldunce, P., Barrett, K., Blanco, G., Cheung, W. W. L., Connors, S., Denton, F., Diongue-Niang, A., Dodman, D., Garschagen, M., Geden, O., Hayward, B., Jones, C., … Ha, M. (2023). IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland. https://doi.org/10.59327/IPCC/AR6-9789291691647
Chaleta, E., Saraiva, M., Leal, F., Fialho, I., & Borralho, A. (2021). Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora. Sustainability, 13(4), 1828. https://doi.org/10.3390/su13041828
Cutter-Mackenzie, A., & Rousell, D. (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children’s Geographies, 17(1), 90–104. https://doi.org/10.1080/14733285.2018.1467556
Daly, N., Kleker, D., & Short, K. G. (2023). Dual Language Picturebooks As Resources for Multilingualism: Children As Language Inquirers. Language Arts, 100(3), 206–218. https://doi.org/10.58680/la202332263
Duggan, G. L., Jarre, A., & Murray, G. (2021). Learning for change: Integrated teaching modules and situated learning for marine social-ecological systems change. The Journal of Environmental Education, 52(2), 118–132. https://doi.org/10.1080/00958964.2020.1852524
Durriyah, T. L., Parlindungan, F., Dewayani, S., Silvhiany, S., & Amos, Y. (2023). Indonesian literacy teachers’ efforts to integrate children’s literature in literacy classrooms. The Australian Journal of Language and Literacy. https://doi.org/10.1007/s44020-023-00056-0
Fathinah, T. A., & Silvhiany, S. (2024). Investigating preservice teachers’ knowledge, belief, and attitude about climate change in relation to preparedness to integrate climate change issues in ELT. Universitas Sriwijaya.
Hsu, T.-W., Shih, D.-S., Li, C.-Y., Lan, Y.-J., & Lin, Y.-C. (2017). A Study on Coastal Flooding and Risk Assessment under Climate Change in the Mid-Western Coast of Taiwan. Water, 9(6). https://doi.org/10.3390/w9060390
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. https://doi.org/10.1080/00958964.2019.1710444
Li, C. J., Monroe, M. C., Oxarart, A., & Ritchie, T. (2021). Building teachers’ self-efficacy in teaching about climate change through educative curriculum and professional development. Applied Environmental Education & Communication, 20(1), 34–48. https://doi.org/10.1080/1533015X.2019.1617806
Lindgren Leavenworth, M., & Manni, A. (2021). Climate fiction and young learners’ thoughts—a dialogue between literature and education. Environmental Education Research, 27(5), 727–742. https://doi.org/10.1080/13504622.2020.1856345
Lough, D. M. (2023). Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change. Leadership and Policy in Schools, 22(2), 545–548. https://doi.org/10.1080/15700763.2022.2157739
Machado, E., & Flores, T. T. (2021). Picturebook Creators as Translingual Writing Mentors. Language Arts, 98(5), 235–245. https://doi.org/10.58680/la202131211
Maskana, N., Silvhiany, S., & Mirizon, S. (2024). Unlocking the Needs to Design Audiovisual Media to Incorporate Climate Change Education in ELT. Journal of English Education and Teaching Home Current Archives Anno, 8(1), 106–128.
Mochizuki, Y., & Bryan, A. (2015). Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles. Journal of Education for Sustainable Development, 9(1), 4–26. https://doi.org/10.1177/0973408215569109
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6). https://doi.org/10.1080/13504622.2017.1360842
Muthukrishnan, R. (2019). Using picture books to enhance ecoliteracy of first-grade students. International Journal of Early Childhood Environmental Education, 6(2), 19–41.
Niland, A. (2023). Picture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children. Education Sciences, 13(5), 511. https://doi.org/10.3390/educsci13050511
op de Beeck, N. (2018). Children’s Ecoliterature and the New Nature Study. Children’s Literature in Education, 49(1). https://doi.org/10.1007/s10583-018-9347-9
Prancisca, S., & Chappell, C. (2022). Evaluation of bilingual book for English language learning. Journal of English Language Teaching Innovations and Materials (Jeltim), 4(2), 144. https://doi.org/10.26418/jeltim.v4i2.55665
Pratiwi, M., & Silvhiany, S. (2023). Exploring English education students’ awareness of climate change education through multimodal creative writing. Universitas Sriwijaya.
