The Representation of Environmental Issues in the Super Minds Textbooks

A Critical Micro-Semiotic Discourse Analysis

Bibliographic Data

ID21570531
AuthorsAbid Abid (0000-0002-1191-409X, State University of Gorontalo, corresponding author)
Year2026
Pages1-15
Publication date2026-05-13
Open AccessYes
TypeARTICLE
VenueAustralian Journal of Environmental Education (JOURNAL)
Journal identifiersISSN: 0814-0626 • E-ISSN: 2049-775X
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/aee.2026.10173
OpenAlexW7161055187
LanguageEN
References cited33

This study investigates the extent to which language learning tasks in the Super Minds textbook series promote environmental awareness. Using a critical micro-semiotic discourse analysis, it examines 52 tasks from seven sub-units labelled “Environmental Studies” or “Environmental Science” across six textbooks. The analysis reveals that the majority of tasks promote an ecocentric worldview, with fewer instances of anthropocentric, biocentric and mixed perspectives. In terms of levels of environmental literacy, most tasks fall within the functional literacy category, followed by nominal and operational levels. These findings indicate a tendency towards surface-level engagement with environmental issues. The study calls for more diverse and transformative environmental perspectives in language education materials to support deeper learner engagement. At an international level, the findings highlight the potential of global English language curricula to play a more active role in fostering environmental literacy and sustainability-oriented mindsets among learners

Critical discourse analysis · Curriculum · Discourse analysis · Environmental education · Literacy · Project commissioning · Transformative learning · Discourse Analysis in Language Studies · Environmental Education and Sustainability · Indigenous and Place-Based Education

Tools

Open DOIOpen Access