Environmental Concerns and English Language Teaching in Saudi Context: Perceptions and Practices Ansa Hameed College of Science and Humanities, Al-Kharj, Prince Sattam Bin Abdulaziz University, Saudi Arabia Abstract—The present study aims to analyze the English language teachers’ perceptions and practices in Saudi Arabia from the perspective of environmental education. The drive is firstly to record and scrutinize teachers’ perceptions regarding the incorporation of environmental education as part of ELT. Secondly, it explores whether or not they integrate environmental concerns into their teaching materials and practices. For this purpose, mixed-method research was used using a questionnaire and a focus group interview as tools of the study. The findings reveal not-up-to-par responses with respect to the attitudes of ELT teachers toward the integration of environmental education in the ELT curriculum. Moreover, their current practices also lack such focus in their classrooms though they apprehend its significance in light of contemporary environmental concerns. The study suggests that this needs to be focused on a preliminary basis by the concerned stakeholders to educate and equip the ELT teachers for the purpose. Index Terms—environmental education, English language teaching, teachers’ perspectives, focus group interview I. INTRODUCTION “Little we see in Nature that is ours; We have given our hearts away, a sordid boon!” (Wordsworth, 1965, p. 72). While Wordsworth wrote these lines in the nineteenth century, he was hardly aware of the inbound disastrous effects of the insensitive attitudes of humans towards nature, where the consequences were observable, particularly during the twenty-first century. In fact, environmental crises are some of the biggest dilemmas of the present-day world that have caused treacherous effects on the ecosystem through abysmal climate change, extreme weather conditions, intensifying global warming, and often solemn geological calamities. Further, this detrimental impact on the ecosystem has negatively influenced all forms of life, from humans to plant kingdoms. Different programs and projects have been launched at individual, organizational, national, and international levels to lessen these pejorative impacts; raising awareness is also one of them. For the said reason, the philosophy of better and greener education has become a potent aspect of educational systems throughout the world. From United Nations to local communities, education has been granted the prestige of being a persuasive gadget for bringing a positive change in the environment. Putri (2018) quotes UNESCO's (2005) goals for sustainable education to favor environmental education as an imperative part of the contemporary education system around the world. In addition, United Nations' agenda for sustainability (2015) is primarily concerned with environmental sustainability as one of the keys to a sustainable future by 2030 and ponders education as a vehicle to endorse it. According to the UN general assembly resolution 72/222 held in 2017 (Education for Sustainable Development: A Roadmap, 2020), education is a key enabler to achieving all the desired sustainability goals including environmental sustainability. Thus, environmental education is the need of the time. Environmental education is about enlightening the youth concerning the significance of the environment together with what actions, strategies, and policies can help to improve our natural surroundings. It aids us to comprehend our environment and how our activities can influence it positively or negatively. By understanding the consequences of our actions, we can make better, more sustainable choices for ourselves and our planet. According to Nkwetisama (2011), the ability to think and act green is what education should be about to tackle ecological complications. Crim et al. (2008) narrate that the education for environmental sustainability given to children today “will have a great impact on the future quality of life for generations to come” (p. 6). It is contended that ecological concerns should be focused on through all channels of education including language learning. Li (2013) suggests that language learning is also a key field where students can be equipped with environmental education. Babcook (1993) states that effective language learning includes both the “learning of the micro and macro skills acquired into appropriate expressions of communication; and, environmental issues are rich subject matters of communication” (quoted in Nkwetisama, 2011, p. 112). Bhusal (2021) comments that the integration of environmental education into language teaching is crucial as language learning not only demands the students to use a language but to use it for functional purposes. Thus, the incorporation of environmental concerns in English language teaching, in theory, and practice, can produce not only better language users but also informed critical thinkers. Tang (2009) stresses ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 14, No. 4, pp. 1127-1137, July 2023 DOI: https://doi.org/10.17507/jltr.1404.31 © 2023 ACADEMY PUBLICATION