Putri, C., & Silvhiany, S. (2022). Exploring the use of picture books about environment in supporting marginal children’s development of ecoliteracy. Sriwijaya University.
Rahmadhani, S., & Silvhiany, S. (2024). Investigating teachers’ knowledge, belief, and attitude about climate change in relation to preparedness to integrate climate change issues in ELT. Universitas Sriwijaya.
Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children’s Geographies, 18(2), 191–208. https://doi.org/10.1080/14733285.2019.1614532
Salma, L. R. F., & Silvhiany, S. (2024). Designing children’s books to support the inclusion of ecological sustainability in ELT. Universitas Sriwijaya.
Savira, S. A., & Silvhiany, S. (2022). Tracing the English language literacy in collaborative writing among the marginalized teenagers . Universitas Sriwijaya.
Schneider-Mayerson, M., Gustafson, A., Leiserowitz, A., Goldberg, M. H., Rosenthal, S. A., & Ballew, M. (2020). Environmental Literature as Persuasion: An Experimental Test of the Effects of Reading Climate Fiction. Environmental Communication. https://doi.org/10.1080/17524032.2020.1814377
Silvhiany, S., Kurniawan, D., & Safrina, S. (2023). Climate change awareness in ELT: Ethnography in connected learning and ecojustice pedagogy. Journal of English Language Teaching Innovations and Materials, 5(2), 91–109.
Silvhiany, S., Kurniawan, D., & Safrina, S. (2024). Teaching about climate change in EFL teacher education: Curricular engagement for critical awareness. 020063. https://doi.org/10.1063/5.0201005
Silvhiany, S., Rahmadhani, S., Inderawati, R., Meilinda, M., & Trilestari, K. (2023). Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers’ Preparedness and Perspectives. Voice of English Language Education Society, 7(3), 801–815.
Skougaard Kaspersen, P., Høegh Ravn, N., Arnbjerg-Nielsen, K., Madsen, H., & Drews, M. (2017). Comparison of the impacts of urban development and climate change on exposing European cities to pluvial flooding. Hydrology and Earth System Sciences, 21(8). https://doi.org/10.5194/hess-21-4131-2017
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
Sun, H., Roberts, A. C., & Bus, A. (2022). Bilingual children’s visual attention while reading digital picture books and story retelling. Journal of Experimental Child Psychology, 215, 105327. https://doi.org/10.1016/j.jecp.2021.105327
Swain, K. (2020). Children’s picture books in an age of climate anxiety. The Lancet Child & Adolescent Health, 4(9), 650–651. https://doi.org/10.1016/S2352-4642(20)30253-4
UNESCO. (2021). Education for sustainable development. United Nations Education and Scientific and Cultural Organization.
UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. (2024). Greening Education Partnership: Getting Every Learner Climate-ready.
United Nations Educational Scientific and Cultural Organization. (2020). Education for Sustainable Development: A Roadmap. UNESCO.
