Introducing Nature Through Language: An Ecolinguistic Study of English Learning Materials at the Kindegarden School of the Nazhrul Asrofi Education Foundation

Abstract

This study investigates how nature is represented in English learning material used at the Kindegarden level and explores the ecolinguistic values embedded within them. Using a qualitative descriptive approach, the research analyzed flashcards, sturybooks, songs, and visual aids implemented at the Nazhrul Asrofi Education Foundation. Data were collected through document analysis and classroom observation, and examined using Stibbe’s ecolinguistic framework supported by semiotic analysis. The findings revealed that nature is frequently present in the materials, especially through depictions of animals, plants, and natural elements. Some materials conveyed positive ecological values such as harmony, care, and interdependence, while others treated nature merely as decorative or neutral content. The role of teachers was found to be essential in transforming passive representations into active ecological learning experiences. This study highlights the need for English teaching resources at the early childhood level to be ecologically conscious and intentionally designed to foster environmental awareness through language. It also emphasizes the importance of teacher involvement in interpreting and delivering ecolinguistic messages to young learners.