An Ecolinguistic Analysis of English Text Books to Evaluate the Integration of United Nations’ 17 Sustainable Development Goals

Abstract

Depending upon the ecolinguistic analysis the present study investigates the frequency of occurrence of 17SDGs along with eco-beneficial, eco-destructive and eco- ambivalent properties in the text of the English books taught in the schools of Punjab province of Pakistan. A theoretical model presented by He, Wei (2021) has been be utilised to evaluate content. The results show the UN’s 17 SDGs have been integrated more in social dimension while less attention has been paid to environmental and economic dimensions. The same is the case with the results of 5 Pillars of (5Ps) of 17 SDGs; the pillar of ‘people’ has been addressed as the top priority while the pillars of planet, prosperity and partnership have been used in lower frequency.  Based on the above analysis, suggestions have been proposed that while designing the next updated version of these text books attentions should be paid to the ignored SDGs and eco-linguistic properties with a justified eco-centric approach to restructure the cognitive patterns of language learners for eco-sustainability.