Wiraatmaja, T., Wardani, A. N., & Warnanda S., K. N. (2021). Implementing bilingual story-telling picture book to reinforce character education for pre-schoolers in english extracurricular activity. PROJECT (Professional Journal of English Education), 4(3), 504. https://doi.org/10.22460/project.v4i3.p504-512
Wissman, K. K. (2020). “We Are Stories”: Centering Picturebooks in the Reading Support Class. The Reading Teacher, 74(2), 201–207. https://doi.org/10.1002/trtr.1916
Bahtić, K., & Višnjić Jevtić, A. (2020). Young Children’s Conceptions of Sustainability in Croatia. International Journal of Early Childhood, 52(2), 195–211. https://doi.org/10.1007/s13158-020-00266-4
Bevacqua, E., Vousdoukas, M. I., Zappa, G., Hodges, K., Shepherd, T. G., Maraun, D., Mentaschi, L., & Feyen, L. (2020). More meteorological events that drive compound coastal flooding are projected under climate change. Communications Earth & Environment, 1(1). https://doi.org/10.1038/s43247-020-00044-z
Calvin, K., Dasgupta, D., Krinner, G., Mukherji, A., Thorne, P. W., Trisos, C., Romero, J., Aldunce, P., Barrett, K., Blanco, G., Cheung, W. W. L., Connors, S., Denton, F., Diongue-Niang, A., Dodman, D., Garschagen, M., Geden, O., Hayward, B., Jones, C., … Ha, M. (2023). IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland. https://doi.org/10.59327/IPCC/AR6-9789291691647
Chaleta, E., Saraiva, M., Leal, F., Fialho, I., & Borralho, A. (2021). Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora. Sustainability, 13(4), 1828. https://doi.org/10.3390/su13041828
Cutter-Mackenzie, A., & Rousell, D. (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children’s Geographies, 17(1), 90–104. https://doi.org/10.1080/14733285.2018.1467556
Daly, N., Kleker, D., & Short, K. G. (2023). Dual Language Picturebooks As Resources for Multilingualism: Children As Language Inquirers. Language Arts, 100(3), 206–218. https://doi.org/10.58680/la202332263
Duggan, G. L., Jarre, A., & Murray, G. (2021). Learning for change: Integrated teaching modules and situated learning for marine social-ecological systems change. The Journal of Environmental Education, 52(2), 118–132. https://doi.org/10.1080/00958964.2020.1852524
Durriyah, T. L., Parlindungan, F., Dewayani, S., Silvhiany, S., & Amos, Y. (2023). Indonesian literacy teachers’ efforts to integrate children’s literature in literacy classrooms. The Australian Journal of Language and Literacy. https://doi.org/10.1007/s44020-023-00056-0
Fathinah, T. A., & Silvhiany, S. (2024). Investigating preservice teachers’ knowledge, belief, and attitude about climate change in relation to preparedness to integrate climate change issues in ELT. Universitas Sriwijaya.
Hsu, T.-W., Shih, D.-S., Li, C.-Y., Lan, Y.-J., & Lin, Y.-C. (2017). A Study on Coastal Flooding and Risk Assessment under Climate Change in the Mid-Western Coast of Taiwan. Water, 9(6). https://doi.org/10.3390/w9060390
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. https://doi.org/10.1080/00958964.2019.1710444
Li, C. J., Monroe, M. C., Oxarart, A., & Ritchie, T. (2021). Building teachers’ self-efficacy in teaching about climate change through educative curriculum and professional development. Applied Environmental Education & Communication, 20(1), 34–48. https://doi.org/10.1080/1533015X.2019.1617806
Lindgren Leavenworth, M., & Manni, A. (2021). Climate fiction and young learners’ thoughts—a dialogue between literature and education. Environmental Education Research, 27(5), 727–742. https://doi.org/10.1080/13504622.2020.1856345
Lough, D. M. (2023). Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change. Leadership and Policy in Schools, 22(2), 545–548. https://doi.org/10.1080/15700763.2022.2157739
Machado, E., & Flores, T. T. (2021). Picturebook Creators as Translingual Writing Mentors. Language Arts, 98(5), 235–245. https://doi.org/10.58680/la202131211
Maskana, N., Silvhiany, S., & Mirizon, S. (2024). Unlocking the Needs to Design Audiovisual Media to Incorporate Climate Change Education in ELT. Journal of English Education and Teaching Home Current Archives Anno, 8(1), 106–128.
Mochizuki, Y., & Bryan, A. (2015). Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles. Journal of Education for Sustainable Development, 9(1), 4–26. https://doi.org/10.1177/0973408215569109
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6). https://doi.org/10.1080/13504622.2017.1360842
Muthukrishnan, R. (2019). Using picture books to enhance ecoliteracy of first-grade students. International Journal of Early Childhood Environmental Education, 6(2), 19–41.
