CPF: Spring 2021


From Germany to Sweden and other countries around Europe and the world, recent youth climate strikes are indicating a growing concern among young people regarding environmental issues, and an increased awareness of the need to take urgent political action at a local and global scale. These developments give all the more reason to make environmental issues a key matter of classroom instruction.

Since its beginnings, ecocriticism has acknowledged the central role of education in creating a more sustainable future (cf. Waage 1985). From early approaches in environmental learning to more recent ones, such as education for sustainable development or for global environmental citizenship, subsequent developments in ecocriticism and at an international political level have underlined the significance of addressing environmental issues in the classroom (cf. Mayer & Wilson 2006, Christensen et al. 2008, Grimm & Bartosch 2014, Garrard 2012, Misiaszek 2018). In this context, it has become widely accepted that environmental issues should not only be a concern of the science classroom. Because “the environmental crisis […] is, in fact, a cultural crisis” (Mayer & Wilson 2006, 1), environmental education in the fields of language, literature, and culture is also of key significance for developing a sound understanding of the cultural roots of our environmental crisis and fostering the attitudes and skills necessary to critically assess and solve the problems we are facing.

The aim of this special issue of Ecozon@ is to shed light on how the English as a foreign language (EFL) classroom – in Europe and around the world – can provide students with knowledge and skills necessary to tackle the pressing global environmental issues of our time, including among others climate change, resource depletion and pollution, environmental injustice, and questions of animal rights. Contributions may focus on but are not limited to the following issues: 

  • teaching environmental issues in EFL (or interdisciplinary) classroom contexts through the use of literary texts and non-literary media
  • the representation of environmental change in current foreign language classroom text books
  • the role of environmental issues in the context of approaches to global learning and global citizenship education
  • the role of education in conceptions of environmental literacy and environmental agency
  • the role of affect in environmental learning
  • theories of education for sustainable development and their implementation in either national school curricula, EFL, or interdisciplinary (classroom) projects

Please direct any queries to Claudia Deetjen (claudia.deetjen@uni-wuerzburg.de) and Christian Ludwig (christian.ludwig@uni-bielefeld.de).

Manuscripts of 6000-8000 words may be submitted via the journal platform as early as 15 May 2020 and no later than 15 July 2020. Authors must comply with the guidelines indicated on the platform. Title, abstracts, and keywords must be provided in the language of the article, English, and Spanish. MLA style should be used for citations. Permission must be obtained by the author for any images used, and the images should be included in the text. Manuscripts will be accepted in English, German, Spanish, Italian and French.

Though it is not an essential requirement, we highly encourage potential authors to make prior contact with the editors by submitting a preliminary abstract (approximately 500 words).




Bartosch, Roman and Grimm, Sieglinde. Teaching Environments. Ecocritical Encounters. Frankfurt: Peter Lang, 2014.

Christensen, Laird et al. (eds.). Teaching North American Environmental Literature. New York: The Modern Language Association of America, 2008.

Garrard, Greg. Teaching Ecocriticism and Green Cultural Studies. New York: Palgrave Macmillan, 2012.

Lopez, Antonio. Greening Media Education. Bridging Media Literacy with Green Cultural Citizenship. New York: Peter Lang, 2014.

Mayer, Sylvia and Graham Wilson (eds.). Ecodidactic Perspectives on English Language, Literature and Culture. Trier: Wissenschaftlicher Verlag Trier, 2006.

Misiaszek, Greg William. Educating the Global Environmental Citizen. Understanding Ecopedagogy in Global Contexts. New York: Routledge, 2018.

Siperstein, Stephen et al. (eds.). Teaching Climate Change in the Humanities. New York: Routledge, 2017.

Waage, Frederick O. (ed.). Teaching Environmental Literature: Materials, Methods, Resources. New York: The Modern Language Association of America, 1985.