Niland, A. (2023). Picture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children. Education Sciences, 13(5), 511. https://doi.org/10.3390/educsci13050511
op de Beeck, N. (2018). Children’s Ecoliterature and the New Nature Study. Children’s Literature in Education, 49(1). https://doi.org/10.1007/s10583-018-9347-9
Prancisca, S., & Chappell, C. (2022). Evaluation of bilingual book for English language learning. Journal of English Language Teaching Innovations and Materials (Jeltim), 4(2), 144. https://doi.org/10.26418/jeltim.v4i2.55665
Pratiwi, M., & Silvhiany, S. (2023). Exploring English education students’ awareness of climate change education through multimodal creative writing. Universitas Sriwijaya.
Putri, C., & Silvhiany, S. (2022). Exploring the use of picture books about environment in supporting marginal children’s development of ecoliteracy. Sriwijaya University.
Rahmadhani, S., & Silvhiany, S. (2024). Investigating teachers’ knowledge, belief, and attitude about climate change in relation to preparedness to integrate climate change issues in ELT. Universitas Sriwijaya.
Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children’s Geographies, 18(2), 191–208. https://doi.org/10.1080/14733285.2019.1614532
Salma, L. R. F., & Silvhiany, S. (2024). Designing children’s books to support the inclusion of ecological sustainability in ELT. Universitas Sriwijaya.
Savira, S. A., & Silvhiany, S. (2022). Tracing the English language literacy in collaborative writing among the marginalized teenagers . Universitas Sriwijaya.
Schneider-Mayerson, M., Gustafson, A., Leiserowitz, A., Goldberg, M. H., Rosenthal, S. A., & Ballew, M. (2020). Environmental Literature as Persuasion: An Experimental Test of the Effects of Reading Climate Fiction. Environmental Communication. https://doi.org/10.1080/17524032.2020.1814377
Silvhiany, S., Kurniawan, D., & Safrina, S. (2023). Climate change awareness in ELT: Ethnography in connected learning and ecojustice pedagogy. Journal of English Language Teaching Innovations and Materials, 5(2), 91–109.
Silvhiany, S., Kurniawan, D., & Safrina, S. (2024). Teaching about climate change in EFL teacher education: Curricular engagement for critical awareness. 020063. https://doi.org/10.1063/5.0201005
Silvhiany, S., Rahmadhani, S., Inderawati, R., Meilinda, M., & Trilestari, K. (2023). Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers’ Preparedness and Perspectives. Voice of English Language Education Society, 7(3), 801–815.
Skougaard Kaspersen, P., Høegh Ravn, N., Arnbjerg-Nielsen, K., Madsen, H., & Drews, M. (2017). Comparison of the impacts of urban development and climate change on exposing European cities to pluvial flooding. Hydrology and Earth System Sciences, 21(8). https://doi.org/10.5194/hess-21-4131-2017
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
Sun, H., Roberts, A. C., & Bus, A. (2022). Bilingual children’s visual attention while reading digital picture books and story retelling. Journal of Experimental Child Psychology, 215, 105327. https://doi.org/10.1016/j.jecp.2021.105327
Swain, K. (2020). Children’s picture books in an age of climate anxiety. The Lancet Child & Adolescent Health, 4(9), 650–651. https://doi.org/10.1016/S2352-4642(20)30253-4
UNESCO. (2021). Education for sustainable development. United Nations Education and Scientific and Cultural Organization.
UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. (2024). Greening Education Partnership: Getting Every Learner Climate-ready.
United Nations Educational Scientific and Cultural Organization. (2020). Education for Sustainable Development: A Roadmap. UNESCO.
Wiraatmaja, T., Wardani, A. N., & Warnanda S., K. N. (2021). Implementing bilingual story-telling picture book to reinforce character education for pre-schoolers in english extracurricular activity. PROJECT (Professional Journal of English Education), 4(3), 504. https://doi.org/10.22460/project.v4i3.p504-512
Wissman, K. K. (2020). “We Are Stories”: Centering Picturebooks in the Reading Support Class. The Reading Teacher, 74(2), 201–207. https://doi.org/10.1002/trtr.1916